Module 1 Language Education Research PDF

Module 1 Language Education Research Bachelor of Secondary Education Major in English (BSEDEN) Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND CAMPUSES SANTA ROSA CAMPUS...

Module 1 Language Education Research Bachelor of Secondary Education Major in English (BSEDEN) Republic of the Philippines POLYTECHNIC UNIVERSITY OF THE PHILIPPINES OFFICE OF THE VICE PRESIDENT FOR BRANCHES AND CAMPUSES SANTA ROSA CAMPUS MODULE 1 LANGUAGE EDUCATION RESEARCH (SEEN) COMPILED BY: APRILYN E. CALVARIO Faculty 1 0 “THE COUNTRY’S 1st POLYTECHNICU”  TABLE OF CONTENTS UNIT 1 – UNDERSTANDING THE NATURE AND ROLE OF RESEARCH IN LANGUAGE EDUCATION ……………1 Lesson 1: What is research? ……….…...1 Lesson 1a: What is language education research? ………….…2 Lesson 1b: What are the basic steps in planning and conducting a research? ……….……2 Lesson 1c: What are the Parts of a Research Report ….…………2 Lesson 1d: General Types of Research …..………...3 Lesson 1e: Issues Related to Data Gathering …………….7 Lesson 2: Choosing Topics for Research …………….7 Lesson 2a: Generating research problem from research idea …………….8 “THE COUNTRY’S 1st POLYTECHNICU” 1 0  1 UNIT 1 – UNDERSTANDING THE NATURE AND IMORTANCE OF RESEARCH IN LANGUAGE EDUCATION OVERVIEW: Language educational research is gradually affecting our ideas about teaching and the approaches or practices we use to achieve our goals and objectives in education. Many teachers, administrators, and practitioners have recognized its importance because research in language teaching can inform pedagogy. In this unit, we will learn about the characteristics and importance of research in second language teaching. It aims to open up the world of research to language education students who will be directly involved in the activities of language classrooms. LEARNING OUTCOMES: After successful completion of this unit, you should be able to: 1. demonstrate understanding of the meaning, nature and role of research in second language teaching; 2. differentiate between and among the general types or classification of research 3. identify the different parts of a research report 4. understand the ethical considerations in doing language research. COURSE MATERIALS: Lesson 1: What is research? To some people, research means collecting data or information. Some students interpret the word “research” as going to the library and searching through the books, journals, or internet or locating and copying readings or reports. To others, research connotes putting together related knowledge. But research is much more than these activities. Research is a process of asking questions and answering them either by conducting a survey, observation or experimentation on a structured logical manner; it is a scientific and disciplined inquiry. It is not an endpoint in itself but the beginning of adding new knowledge to existing human knowledge. Bear in mind that not all researches undertaken in various fields of human endeavor automatically contribute to new knowledge. Research provides a better course for the knowledge and decision making than personal experience, beliefs, tradition, logic, or intuition. It is a systematic process of gathering data and logically analyzing the data for some purpose. It is a formal application of scientific method of study of the problems. It is a quest for truth. It is guided by certain rules and follows certain procedures in seeking answers to certain questions or problems. Practically, all research in education are directed to one or both of the following: (a) To acquire new knowledge and (b) to solve a problem or problems in education. Lesson 1a: What is language education research? “THE COUNTRY’S 1st POLYTECHNICU” 1 0  2 There are a number of definitions of research in second language teaching. These definitions emphasizes the purposes of research, the methods and strategies used, the analysis of data, and the ethics in conducting research. Below are some of the definitions given by the research practitioners themselves. 1. It is the utilization of various methods and strategies to gather truthful and accurate information about problems and issues related to language and literature study. 2. It is the carrying out of scientific method or analysis; it entails the application of formal, systematic, and intensive processes to yield significant information or data about the research questions and/or objectives. 3. It is the systematic, objective, and language-based or literature-based analysis of scientifically recorded data which may lead to the development of generalizations, principles, models, theories, and prediction of events. Lesson 1b: What are the basic steps in planning and conducting a research? 1. Identify the problem area. 2. Survey the literature relating to it. 3. Define the actual problem for investigation to clear specific terms. 4. Formulate the conceptual framework or the research paradigm. 5. Formulate testable hypothesis and define the basic concepts and variables. 6. State the underlying assumptions that govern the interpretation of results. 7. Define the scope and limitations of research. 8. Construct the research design. 9. Identify the research subjects and the sampling techniques. 10. Specify the instruments and data collection procedures. 11. Select the data analysis methodology. 12. Execute the research plan. 13. Evaluate the results and draw conclusions. 14. State the recommendations Lesson 1c: What are the Parts of a Research Report The parts of a research report provide a systematic presentation of the research questions and the answers to these questions. Regardless of the variations in the parts of a research report, all research reports contain research questions or objectives, related theoretical and research literature and research findings and their discussion. Below are the basic contents of a research report: 1. The Problem and Its Setting – This section includes the introduction of the study, statement of the problem, scope and delimitation, importance of the study, and the definition of terms. It is also in this part that the hypotheses and assumptions of the study are stated. 2. Review of Literature and Studies – This section presents the theories, concepts, and studies related to the research topic. “THE COUNTRY’S 1st POLYTECHNICU” 1 0  3 3. Research Methodology – This section clears out the processes used to answer the research questions. This section also states the research methods and design, sampling, statistical treatment, procedures, and other related concepts necessary for data gathering. 4. Research Findings – This section presents the overview of the statistical procedures or how statistical procedures are used for data analysis, description of results for each hypothesis, question, objective or purpose. 5. Discussion – This section presents the interpretation and analysis of the results. 6. Summary and Recommendations – This section presents the implications of the study for future research. Tasks: Conduct a library or online search and come up with a list of 3 journals focusing on some area (general or specific) of second language research. Answer the following questions: 1. Find 3 abstracts from three different articles, one article from each different journals. Analyze each in the way that they presented their study. Which part/parts of the research report discussed in this lesson did the authors include in the study? 2. Are there any issues or topics in the article that are of interest to you? (Copy the research abstracts in your paper for teacher’s reference) Lesson 1d: General Types of Research The two general types of research are quantitative research and qualitative research. However, in recent literature, action research is already included in the list. 1. Quantitative Research – It is centered on the objective investigation of a population represented by a set of samples. It uses numerical data to explain the researcher’s observations of the samples’ behavior. It is usually done in a contrived setting. It likewise uses and applies language and literature theories and related concepts to identify the data to be gathered. Moreover, some statistical methods and techniques are used to analyze and generalize data. The process used to undertake quantitative research is deductive. The main purpose of this research type is to test theories, predict outcomes, establish facts, and test hypothesis or assumptions. It isolates variables and uses large samples. It collects data using tests and formal instruments. 2. Qualitative Research – It assumes that social reality is continuously constructed in local situations. It makes a wholistic observation of the total context within which social action occurs. It uses analytic induction to analyze data and it discovers concepts and theories after data have been collected. The approach is inductive and the goal is to describe multiple realities, develop deep understanding and capture everyday life and human perspective. “THE COUNTRY’S 1st POLYTECHNICU” 1 0  4 3. Action Research – This was classified before under qualitative research because it mainly used the qualitative methods and techniques. However, in the current literature on research, action research is classified under the general type which means it becomes co-equal with both quantitative and qualitative research. The argument is that action research may utilize both quantitative and qualitative research methods and techniques. TASK: Tabulate the difference between qualitative and quantitative researches based on the different assumptions about the world, the research purpose, research methods, the researcher role, and the important context of the study. Lesson 1e. Issues Related to Data Gathering Ethical Issues in Research Involving Human Subjects Ethics in research refers to what the researcher believes to be the right thing to do in research. It varies from country to country, culture to culture. Many professional organizations abroad have established their code of ethics or principles for research, either biomedical or educational. Second language researchers often have questions about why approval from institutions and informed consent from individuals is necessary to collect data from human subjects, given that second language research usually poses minimal to no risks and often provides added benefits, such as language production practice. Obtaining Informed Consent From Second Language Learners The notion of informed consent has become a cornerstone of ethical practice in research involving human subjects. Informed consent requires that human subjects, to the degree that they are capable, should be provided with the opportunity to choose what shall or shall not happen to them. This can occur only when at least the following three conditions are fulfilled: 1. Suppliance of sufficient information (i.e., full disclosure about the experiment by the researcher). 2. Comprehension on the part of the subject. 3. Voluntary participation, in which the subject is free from undue pressure or coercion. Thus, the nature of consent implies voluntary agreement to participate in a study about which the potential subject has enough information and understands enough to make an informed decision. 1. Suppliance of Sufficient Information What constitutes sufficient information? Potential participants should be supplied with information that describes the procedures and purposes of the research, as well as the potential risks and benefits. This may sometimes be interpreted as including details such as the method by which participants will be assigned to any groups in the study (e.g., treatment groups or “THE COUNTRY’S 1st POLYTECHNICU” 1 0  5 control group). The potential participants should receive information about whom to contact if questions arise regarding the study or the subjects' rights. Sometimes the researchers' contact information may be supplied on the consent form. Finally, information is usually provided about the steps the researcher will take to ensure that any identifying aspects of the data will be held confidential. In short, the learners must be informed about the procedures, purposes, and potential risks and benefits of the studies. Second language research usually does not lead to risks in the same way that some medical or psychologically based research can lead to risk. However, in research on the effect of second language instruction there might be a control group that will not receive instructional time equal to that of the experimental groups. Depending on the regulations of the body approving the research, learners might need to be informed that they could be assigned to a group that, theoretically, could benefit less than a treatment group. In the same study, if intact classes are used and group assignment is made on this basis, learners might need to be informed about this method of assignment, even if it leads them to ask questions or wish to change classes. Also, second language researchers are often required to include their contact information on informed consent documents, even if it results in their students (e.g., for teachers researching their own classrooms) calling them to discuss class work outside the experiment. Finally, confidentiality of data is important in second language research. Although it is common practice to change the names of research subjects, this in itself does not guarantee subject anonymity. In reports of school-based research, prominent individuals or focal subjects tend to be more vulnerable than others. This may be less likely to apply to learners, but can certainly apply in school settings. If teachers are identified, even unintentionally, this could have ramifications for future promotions, contract renewals, or class assignments; for students, identification might have implications for how other teachers perceive them, and consequently might have an impact on their grades and letters of recommendation. To alleviate these concerns, researchers are advised to make it clear from the beginning that all information will remain confidential and anonymous wherever possible, and to explain the various steps that will be taken to protect the learners' anonymity (e.g., using numbers instead of names to refer to participants, not revealing identifying information, discussing the location of records and who will have access to them). 2. Withholding Information In general, researchers are advised to provide as much information as possible to participants because failure to disclose information may constitute deception. In second language research, however, it may occasionally be necessary not to fully disclose information. In second language research "sometimes... a research design requires that the researcher conceal her real interests, and perhaps use small deceptions to deal with the classic 'observer's paradox'." For example, if the researcher is studying a teacher's use of questions in the L2 classroom, informing the teacher about the goals of the research may bias his or her use of questions and thus lead to an unrepresentative sample of data. In this case, withholding “THE COUNTRY’S 1st POLYTECHNICU” 1 0  6 information may be acceptable and allowed by the research panel or human subjects committee, but three conditions will often need to be met: 1. Incomplete disclosure is essential to the aims of the research. 2. No risks are undisclosed. 3. Participants will be given an opportunity to be debriefed after the study. Researchers need to think carefully about how much deception is ethical. For example, although telling a teacher that the study is about his or her language is not fully disclosing the purposes of the study and is therefore not ideal, it might be a better route than deceiving the teacher by telling his or her that the research is focusing on how he or she uses the whiteboard. In some studies it may be appropriate to advise the participants ahead of time that the study is about second language learning and that the exact features of it will be described to them after the study. Thus, incomplete disclosure may be acceptable in some cases and seems to be a common practice in some areas of second language research. In these cases, it may be sufficient to indicate to participants that they are being invited to participate in research for which some features will not be revealed until the research is concluded. In those instances, the purpose of the study is presented in general terms only. Based on current guidelines, such second language research can be justified only if the three conditions cited earlier are met. 3. Participant Comprehension in Informed Consent In addition to supplying sufficient information to potential participants to allow them to make informed decisions, the researcher is also responsible for ensuring participant comprehension. Thus, the way in which information is conveyed might be as important as the information itself. This implies (a) that the potential participants be given the opportunity to discuss concerns and have their questions answered, and (b) that the informed consent document be provided in language understandable to them, given their age, educational background, mental capacity, and language proficiency, including literacy. 4. Voluntary Participation and Informed Consent Invitations to participate in research must involve neither threats of harm nor offers of inappropriate rewards. Undue influence may be exercised, even unwittingly, where persons of authority urge or suggest a particular course of action. For second language research, care must be taken, for example, when classroom teachers invite their students to participate in a study. Even when it is clear that there will be no extra points or higher grades for participation and no penalty for declining to participate, the simple fact that the teacher is the one requesting the students' participation may constitute undue influence. For this reason, it can often be helpful for the teacher to distance him or herself from the process and leave the room while a third party explains the research and distributes the forms. Even when the teacher is the researcher, this course of action may be preferable so as to avoid potentially influencing the students. Some universities may go as far as prohibiting researchers “THE COUNTRY’S 1st POLYTECHNICU” 1 0  7 from carrying out research on their own students, although it should be noted that even those universities that have a stated policy along these lines may allow some flexibility. Finally, do not forget to check with local authorities or school regarding their standard procedures in conducting research or in using their students as research participants. 5. The Informed Consent Document There are several examples of informed consent documents relevant to second language research for you to consult and compare. The following checklist may be helpful in drawing up informed consent documents:  Does your informed consent document explain the general procedure of the research?  Does it explain the purpose of the study?  Does it include information about the risks (and benefits) to which participants may be exposed, as well as steps you will take to minimize any risks?  Does it provide information about how the participants' identities will be kept anonymous and confidential as much as possible?  Does it provide contact information so that the participants can contact you or you and/ or your human subjects committee if they have questions or concerns?  Does it make it clear that participation is purely voluntary and that the participants have the right to withdraw at any time?  Have you checked to make sure the document does not contain any language suggesting that the participants are giving up any rights or are releasing the investigators from any liability?  Is your document written in language understandable to the participants (in the participants' L1 or, alternatively, in basic English that avoids technical jargon)?  Have you considered how you will provide the participants with ample time to review the document before making their decision?  If the potential participants do agree to participate, have you checked to make sure the documents are dated on the same day they are signed?  Have you considered that multiple consents may need to be obtained for one study; for example, from parents, teachers, child learners, school administrators, and so on?  Finally, have you given a copy of the signed consent form to all those who agreed to participate and kept an original signed copy for your own records? Lesson 2: Choosing Topics for Research Consideration in Choosing Research Topics Given a wide range of topics to choose from, the following may be a guide in selecting a topic for research: 1. Interest. Because the researcher has to commit himself/herself in doing research, it is important that he is interested in the topic. By being interested in the topic, he/she is more likely to read widely on the topic and have a more thorough knowledge of the situation. 2. Originality. Originality of the topic should also be considered , especially if the research topic is being selected for partial requirement for a degree program. “THE COUNTRY’S 1st POLYTECHNICU” 1 0  8 3. Size. The number of subjects of the research should not be too large or too small, it should be manageable from six months to one year. 4. Significance of the Study. The research problem should be a worthwhile undertaking. The proposed undertaking is important and is relevant and the result of the investigation will either expand knowledge or solve a problem in education. It is not useful for a research to replicate a study that has been undertaken by other researchers. 5. The researcher’s capability and limitations. The researcher should recognize his capability and limitations. Even if the problem is in his area of specialization, he may need guidance and advice from other people in the conduct of the research. He/She should his/her study with detachment and objectivity. 6. Cost. Doing research entails time and mercy, not to mention the sustained effort. The researcher should be ready to invest all of these to assure completion of the study. Lesson 2a: Generating research problem from research idea Sources of research problem Where do research ideas come from? Ideas for research problems or topics can arise from a range of sources such as personal or professional experience, a theory, the media, or other research studies. 1. Personal or professional experience Everyday personal or professional experience may lead us to identify a problem for which we would like a solution. Alternatively, we may encounter a question or questions that we would like to try and answer. For example, on a personal level, you may prefer the taste of organically produced vegetables and thus wonder if people in general prefer the taste of organically produced vegetables to those produced non-organically. The research topic is a study into taste preferences and the question ‘do people in general prefer the taste of organically produced vegetables to those produced non-organically?’ Alternatively, for example, as a professional nature reserve warden you may want to encourage the establishment and spread of a particular plant species because you know it is a food source for a rare butterfly. The research problem may be, ‘how do I encourage the spread of the plant species of interest?’ 2. Theory Theories are ideas about how things relate to each other. Theories may be general, commonly held beliefs (such as, domestic cats are the cause of a decline in bird numbers in UK gardens) or more technical ideas (for example, that global warming is causing a change to the timing of the seasonal responses of the flowering cherry tree in the UK). There are many ways of expressing theories, some are very formal, others are informal. Here are some examples: “THE COUNTRY’S 1st POLYTECHNICU” 1 0  9  Keynes’ statement that... ‘men are disposed as a rule and on average, to increase their consumption as their income increases, but not as much as the increase in their income...’ is a theory.  The idea that distance learners have different needs than on-campus students is a theory.  A hunch that crossing two particular strains of maize will produce a more drought- tolerant variety is a theory.  The assumption that every species has a fundamental niche, is a theory. Theories may be useful in suggesting interesting questions and generally guiding fieldwork, but should not restrict researchers from exploring alternative explanations. 3. Research Literature ` It provides the much needed information to determine what have already been explored in relation to the topic that will be investigated. There are many sources of literature, such as books, journal articles, and newspapers. When searching and reading literature it is possible to encounter gaps in information and knowledge, and problems for which there is currently no solution. These may provide a good basis for research. 4. Theory-Based Research This contains the studies in which the existing theories on language and literature were tested. 5. Replicating and Extending Previous Research The purpose of this is to check findings of breakthrough study, determine the validity of research findings across different populations, identify the trends or change over time, know important findings using different methodology, and develop more effective or efficient intervention. 6. Observations This helps in determining an emerging or existing phenomenon that must be investigated. 7. The media Students are also flooded with information presented by the media, such as television, and social media which again might give rise to research ideas. 8. Experience “THE COUNTRY’S 1st POLYTECHNICU” 1 0  10 This is another rich source of research topics because this provides the motivation to the researcher to investigate or examine what he/she knows is important in language or literature study. Characteristics of a Good Research Topic 1. The topic is interesting. It will hold the researcher’s interest through the entire research. 2. The topic is researchable. It can be investigated through the collection and analysis of data and it is not state as a topic seeking to determine what should be done. 3. The topic is significant. It contributes in some way to the improvement or understanding of education theory or practice. 4. The topic is manageable. If it fits the researcher’s level or research skills, needed resources, and time restrictions. TASKS: Brainstorm with your group mates. Decide on a 3 potential topic for your research. Provide a one paragraph explanation on what this topic is all about and your justification for choosing it. Rank the topics 1 to 3, 1 as your priority. REFERENCES: Griffee, D. (2012). An Introduction to Second Language Research Methods: Design and Data. TESL-EJ Publications. Ong Kian Koc, B. (2000). Research Seminar in Science Education. Office of Academic Support and Instructional Services UP Open University. “THE COUNTRY’S 1st POLYTECHNICU” 1 0