Qualitative Research Methods in Applied Linguistics PDF

"One language sets you in a corridor for life. Two languages open every door along the way.“ [Quote from the Linguist Frank Smith] Antoine Mourad 1  Qualitative research methods and processe...

"One language sets you in a corridor for life. Two languages open every door along the way.“ [Quote from the Linguist Frank Smith] Antoine Mourad 1  Qualitative research methods and processes in applied linguistics PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS - EN LINEA Unit 1 Qualitative Research approaches Topic 1 Overview MSc. Antoine Mourad Subtopics Subtema 1: Research as a scientific and systematic search Subtema 2: What is qualitative research?  Objective week 1 By the end of the lesson, students will be able to recognize the key features that establish qualitative research as a scientific method in Applied Linguistics using participatory textual analysis and group dialogues to internalize key concepts and build foundational research skills for academic pursuits. Warm-up activity: Can you remember anything about these terms from your previous studies on Qualitative Research? Share your thoughts. Esta foto de Autor desconocido está bajo licencia CC BY-NC Introduction: Go to the links provided and watch… https://youtu.be/mV0bUQp https://www.youtube.com/wat https://www.youtube.com/watc z468 ch?v=jkwuc-vIhnI&ab_channel= h?v=_yElz9Vf9SU&ab_channel= IfD_QualitativeResearchSpeciali MohamedBenhima sts Subtopic 1: Research as a scientific and systematic search STAGES OF RESEARCH 5.Organize the 1.Identify and 3.Organize the information define the work plan to collected and issue or answer discard what is 7.Write a question questions not needed report 2.Decide 4.Collect 6.Draw 8.Reflect on direction by information to conclusions and evaluate identifying help answer the work done focusing and questions refining questions Subtopic 2: What is qualitative research Definition of the problem: The research problem needs to be delineated, even though this could be temporary as when the investigation progresses new issues would arise during the process. In this case, defining refers to orienting or conducting the researcher, not limiting the focus of study (Ruiz,1996). Subtopic 2: What is qualitative research Design or work structure: Once the research problem has been defined, the researcher needs to plan a flexible design that takes into account all valid perceptions and schemes that are supporting the research (Ruiz, 1996). 9 Subtopic 2: What is qualitative research Data collection: The methods for this research are not standardized. Among some of the techniques we find: observation, personal and group interviews (Ruiz, 1996). Data analysis: Once the information is gathered, researchers need to accomplish data analysis, analyzing and examining in detail each variable or situation so as to find out its relevance in the study and outline its scope (Ruiz, 1996). Subtopic 2: What is qualitative research Report and validation of results: The essential point of any type of research is the validation of results, as the aim of it is to describe, specify, and establish the cause or significance for the phenomenon under study, to report the significance of the findings to society (Ruiz, 1996). 11 Subtopic 2: What is qualitative research Characteristics of quality research Inductive and Researcher as key Multiple sources of Natural setting deductive data instrument data análisis Holistic account Reflexivity Emergent design Participants´meanings 12 Class activity: Sources that aid in the data analysis process Some sources of data for qualitative research are: Search online and discuss about Interviews how these sources aid in the data Observations analysis process of Qualitative Documents research in Applied Linguistics. Audiovisual information DOWNLOAD THE WORK TEMPLATE TO COMPLETE THIS ACTIVITY FROM THE FOLLOWING LINK: https://drive.google.com/file/d/1SvhNXULJTZ5M7YmEeomZKmjNyzG0wFer/view?usp=sharing 13 Class activity: Sources that aid in the data analysis process Share your research findings here: 14 Closing ideas: These approaches demand flexibility in student learning and self-learning. Undoubtedly, technology in education allows to change the pedagogical models that help the development of the abilities and skills of students.  BIBLIOGRAPHY: ❑ Chaves, M. P., Zapata, A. F. R., & Arteaga, I. H. (2015). Investigación cualitativa: Una reflexión desde la educación como hecho social. Universitaria: Docencia, Investigación E Innovación, 3 (2), 86-100. ❑ Creswell, J. W. (2007). Five Qualitative Approaches to Inquiry. In J. W. Creswell (Eds.), Qualitative Inquiry and Research Design: Choosing among five Approaches (pp. 53-84). Thousand Oaks: Sage Publications ❑ Creswell, J. W. (2016). 30 essential skills for the qualitative researcher. Thousand Oaks, CA: Sage. ❑ John W. Creswell, J. David Creswell (2018). Research Design, SagePublications, Inc. Qualitative, Quantitative and Mixed Methods Approaches https://lccn.loc.gov/2017044644 ❑ Galeano, M. E. (2003). Diseño de proyectos en la investigación cualitativa Universidad Eafit. ❑ Gurdián Fernández, A. (2010). El paradigma cualitativo en la investigación socio educativa » 16  Qualitative research methods and processes in applied linguistics PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS - EN LINEA Unit 1 Qualitative Research approaches Topic 2 Approaches MSc. Antoine Mourad  Objective week 2 Identify the epistemological foundations of qualitative research methods and processes in Applied Linguistics. Critically evaluate the differences and similarities between Narrative Inquiry and Ethnography approaches through text-based activities, real-case studies and group discussions. Subtopics Subtopic 1: Narrative Inquiry Subtopic 2: Ethnography Subtopic 3: Action Research Subtopic 4: Mixed Methods  Epistemology What is it? Epistemological Epistemology is like asking, "How do we know what Foundations we know?" It's about figuring out how we come to Interpretivism: Reality is understand the world around us. constructed through Is it just what we see with our eyes, or is there subjective meanings and experiences. more to it? Here are some questions epistemology asks: Constructivism: Knowledge is co-created by the researcher Can we trust our senses? and participants. How do we know things that we can't see, like atoms or faraway galaxies? Is what we learn in school always true? Critical Theory: Research aims to expose and challenge power structures. Epistemology is a big word for a big question: How do we figure out what's real and what's not?  Epistemology Why is it important in education? Epistemology is like a secret weapon in education, helping us become curious detectives who can think critically, learn effectively, and navigate the world with a healthy dose of "wait a minute, is that really true?“. Epistemology plays a super important role in education.  Qualitative Research Approaches Why are these approaches Understanding qualitative important for educators? research approaches is essential for future English teachers for In essence, qualitative research isn't several key reasons: just about collecting data; it's about fostering a mindset of inquiry, Deepening Understanding of Learners empathy, and adaptability. These Uncovering Classroom Complexities qualities will make you an exceptional Becoming Reflective Practitioners English teacher, equipped to empower Gaining a Voice in the Field and inspire your students regardless of Adapting to Diverse Contexts their background or the challenges they face.  Qualitative Research Approaches Real life examples that illustrate the value of these approaches Deepening Understanding of Learners (Narrative Inquiry): Instead of assuming a lack of interest, Ms. Garcia conducts individual interviews with several ELL students. She discovers that many feel anxious about their accents and fear negative judgment from peers. This insight shapes how she approaches classroom participation in the future. Scenario: A high school English teacher, Ms. Uncovering Classroom Complexities (Ethnography): Ms. Garcia spends time observing her classroom environment. She notices subtle moments where native English speakers subtly correct the pronunciation of ELL students. This observation helps her Garcia, notices that a understand an underlying power dynamic contributing to student anxiety. significant number of her English Language Learners Becoming a Reflective Practitioner (Action Research): Ms. Garcia develops a targeted intervention. She introduces activities (ELLs) are hesitant to focusing on celebrating diverse accents, guest speakers who are non-native English role models, and explicit discussions about linguistic inclusivity. She collects data through student surveys and her own observations on participation levels. participate in class discussions, despite their proficiency in written Gaining a Voice in the Field: Ms. Garcia documents her findings and presents them at a local teacher conference. Her insights about fostering an inclusive environment for ELL participation resonate with other teachers. tasks. Adapting to Diverse Contexts (Ethnography): When Ms. Garcia moves to a new school district with a different student demographic, she uses her ethnographic skills to understand the unique community's language attitudes, potential biases, and support structures for ELLs. These insights shape her lesson planning and approach to building trust with students. Key Takeaway: This example shows how qualitative approaches don't just solve a single issue. They equip teachers with broader skills of understanding their students, analyzing their environment, and becoming agents of positive change through research-driven practice. Subtopic 1: Narrative Inquiry Definition: Research focused on stories and lived experiences. Making meaning and interpretation. Purpose: Explore how people make meaning of their lives. EXAMPLE: “Narrative inquiry collects stories through various methods A student struggling with motivation (interviews, journals, etc.) and describes how a teacher's analyzes them for meaning and encouraging comment triggered a shift in their mindset. patterns.” Subtopic 1: Narrative Inquiry Methods Data Collection: Interviews, Analysis: Identifying themes, personal documents (diaries, patterns, and structures in letters), observations. narratives. Challenges: Activity: In pairs, students share a short 1. Emotional impact narrative about a time they 2. Ethical considerations overcame a language learning challenge. (5 mins) 3. Time commitment for analysis Subtopic 1: Narrative Inquiry Example in Applied Linguistics Key findings of this study Understand the Larger Impact of Exchange: The findings underline that exchange programs have the potential to influence not just language skills, but also students' personal development and sense of who they are. Supporting Students: Teachers should be aware of the challenges students might face in adapting to a new culture and be prepared to offer guidance. Fostering Reflection: Facilitating opportunities for students to reflect on their experiences can be very helpful in processing https://www.researchgate.net/publication/345264234_Ide personal growth and changes brought by ntity_Development_During_Student_Exchange_A_Qualitat exchange programs. ive_Study_of_Students'_Perspectives_on_the_Processes_o f_Change Subtopic 2: Ethnography Definition: In-depth study of a culture or social group through immersion. In sociology, Ethnography is usually called a field study. Done in a setting or field site where a group of people share a common culture. Purpose: To gain a holistic understanding of a group's worldview, practices, and values. EXAMPLE: “A way to understand a culture or A researcher spending a semester in an group from the "insider's English immersion school to perspective".” understand how it fosters bilingualism. Subtopic 2: Ethnography Methods Analysis: Examination of Participant observation Interview with informants documents and cultural artifacts for patterns and meaning. Challenges: Activity: Observe a common space 1. Informed consents. (cafeteria, library) for 10 minutes, 2. Researcher impact on the group. noticing details and social interactions. 3. How findings will be represented. Subtopic 2: Ethnography Example in Applied Linguistics Key findings of this study Understanding Language Practices: Languages are used in diverse ways within multilingual communities. This can inform educators on how to create more inclusive learning environments. Power Dynamics: It explores power dynamics within social settings and discusses how educators can be mindful of these dynamics in relation to language use and student participation. Cultural Sensitivity: It emphasizes on the importance of cultural sensitivity. Educators can apply this to understanding their students' cultural backgrounds and how they relate to language learning. https://eprints.whiterose.ac.uk/146593/1/Linguistic%20Ethnographic%20analysis%20handbook%20c hapter%20revision_Final%20Accepted.pdf Class activity Epistemology – Introduction to the word and concept You are going to watch a video: https://youtu.be/lI9-YgSzsEQ?si=IzktjP1uhBAkDKQ4 and then take an online quiz to check your understanding. Share evidence of your work by making a screenshot of the final score you receive after taking the test in Quizizz: https://quizizz.com/join?gc=95091041 , and write a 100 – 200 word paragraph reasoning on the importance of understating the epistemological foundations of qualitative research and its relationship with English Teaching and Education.  Objective week 3 Critically examine the contrasts and similarities between Action Research and Mixed Methods approaches using text-based activities focused on real-case studies and through group discussions to deepen their theoretical and practical understanding of these specific research methodologies.  Subtopic 3: Action Research Definition: Collaborative research aiming to solve practical problems within a specific context (like a classroom). Purpose: To improve practice and generate knowledge directly applicable to the situation. EXAMPLE: “Action research allows teachers to A teacher concerned about low reading experiment and adapt their teaching comprehension tries a new questioning methods based on real-world strategy and tracks its impact on student classroom experiences.” progress. Subtopic 3: Action Research Methods Cyclical process: Planning, Data Collection: Varied based Action, Observation, Reflection on the problem (observations, (similar to lesson planning). surveys, etc.) Challenges: Activity: Identify common classroom 1. Teachers working together. challenges (participation, writing 2. A shared problem. errors, etc.). Brainstorm possible action research questions. 3. Data collection tailored to classroom problem. Subtopic 3: Action Research Example in Applied Linguistics Key findings of this study Theoretical Insights: It emphasizes the dynamic nature of classrooms and learners, showcasing how both teachers and students mediate writing strategies. Students utilize various resources, including teacher guidance, film knowledge, humor, and their first language (L1), challenging the traditional view of writing strategies as purely cognitive activities. Methodological Advances: By using a qualitative design and Action Research methodology, the study delves deeper into language learning strategies (LLS) research. Pedagogical Implications: Effective instructional techniques such as using L1, asking open-ended questions, and promoting collaborative writing tasks are identified. The study underscores the importance of creating communities of writing practice, facilitating peer collaboration and discussion for enhanced learning. https://core.ac.uk/download/pdf/41338429.pdf  Subtopic 4: Mixed Methods Definition: A combined approach for a more complete understanding. Purpose: Provides both rich descriptions and numerical data. EXAMPLE: “Data analysis requires A study on student motivation using an proficiency in both qualitative attitude questionnaire (quantitative) and quantitative methods.” followed by interviews (qualitative) to explore reasons behind the results.  Mixed Methods Research Combining Comprehensive Valid and Reliable Diverse Data Tailored Approach Approaches Understanding Increases research Sources Adapts methods to Mixed methods Provides a deeper, validity and reliability Utilizes surveys, research objectives research merges more holistic through method interviews, and questions. qualitative and comprehension of triangulation. observations, and quantitative research topics. more. methodologies. Subtopic 4: Mixed Methods Methods Mixed methods designs: Concurrent: Qualitative and quantitative data Data analysis: collected at the same time. Involves both qualitative analysis (finding Sequential: One type of data follows the other themes) and quantitative analysis (using (e.g., qualitative exploration followed by a quantitative survey for broader validation). statistics). Challenges: Activity: 1. Can be complex A shared Pick a research question and problem. suggests both a qualitative and 2. Requires more time. quantitative approach that could answer it together. 3. Requires more resources. 4. Several designs are possible. Subtopic 4: Mixed Methods Flow chart of convergent mixed methods research design. Subtopic 4: Mixed Methods Example in Applied Linguistics Key findings of this study A number of challenges emerged as affecting large numbers of teachers in different educational contexts, namely, teaching speaking, motivation, differentiating learning, teaching large classes, discipline, teaching writing, and teaching grammar. Importantly, some of these challenges have not been highlighted in the literature on young learner teaching to date. Other challenges are more localised, such as developing teachers' English competence. The article argues that teacher education should focus less on introducing teachers to general approaches to English language teaching and more on supporting teachers to meet the challenges that they have identified. https://core.ac.uk/download/pdf/41338429.pdf Workshop n°1 (Actividad de Contacto con el Docente) Method Critique - Flawed Descriptions Your are going to critically analyze flawed descriptions of qualitative research methods and identify the inaccuracies or misunderstandings about each research method. Then, you should suggest corrections or improvements to ensure an accurate representation of the method's key characteristics and principles. DOWNLOAD THE WORK TEMPLATE TO COMPLETE THIS ACTIVITY FROM THE FOLLOWING LINK: https://drive.google.com/file/d/1U4JuLHzlbRs8XiJDLqSShbWdP2I7ase8/view?us p=sharing COMPLETING THIS ACTIVITY IS MANDATORY AS PART OF YOUR WORKSHOP TO BE SUBMITTED in ACD Section in your Moodle account (Actividad de Contacto con el Docente) Closing Ideas: Qualitative research approaches offer us powerful tools to understand the complex world of language learning and teaching. Narrative inquiry delves into personal stories to reveal deep insights into individual experiences. Ethnography allows us to gain an insider's perspective on cultures and communities, illuminating the social context of language education. Action research empowers teachers to systematically solve problems in their classrooms, generating practical knowledge. Mixed methods provide a multifaceted lens, combining in-depth understanding with broader trends. By choosing the approach that best aligns with your research question, we can uncover valuable insights to improve language teaching practice.  BIBLIOGRAPHY: » Aravena, M., Kimelman, E., Micheli, B., Torrealba, R., & Zúñiga, J. (2006). Investigación educativa I. » Bruner J. S. (1985). Narrative and paradigmatic modes of thought. University of Chicago Press. » Camacho, H., Casilla, D., & de Franco, M. F. (2008). La indagación: Una estrategia innovadora para el aprendizaje de procesos de investigación. Laurus, 14(26), 284-306. » Chase, S. E. (2005). Narrative Inquiry: Multiple Lenses, approaches, Voices, in N.K. Denzin & Y. S. Lincoln (Eds.). The Sage handbook of qualitative research (p. 651-679) Sage Publications Ltd. » Clandinin, D. J. and Connelly, F. M. (2000). Narrative Inquiry: Experience and Story in Qualitative Research. Jossey-Bass, San Francisco, CA » Connelly, F. M., & Ontario Institute for Studies in Education. (1977). Scientific enquiry and the teaching of science Ontario Institute for Studies in Education. » Creswell, J. W. (2007). Five Qualitative Approaches to Inquiry. In J. W. Creswell (Eds.), Qualitative Inquiry and Research Design: Choosing among five Approaches (p. 53-84). Thousand Oaks. Sage Publications. 27  Qualitative research methods and processes in applied linguistics PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS - EN LINEA Unit 2 Linguistic research development based on the qualitative approach Topic 1 Educational research MSc. Antoine Mourad Subtopics Subtema 1: Importance & Characteristics Subtema 2: What is qualitative research?  Objective week 4 Apply the characteristics of educational research by designing a mock qualitative research proposal pertinent to a specific applied linguistics issue to enhance their educational research skills.  Introduction The primary aim of educational research is to expand the existing body of knowledge by providing solutions to different problems in pedagogy while improving teaching and learning practices. Educational researchers also seek answers to questions focused on learner-motivation, development, and classroom management. Subtopic 1: Educational Research Importance of Definition: Systematic investigation to educational research understand and improve educational practices. Educational research is not just about theory – it's about actively improving how we teach and how students learn. By systematically investigating educational practices, we can identify Key Purpose: Solve areas that need improvement, develop problems, generate knowledge, support new teaching approaches, and ultimately decision-making. create more effective learning environments for our students. Subtopic 1: Educational Research Characteristics of Educational Research Systematic: Context-based: Reflective: Follows clear Rooted in specific Involves critical procedures and classrooms or thinking and methods. educational questioning of settings. assumptions. Subtopic 1: Educational Research Qualitative Research in Education Emphasis on: Meaning, interpretation, lived experiences. Common Examples: Case studies, observations, teacher narratives. Benefits: Provides rich insights into language learning and teaching dynamics. Subtopic 1: Educational Research VS Subtopic 2: Design of Qualitative Research Key Considerations Research Ethics: Protecting Questions: Open-end participants, ed, aligned with informed consent, qualitative inquiry. confidentiality. Theoretical Framework: Helps shape data collection and analysis. Subtopic 2: Design of Qualitative Research The steps involved STEP 1 Choose a research paradigm based on the nature of the research problem STEP 2 Choose an appropriate approach in line with your paradigm STEP 3 Choose a research strategy derived from your approach STEP 4 Choose data collection methods consistent with your chosen strategy 11 Subtopic 2: Design of Qualitative Research Ethnography? Choosing a method Narrative Inquiry? ▪ "There's no single 'best' qualitative method. It's about suitability. Action Research? ▪ If you want to understand a student's journey of overcoming a learning barrier, narrative inquiry might be a great fit. ▪ If interested in the whole classroom culture, ethnography would be more “Consider what type of data appropriate. answers your question best and what's realistically possible” Subtopic 2: Design of Qualitative Research Designing Data Collection Types of Data: Interviews, Creating Protocols: Guides for observations, documents. conducting interviews, etc. o "Qualitative research involves o An interview guide ensures you gathering rich data through ask relevant questions, while multiple sources – think of it an observation form keeps like puzzle pieces to build a full your observational focus sharp. picture. These tools make your data more reliable." Class activity: Literature Review Analysis 1. Read: Carefully read the provided literature review excerpts. Notice the different ways they are structured and written. 2. Analyze: Use the following questions to analyze each excerpt: Clarity: Is the writing easy to follow? Are the ideas well-explained? Synthesis: How well does the author connect ideas from different sources? Research Question: Does the review help you understand the study's research question? 3. Discuss: Be prepared to share your analysis in a video recording. Explain your findings and thoughts (2 minutes minimum).  Objective week 5 Critically evaluate the application of a given qualitative strategy within educational research through case study analysis to develop a reconstruction plan to improve its research design, either by optimizing the current qualitative strategy or suggesting an alternative one. Subtopic 3: Qualitative strategies 1. Observation Observation allows us to see educational practices firsthand, capturing the nuances of classroom dynamics, interactions, and student behavior. Structured observations focus Types: on specific aspects, while Unstructured allows for more flexibility, and Participant involves Participant actively engaging in the observed Structured Unstructured observation setting. Subtopic 3: Qualitative strategies 2. Interviews Interviews are a powerful tool to gather in-depth information from teachers, students, or other stakeholders. The type of interview depends on how much direction you want to provide. Structured Structured uses a fixed list of questions, Semi-structured offers a guide with flexibility, and Types: Semi - structured Unstructured allows open-ended exploration. Unstructured Subtopic 3: Qualitative strategies 3. Document Analysis A wealth of information can be found in documents related to educational practices – from lesson plans to student essays. By analyzing these documents, we can gain insights into teaching approaches, student learning, and even school policies that influence language learning environments. Subtopic 3: Qualitative strategies 4. Triangulation A way to strengthen the credibility of your research by using multiple data collection methods (e.g., combining observations with interviews and document analysis) is triangulation. Subtopic 3: Qualitative strategies 5. Grounded Theory Grounded theory is a systematic procedure of data analysis, typically associated with qualitative research, that allows researchers to develop a theory that explains a specific phenomenon or why a course of action evolved the way it did. 20 Subtopic 3: Qualitative strategies 6. Ethnographic Studies The ethnographic model is one of the most popular and widely recognized methods of qualitative research; it immerses subjects in a culture that is unfamiliar to them. This method often immerses the researcher as a subject for extended periods of time, and promotes groups of researchers to interview others who have studied the same cultures. https://www.youtube.com/watch?v=vs8au2G0cb4 Subtopic 3: Qualitative strategies 7. Narratives The narrative model takes place over extended periods of time and consolidates information as it happens. Similar to a story narrative, it takes subjects at a starting point and reviews situations as obstacles or opportunities happen, although the final narrative doesn't always endure chronologically 22 Subtopic 3: Qualitative strategies 8. Historical Method The historical method of qualitative research describes past events in order to understand present patterns and anticipate choices for the future. This model answers questions based on a hypothetical idea and then uses resources to test the idea for any potential digression. 23 Subtopic 3: Qualitative strategies 9. Phenomenology Phenomenology is used to describe, in depth, the common characteristics of the phenomena that has occurred, It us na e describing how any one es m i a i o e en ctiv ndin g participant experiences a be nfo nd nte h p je ta ed specific event or activity. in rm su rvi g e it fy sub ers liv pr in atio rvey ws im -d n s , o en d se ar ep fro to bs id s on un tho. y th m g er to cu and of es d a m ata inte su the vat d o c use d f ces ure rien et c rv bj r ion ho ol ie ec is an rien ruct xpe d. lec ws ts, t tio th x pe e s e n e e th https://www.youtube.com/watch?v=3aYRlNrO6oA 24 Subtopic 3: Qualitative strategies 10. Case study Unlike grounded theory, the case study model provides an in-depth look at one test subject. The subject can be a person or family, business or organization, or a town or city. Class activity (1/2) Research Proposal Mini-Outline You will be given a prompt describing a scenario in applied linguistics. Use it to craft a mini-outline of a potential qualitative research project. Your outline should include: Research Question: Develop a clear, open-ended question that explores an aspect of the provided scenario. Choose a qualitative research method (e.g., interviews, observations) that suits your question. Method: Briefly describe how you would collect data using this method. Select a relevant theoretical framework from applied linguistics. Theoretical Framework: Explain how this framework would guide your research design and interpretation. Identify potential ethical issues relevant to your research topic. Ethical Considerations: Discuss how these considerations would impact your research decisions. Remember: Aim to be focused and direct in each section of your outline. Class activity (2/2) You will work on the activities presented as a workshop using the template shared by the teacher, and you will merge them all into a single PDF file to present them as your portfolio of Look for this image to work on workshop-type activities each week. experimental practice. Download the PDF document for each week from this Google Drive folder:  CONCLUSION In summary, educational research seeks improvement in learning, knowledge, skills, and understanding by implementing different strategies and methods according to the issue or problem that required the intervention originally. It provides teachers with useful information that encourages them in designing more effective and entertaining lessons. 28 BIBLIOGRAPHY » Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing Among Five Traditions. Thousand Oaks, California, Sage Publications. » Creswell, J. W. (2003). Research Design Qualitative, Quantitative and Mixed Methods Approaches. USA, Sage Publications. » Crotty, M. (1998). The Foundations of Social Research: Meaning and Perspectives in the Research Process. London, Sage. » Patton, M. Q. (2002). Qualitative Research and Evaluation Methods. California, Sage. » Yin, R. K. (1984). Case study research: design and methods. Beverly Hills, California, Sage Publications 29  Qualitative research methods and processes in applied linguistics PEDAGOGIA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS - EN LINEA Unit 2 Linguistic research development based on the qualitative approach Topic 2 Educational research MSc. Antoine Mourad  Subtopics Subtopic 1: Connection between the literature and new research Subtopic 2: Theory in qualitative research Subtopic 3: Steps in conducting a literature review Subtopic 4: Tips to save the information  Objective Identify and articulate the links between existing literature and new research through small-group discussions using a template to evaluate such connections in sample articles to develop students' capacity to connect various works in their own literature reviews effectively. Subtopic 1: Connection between the literature and new research Purpose of Literature Review A literature review is like a conversation with other researchers in your field. You're not just reading summaries – you're looking for where your own research can build on existing knowledge and fill in gaps. This process helps you refine your research question and avoid unnecessary repetition of previously studied topics. Subtopic 1: Connection between the literature and new research Subtopic 2: Theory in qualitative research "Theory is not just abstract concepts – it's about using established ideas in the field of education to make sense of your research findings.” For example, a theory about language acquisition can help shape your research questions about how students learn English and how your findings might contribute to existing knowledge." Subtopic 2: Theory in qualitative research Choosing a Theoretical Framework The best framework aligns with your research interests and the type of data you'll be collecting. For example, if you're studying student motivation, you might explore self-determination theory. Grounded Theory Phenomenology Ethnography Case Study Narrative Analysis Focus: Generating theory from the data Focus: Understanding lived experiences Focus: Studying a culture or group from the Focus: An in-depth investigation of a Focus: Examining how people construct itself rather than starting with pre-existing and the meanings individuals place on inside, understanding their shared patterns particular case (person, group, event, stories about their lives and how these theories. Emphasizes constant comparison them. of behavior, beliefs, and language. organization). stories shape their experiences. and identifying patterns. Subtopic 2: Theory in qualitative research The Selection Process The Research Question: The theoretical framework needs to align with what the study aims to investigate. Are you seeking to generate a new theory, understand subjective experiences, study a culture, explore a unique case, or analyze how people construct meaning through stories? Epistemological Stance: The researcher’s beliefs about the nature of knowledge play a role. Is knowledge constructed (constructivist)? Is there an objective reality (positivist)? Is meaning derived from interpretation (interpretivist)? Data Type: Different frameworks suit certain types of data better. Grounded theory is often used with interview data. Ethnography often relies on observation and field notes. Narrative analysis focuses on personal stories or texts. Subtopic 2: Theory in qualitative research The decision process of selecting a framework Subtopic 2: Theory in qualitative research Using Theory in Data Analysis Theoretical frameworks act as a guiding lens to focus your analysis and make sense of the data you've collected. They provide a set of concepts, assumptions, and tools to help you: Categorize Data: Organize Interpret Findings: Move your data into meaningful Identify Patterns: Recognize beyond simply describing groups based on the recurring themes, what the data shows, and framework's key concepts. relationships, and explain the 'why' behind it in (e.g., In a grounded theory connections within your the context of your chosen study of student data categories. (e.g., You framework. (e.g., Grounded experiences, you might might discover a pattern of theory would help you build categorize interview data by students feeling more a theoretical model themes like "classroom motivated when teachers explaining how factors like environment," "teacher provide individual teacher interaction influence interactions," or "student attention.) student motivation.) motivation.") Subtopic 2: Theory in qualitative research Real-world analogy The map (framework) helps you categorize landmarks (data points), identify patterns (streets and districts), and interpret your location (findings) within the city (research topic). Can you think of an example from your own experience where a particular lens or perspective helped you understand a situation better?"  Objective week 7 Apply the characteristics of educational research by designing a mock qualitative research proposal pertinent to a specific applied linguistics issue to enhance their educational research skills. Subtopic 3: Steps in conducting a literature review “It's not just about collecting studies; it's about analyzing, critically evaluating, and weaving them together to tell a story that connects to your own research." You'll need a clear research focus, strategic keywords, and the ability to identify relevant studies from credible sources. Subtopic 3: Steps in conducting a literature review Steps in Conducting a Literature Review Write a Analyze critical and review Search synthesize relevant the Develop databases literature keywords Define your topic Subtopic 3: Steps in conducting a literature review Identifying Relevant Literature Avoid relying solely on general search engines for your research. Academic databases and journals offer access to peer-reviewed articles that have undergone rigorous evaluation. Think about where your information is coming from. Scholarly articles tend to be more reliable than a random blog post on the internet. Subtopic 3: Steps in conducting a literature review Evaluating and Synthesizing the Literature Not all research is created equal. As you read, ask yourself : Does this study have strong methods? Does it align with my topic? Are there biases to consider? Synthesis is key. Look for common threads, contradictions, and unanswered questions that your study might address. Real-world analogy: Each study is a piece, and synthesis helps you assemble the bigger picture, revealing the complete image (understanding of the topic) and any missing pieces (gaps in knowledge). Subtopic 3: Steps in conducting a literature review Writing the Literature Review Your literature review is not a collection of summaries. It should have a clear argument, with sections focused on different themes relevant to your research. The conclusion is crucial – it's where you show how existing research sets the stage for your own study, highlighting what you will contribute. https://youtu.be/kW6Uzn-8uMI?si=KhVCuonzEu6qub8u Subtopic 3: Steps in conducting a literature review Writing the Literature Review EXTRA RESOURCE ON THE TOPIC: https://youtu.be/70n2-gAp7J0?si=7yH81Hg39mmfd4uT Subtopic 4: Tips to save the information Citing Sources Properly The literature review process can be overwhelming! Use organizational tools like note-taking apps or reference management software to streamline the process. Take notes in your own words! Copying and pasting can lead to accidental plagiarism. It's vital to learn to paraphrase and cite sources correctly. Giving proper credit is fundamental in research. It demonstrates your scholarly integrity and allows others to trace back your sources. Learn the basics of a citation style. There are great online resources to help you build accurate citations. Subtopic 4: Tips to save the information 1.- Search and research the literature After having chosen your topic and audience, start by checking the literature and downloading relevant papers. Five pieces of advice here: Keep track of the search items you use (so that your search can be replicated Keep a list of papers whose pdfs you cannot access immediately (so as to retrieve them later with alternative strategies) Use a paper management system Define early in the process some criteria for exclusion of irrelevant papers (these criteria can then be described in the review to help define its scope) a)Do not just look for research papers in the area you wish to review, but also seek previous reviews. 20 Subtopic 4: Tips to save the information 2.- Take notes while reading If a researcher just reads the papers first, and only afterwards starts writing up It is important to be careful in noting the the review, this will demand references already at this stage a very good memory to remember who wrote what, Using referencing software from the very and what your impressions beginning of your attempt will save you time. and associations were while reading each single paper. 21 Subtopic 4: Tips to save the information 3.- Keep the review focused, but make it interesting Whether planning a mini- or a full Including material just for the sake of review, it is good advice to keep it it can easily lead to reviews that are focused. trying to do too many things at once. If the review involves, for example, how epidemiological approaches are used in modelling the spread of ideas, material from both parent fields, epidemiology and the study of cultural diffusion needs to be included. Subtopic 4: Tips to save the information −Preserve the data once no further changes are expected; −Choose an appropriate location; Recommendations to consider: −Anticipate the time and other details when your data will be removed; −Arrange a third-party for data storage; −Storage is obligatory for ten years; −Log all visits to your data if possible; −Set up a password, or use encryption to control access to your data; −Prevent deleting, overwriting, por meddling by setting your files ´read only´; −Preserve a new version in addition to the old, in case essential updates to the data emerge  CONCLUSION Finally, remember that the final goal is to construct an argument explaining the reason why the research question is interesting and worth addressing. In other words, the literature review must be balanced. If there is a need to emphasize the generality of a phenomenon, then of course various studies that have demonstrated it should be discussed. However, if there are other studies that have failed to demonstrate it, they also need to be discussed. Or if there is a proposal for a new theory, then of course the findings that are consistent with that theory need to be discussed. However, if there are other findings that are inconsistent with it, again, they should also be discussed. It is acceptable to argue that the balance of the research supports the existence of a phenomenon or is consistent with a theory (and that is usually the best that educational researchers can hope for), but it is not acceptable to ignore contradictory evidence. Besides, a large part of what makes a research question interesting is uncertainty about its answer. 24  BIBLIOGRAPHY »Baumeister R.F., Leary MR. Writing Narrative Literature Reviews. Review of General Psychology. 1997;1(3):311-320. doi:10.1037/1089-2680.1.3.311. » Bendassolli, P. (2014). Reconsidering theoretical naïveté in psychological qualitative research. https://doi.org/10.1177/0539018413517181 » Bourdieu, P. & Wacquant, L. J. D. (1992) p. 162). An invitation to Reflexive Sociology. P. 162. The University of Chicago Press. » Budgen D., Brereton P. (2006). Performing systematic literature reviews in software engineering. Proc 28th Int Conf Software Engineering, ACM New York, NY, USA, pp. 1051–1052. doi:10.1145/1134285.1134500. » Dijkers M. (2009). The Task Force on Systematic Reviews and Guidelines (2009) The value of “traditional” reviews in the era of systematic reviewing. Am J Phys Med »Rehabil 88: 423–430 doi:10.1097/PHM.0b013e31819c59c6. PubMed. 25 QUALITATIVE RESEARCH METHODS AND PROCESSES IN APPLIED LINGUISTICS Unit 3 Qualitative data collection methods Topic 1 Research process MSc. Antoine Sébastien Mourad  Subtopics » Subtopic 1: Analysis of the research problem and justification » Subtopic 2: Formulation of objectives, theoretical framework, research questions  Objective week 9 Use data collection on any problem trying to find sources for research as well as demonstrate knowledge by formatting the questionnaire, administering the questionnaire, organizing and interpreting the data, and presenting the findings.  Introduction When the research proposal is intended to analyze a specific issue or problem, it is helpful to analyze the essential elements that are intertwined along the whole process: the research justification and the ´gap´ that is detected in the literature. Warm-Up Activity: Practice the following quiz to review important concepts previously studied https://quizizz.com/join/quiz/665765415a3af76f5936715e/star t?preview=true Subtopic 1: Analysis of the research problem and justification. Identifying the Problem Originates from real-world observations, existing literature, or personal experiences. Must be clear, concise, and specific. Should be significant and relevant to your field (Applied Linguistics). Example: Instead of "How can we improve English teaching in Ecuador?", a more specific problem might be "What are the specific challenges faced by indigenous language speakers when learning English grammar?" Subtopic 1: Analysis of the research problem and justification. Justifying the Research Why is this problem important to solve? What are the potential benefits or impact of addressing it? How does it contribute to existing knowledge or practice in Applied Linguistics? Example: Research on the challenges faced by indigenous language speakers could lead to more effective teaching methods, ultimately improving English proficiency and educational opportunities for these students. HOW TO WRITE A JUSTIFICATION STATEMENT FOR YOUR STUDY https://www.youtube.com/watch?v=H72QM1YZFEY Subtopic 1: Analysis of the research problem and justification. Types of Research Problems Different research questions call for different types of research. Descriptive research helps us understand what's happening, relational research explores connections, and causal research looks for cause-and-effect relationships. Relational: Are two or Causal: Does one thing Descriptive: What is more things connected? cause another? (e.g., new happening? (e.g., language (e.g., language proficiency teaching method and attitudes among students) and self-esteem) student outcomes) Subtopic 1: Analysis of the research problem and justification. From Problem to Research Questions Research problems are broad. They are refined into research questions, which are more specific and guide the data collection process. Your research problem is like the trunk of a tree, and research questions are the branches. They stem from the main problem but are more specific and actionable. Subtopic 2: Formulation of objectives, theoretical framework, research questions Setting the Research Compass Objectives, theoretical framework, and research questions provide direction and structure to your research project. Subtopic 2: Formulation of objectives, theoretical framework, research questions Research Objectives Clear statements of what you intend to achieve through your research. Often start with verbs like "to explore," "to understand," "to investigate." Should be specific, measurable, achievable, relevant, and time-bound (SMART). Link objectives back to the research problem and emphasize their actionable nature. General objectives Especific objectives The aims of the study proposal are: The objectives of the study proposal are: -to determine -to identify -to explore -to collect -to investigate -to measure potential solutions to the issue. the achievement of effective strategies. » Subtopic 2: Formulation of objectives, theoretical framework, research questions Theoretical Framework A set of concepts, theories, or models that provide a lens to view and analyze the research problem. Helps to interpret findings and explain relationships between variables. Can be drawn from existing literature or developed by the researcher. How to Develop a Conceptual Framework – with REAL Example https://www.youtube.com/watch?v=MnfRdTCUIsc » Subtopic 2: Formulation of objectives, theoretical framework, research questions Research Questions Specific questions that guide your data collection and analysis. Should be open-ended and exploratory in qualitative research. Often start with "what," "how," or "why." The benefit of research questions is mainly that they help framing the purpose of the research study, and the focus of the topic under analysis. How to Develop a STRONG Research Question https://www.youtube.com/watch?v=71-GucBaM8U » Subtopic 2: Formulation of objectives, theoretical framework, research questions Aligning the Elements Example: If your objective is to identify pronunciation challenges, your theoretical framework might focus on phonological theory, and your research questions would explore specific aspects of pronunciation, such as segmental features or suprasegmental features. Imagine your research as a recipe. Objectives are the ingredients, the theoretical framework is the cooking method, and research questions are the instructions. All these elements need to work together to create a delicious final product. Closing Justifying Research and Developing Objectives Identify a research problem and base it on a real-world problem analyzed in your current education scenario. Closing Ideas The importance of the justification of the research problem, as well as the formulation of objectives, theoretical framework, and research questions is that they all contribute in sketching the research proposal for everyone to have a clear idea what it is about. QUALITATIVE RESEARCH METHODS AND PROCESSES IN APPLIED LINGUISTICS Unit 3 Qualitative data collection methods Topic 2 Data collection MSc. Antoine Mourad  Subtopics » Subtopic 1: Observation and collection data » » Subtopic 2: Interviews and analysis of the data » Subtopic 3: Open-responses item in questionnaires » Subtopic 4: Introspective technique  Objective week 8 By the end of the lesson, students will be able to apply basic observational techniques through engaging in classroom activities such as short video analyses for observational skills matrix completion to build foundational research skills in data collection.  Introduction Undergraduate students are required to undertake a research project in order to obtain an academic degree, and as a contribution to the existing body of knowledge in the research community. The conclusions resulting from the research findings need to evidence validity and verifiability, as well as reliability so as to ensure the procedures have been appropriately followed. In this part of the program, the essential elements for data collection methodologies will be studied, in order to build a strong framework that evidences the process for qualitative research has been followed. Warm-Up Activity: Go to the links and reflect on the information provided: SUBTOPIC 1 https://www.youtube.com/watch?v=7gye1Tc-oBk SUBTOPIC 2 https://www.youtube.com/watch?v=2oFnSAG576c SUBTOPIC 3 https://www.youtube.com/watch?v=gIHOO4eIk2U&ab_channel=RobinKay SUBTOPIC 4 https://www.slideshare.net/ChoudaryIhtasham/introspection-method Subtopic 1: Observation and collection data Observation is one very common strategy used in Qualitative research to collect information. It provides researchers a better scope of the culture and setting of the problem under study. It promotes watching behavior, events, or physical features. Subtopic 1: Observation and collection data Observation includes three processes: sensation, attention and perception. All these elements help study collective behavior and complex social situations. Observation method in data collection can be structured or unstructured. Bailey (1987) also attempts to classify the observation methods according to the structure in the environmental setting; natural or artificial setting; and the amount of structure imposed on the environment by researchers: structured and unstructured. Subtopic 1: Observation and collection data Several advantages of observation method are: *Easy access to research phenomena; *Accurate data collected first hand; *More flexibility for application; *Easy to follow, thorough method; *Acceptance of participant not required. Subtopic 1: Observation and collection data Some disadvantages are: Longer periods of time required than other data collection methods; Higher chances of observer bias; Limitations accessing individual personal behaviors; Subjective issues like affection, love cannot be accounted; Lab experiments are not applicable; Perceptions can vary according to different observers; High cost of effort and time. Class activity: Observational Field Notes Practice This activity will help you practice your observational skills, develop your ability to take detailed field notes, and understand the potential of observation as a research tool. Teaching beginner English language students https://youtu.be/DhCUVPkpLdk?si=CHVQXv2e6KGx pKI8 Subtopic 2: Interviews and analysis of the data Research interviews outstand as a useful data collection strategy in both Quantitative and Qualitative research. As a way to provide reliability to the research, interviews should be scheduled in such a way so as to provide all interviewees to share the same context, as well as stimulus for the interviewers, who are expected to read the questions exactly in the same order as scheduled. (Bryman, 2012). » Subtopic 2: Interviews and analysis of the data A key element for successful An issue to consider when planning interviews is the elaboration of the the interviews is when there is instructions. In relation to this, Warren (2002) remarks “the minimum number more than one interview, or more of interviews required seems to be than one interviewer, and if the between twenty and thirty.” (p. 99). interviews are going to be Gerson and Horowitz (2002) conducted in person or over the suggest that “fewer than 60 interviews telephone. cannot support convincing conclusions and more than 150 produce too much material to analyze effectively and expeditiously.” (p. 223). Subtopic 2: Interviews and analysis of the data Training prior to starting interviews is important, so as to avoid misinterpretations on the part of the interviewer, or misunderstandings in the answers recorded. Before undertaking the interviewing process, it is important to review the schedule carefully, as it can be really stressful. Class Activity: Self-Interview and Reflection This activity allows you to explore different perspectives on English language learning in Ecuador while developing your interview analysis and reflective skills. DOWNLOAD THE WORK TEMPLATE TO COMPLETE THIS ACTIVITY FROM THE FOLLOWING LINK: https://drive.google.com/file/d/1H73obLi8IQmZk09XzMQRZpZ6A6dXqY-_/view?usp=sharing COMPLETING THIS ACTIVITY IS MANDATORY AS PART OF YOUR EXPERIMENTAL PRACTICE WORK TO BE SUBMITTED IN WEEK 15.  Objective week 9 By the end of the lesson, students will be able to design and critically evaluate open-response items in a questionnaire within the context of Applied Linguistics. Subtopic 3: Open-responses item in questionnaires Researchers need to select appropriate open-response items that do not restrict answers from respondents. The appealing factor of open-response questions relies on the response is not restricted. On the contrary, they prompt participants to use their knowledge, and express their feelings using complete sentences, lists, and narrations that provide researchers with deep and insightful information. Subtopic 3: Open-responses item in questionnaires The development of the questionnaire is vital to establish empathy with respondents in order to. identify what themes are valuable for them and hence, for your study. Keep in mind the objective of the research so that the analysis of the results of questionnaires will guide the process to plan improvements for the upcoming events in the process. Subtopic 3: Open-responses item in questionnaires Poorly Crafted Open-Ended Questions Question: "Do you think learning English is important?" Explanation: This question is too broad and could be answered with a simple "yes" or "no." It doesn't invite elaboration or encourage the respondent to share their thoughts and experiences in detail. Question: "What are the negative aspects of learning English in Ecuador?" Explanation: This question is leading and focuses only on the negative aspects, potentially limiting the range of responses and discouraging positive or balanced perspectives. Question: "How often do you study English?" Explanation: While this question is open-ended to a degree, it focuses on a specific behavior (studying) rather than exploring the respondent's overall experiences, motivations, or challenges related to English language learning. Subtopic 3: Open-responses item in questionnaires Well-Crafted Open-Ended Questions Question: "Could you describe your experiences learning English outside of the classroom in Ecuador? What resources or activities have you found most helpful?" Explanation: This question is open-ended because it invites the respondent to share a narrative about their personal experiences. It's specific to the context of Ecuador and focuses on resources and activities, which can provide valuable insights for educators. Question: "In your opinion, what are the biggest challenges that English language learners face in Ecuador, and how might these challenges be addressed?" Explanation: This question encourages critical thinking and invites the respondent to share their perspectives on challenges and potential solutions, which can lead to meaningful discussions and inform educational strategies. Question: "How has learning English affected your personal or professional life in Ecuador? Can you share specific examples?" Explanation: This question allows for personal reflection and encourages respondents to connect their language learning experiences to their broader lives, highlighting the impact of English language acquisition.  Subtopic 3: Open-responses item in questionnaires Additional Tips for Crafting Effective Open-Ended Questions Use "how" and "why" questions: These question words encourage respondents to elaborate and provide deeper insights. Avoid leading or biased language: Keep your questions neutral and avoid making assumptions or implying a particular answer. Consider the target audience: Tailor your questions to the age, background, and language proficiency of your respondents. Be clear and concise: Avoid jargon or overly complex language. How to write qualitative research questions https://youtu.be/1dZr9z76_aw?si=Nc2eeLeZPRitSfcc Pilot your questions: Test your questions with a few people to get feedback and make sure they are clear and elicit the information you're looking for. Class activity: Crafting Open-Ended Questionnaire Items This activity will help you develop your skills in crafting effective open-ended questionnaire items, which is essential for gathering rich and insightful qualitative data. DOWNLOAD THE WORK TEMPLATE TO COMPLETE THIS ACTIVITY FROM THE FOLLOWING LINK: https://drive.google.com/file/d/1-jTTlU81adDuCygQUSNcXykRosiuPFdo/view?usp=sharing COMPLETING THIS ACTIVITY IS MANDATORY AS PART OF YOUR EXPERIMENTAL PRACTICE WORK TO BE SUBMITTED IN WEEK 15. Subtopic 4 : Introspective technique Introspection involves a reflection process that examines a person´s own thoughts and emotions. Gould (1995) asserts: “it is an ongoing process of tracking, experiencing, and reflecting on one´s own thoughts, mental images, feelings, sensations and behaviors.” (p. 719).  Subtopic 4 : Introspective technique Wundt (1873). The founder of this method, presented four rules for applying a successful introspective practice: 1. Observers had to decide when to start the observation; 2. Attention of the observer had to be focused; 3. Every observation had to take place under the same conditions; 4. Accompanying experimental situations need to be changed so as to discover the underlying circumstances of the phenomenon. Subtopic 4 : Introspective technique Subtopic 4 : Introspective technique Maslow (1943) proposed that individuals need to achieve basic needs for higher-level needs to start motivating behavior. The highest-level needs lead to self-actualization, when individuals would achieve their full potential. When applying the introspection method, observers are allowed to get straight, instant, and intuitive knowledge that is carried on mentally. Moreover, individuals can become aware of their actual mental process Subtopic 4 : Introspective technique ADVANTAGES DISADVANTAGES Since mental process are subject to change, a particular It is very low-cost. phase may fade out when introspection is applied. Data collected is not verifiable, resulting in lack of validity No restriction in time or place. and reliability. It is first-hand, and easy to apply. Preconceptions of individuals have a strong influence. It is the only method that considers individuals´ This method cannot be applied to abnormal people or emotions and feelings. children. Subjectivity does not allow an individual to act as an experimenter and observer. 26 Class activity: Introspective Reflection on English Language Learning in Ecuador This activity will help you develop your introspective and reflective skills, which are valuable for both personal growth and qualitative research. By exploring your own experiences and perspectives, you can gain deeper insights into the complexities of English language learning in Ecuador. Closing Ideas The importance of how language is used in establishing connections with people becomes an essential element in Qualitative data collection, as contexts and interpretations of situations need to be analyzed in depth. Assertiveness should be fully employed when developing the objectives, the corresponding research problem and justification, the formulation of objectives, theoretical framework as well as the research questions.  BIBLIOGRAPHY » Chaves, M. P., Zapata, A. F. R., & Arteaga, I. H. (2015). Investigación cualitativa: Una reflexión desde la educación como hecho social. Universitaria: Docencia, Investigación E Innovación, 3 (2), 86-100. » Creswell, J. W. (2007). Five Qualitative Approaches to Inquiry. In J. W. Creswell (Eds.), Qualitative Inquiry and Research Design: Choosing among five Approaches (pp. 53-84). Thousand Oaks: Sage Publications » Creswell, J. W. (2016). 30 essential skills for the qualitative researcher. Thousand Oaks, CA: Sage. » John W. Creswell, J. David Creswell (2018). Research Design, SagePublications, Inc. Qualitative, Quantitative and Mixed Methods Approaches https://lccn.loc.gov/2017044644 » Galeano, M. E. (2003). Diseño de proyectos en la investigación cualitativa Universidad Eafit. » Gurdián Fernández, A. (2010). El paradigma cualitativo en la investigación socio educativa » 29  Qualitative research methods and processes in applied linguistics PEDAGOGIA DE LOS IDIOMAS - MODALIDAD EN LINEA Unit 4 Guidelines for research projects Topic 1 Format – Case study Mgtr. Antoine Sébastien Mourad  Subtopics Subtopic 1: Introduction Subtopic 2: Methodology and design Subtopic 3: Reference and appendix  Objective week 11 By the end of the lesson, students will be able to create a case study outline, focusing on the Introduction, Methodology, and References sections through guided exercises, peer feedback, and class discussions to equip students with the skills needed for presenting and defending academic case study research effectively in educational settings.  Introduction The contribution of undergraduate students to existing research is very appreciated, therefore it is mandatory for the material to be introduced to adjust to the suggested guidelines for the content as well as to the format used. Both elements will surely provide validity and reliability to the findings resulting from the process followed in the search for updated information.  Warm-Up Activity: Go to the links and reflect on the information provided: QUALITATIVE CASE STUDY (12.58) https://www.youtube.com/watch?v=QhvdC4vDjts&ab_channel=JayFJenkins WHAT IS CASE STUDY AND HOW TO CONDUCT CASE STUDY RESEARCH (3.27) https://www.youtube.com/watch?v=kynoEFQNEq8&ab_channel=ResearchTube TYPES OF CASE STUDY (6.03) https://www.youtube.com/watch?v=3ilIimOCXyk&ab_channel=ResearchTube DIFFERENT TYPES OF CASE STUDIES (7.01) https://www.youtube.com/watch?v=B1-p-qCddAw&ab_channel=LeighAHall Subtopic 1: Introduction A case study is an empirical inquiry that investigates a contemporary phenomenon in depth and framed in an actual context, especially when the boundaries between the phenomenon and the context are not clearly evidenced, promoting researchers to be disoriented about what a case study is and the difference from other types of qualitative research methodologies (Merriam, 1998). Subtopic 1: Introduction Researchers need to identify the case providing an underlying reason for undertaking a specific case study, defining a deep analysis of the condition of some social phenomenon, as well as building the research questions. Among some of the possibilities for the study of social phenomenon, we find: group behaviors, international relations, school performance, technology evolution, community issues. Subtopic 1: Introduction Case studies differ when conducted for TESOL, referring to a person, or an institutions (Faltis, 2997) (Johnson, 1992)(Nunan, 1992); or language policy research, when the case under study may be a country. Case studies may be included in a large study -either qualitative or quantitative, or conducted independently. Case study research not always emphasizes cultural aspects of a group or its member, as ethnographic research does. Subtopic 2: Methodology and design It is a basic point for researchers to clearly understand the issue or problem under study, so as to decide what to look for, how to investigate the information, and where to find the required data, so that the goals can be fulfilled. Subtopic 2: Methodology and design Describing participants as well as their working and level of involvement in the case under study need to be delineated, for the reader to get an idea about the participants being involved in the phenomenon. Although a clear description sometimes is not feasible because of ethical considerations, the existence of previous relationships between participants should be reported.. Subtopic 2: Methodology and design As part of the design of the case study, it is necessary to introduce the key procedures that have been planned well in anticipation, providing an overview of research questions, scope of research, and the emphasis of the research. Subtopic 2: Methodology and design Subtopic 2: Methodology and design Generating of themes and coding stands out as the most widely accepted data analysis method in qualitative empirical material, presented as texts from interviews, field notes of meetings, and observation reports, which are then analyzed to be classified into sub-concepts, main concepts, and the development of categories. In turn, these categories are going to be triangulated with observation of field notes and documents. Subtopic 2: Methodology and design Being a researcher’s paradigm, a frame of reference brought to a study, it is in turn used to draw conclusions and develop findings about the phenomenon under study. Paradigm supplies convenient tools for researchers to identify and convey specific perspectives and assumptions. There are three common philosophical paradigms of research; positivism, critical theory, and interpretivism (Guba & Lincoln, 1994).  Subtopic 2: Methodology and design In order to facilitate the validity of the results of the study, it should be a good idea triangulating multiple perspectives, methods, as well as sources of information (interviews, observations, field notes, self-reports, transcripts, and other documents). This would be helpful also for contributing with in-depth and considerable insights to the analysis of the data. Subtopic 2: Methodology and design A number of material collection tools are needed to answer the research questions with top span: semi-structured interviews, observations, and document collection to mention some. The collection of empirical material from multiple sources promotes triangulation (Yin, 2009). This combination of using multiple sources of empirical material adds precision, span, elaboration, richness and depth to the study (Flick, Kardoff, & Steinke, 2004). Subtopic 2: Methodology and design In multiple case studies each case may constitute a different thematic finding, such as different types of learners, teachers, or programs that can be presented as a gathering of properties with an intersecting style. Multiple case studies can be sequential, when each case is investigated one by one, or parallel, when cases are investigated at the same time.  Objective week 12 Students will be able to understand the importance of references and appendices in case studies and learn how to format them correctly. By practicing with citation styles and creating reference lists and appendices for hypothetical studies, they will ensure the credibility and transparency of their research.  Subtopic 3: Reference and appendix The Reference section should include the following information: Name of author; Exact date of publication; Full title of the source elements for each citation in the text; City of publication for books; Name of the periodical or book in which a reference article or essay appears; Volume number, issue number, and pages where a magazine or journal article appears. URL location for sources on the web. Subtopic 3: Reference and appendix In the appendix section supplementary material will be included, while it is not an essential part of the text itself, it may assist the researcher to provide a more exhaustive understanding of the research problem or it could also contain information that is very complicated for the reader to figure out. Subtopic 3: Reference and appendix An appendix section includes figures, tables, maps, photographs, raw data, computer programs, interview questions, sample items for questionnaires, etc. Subtopic 3: Reference and appendix A typical format for an appendix needs to be as follows: Heading