Unit - Guide - APPL902 - 2013 - S1 External

APPL902
Research Methods in Language Study

S1 External 2013
Linguistics
Contents
Disclaimer
General Information 2 Macquarie University has taken all reasonable
measures to ensure the information in this
Learning Outcomes 2 publication is accurate and up-to-date. However,
the information may change or become out-dated
as a result of change in University policies,
Assessment Tasks 3 procedures or rules. The University reserves the
right to make changes to any information in this
Delivery and Resources 7 publication without notice. Users of this
publication are advised to check the website
Unit Schedule 7 version of this publication [or the relevant faculty
or department] before acting on any information in
Policies and Procedures 10 this publication.
Graduate Capabilities 11
Required and recommended readings 14
http://unitguides.mq.edu.au/unit_offerings/34437/unit_guide/print 1
Unit guide APPL902 Research Methods in Language Study
General Information
Unit convenor and teaching staff
Unit Convenor
Mehdi Riazi
mehdi.riazi@mq.edu.au
Contact via mehdi.riazi@mq.edu.au
Credit points
4
Prerequisites
Admission to MAppLing or PGDipAppLing or MCommDis or MTransInter or
MTransInterMAppLing or MTransInterMIntRel or MAuslEngInt or PGDipAuslEngInt or
MConfInt or MAdvTrans or PGCertResPrep(Hus) or MTransInterPed
Corequisites
Co-badged status
Unit description
This unit focuses on general research principles and their applications in language studies.
The unit covers quantitative, qualitative, and mixed-methods research. It provides students
with necessary knowledge to understand research reports by explaining the whole process of
research and how to design a research project. To this end, the unit covers topics related to
the specific methods and procedures in each of the three research paradigms (quantitative,
qualitative, and mixed). Research questions, data gathering instruments, data analysis and
writing up research are among the topics which are discussed in this unit.
Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are
available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/
Learning Outcomes
1. Understand published research in language studies
2. Identify a research topic or area of interest
3. State a problem within the area of interest and explain its significance
4. Critically review & evaluate literature (published papers) related to the topic of your
research
5. Synthesise and write up a literature review with the goal of showing gaps
6. Pose specific research questions and/or state relevant hypotheses

7. Analyse ethical issues related to the proposed research
8. Write up research proposals and research reports
Assessment Tasks
Name Weighting Due
Assignment 1 21% Week 4
Participation 12% Unit wide
Assignment 2 32% Week 7-8 (Mid-term break)
Assignment 3 35% Week 13
Assignment 1
Due: Week 4
Weighting: 21%
Choose three genuine areas of interest (topics) and write about each area in about 500 words.
The assignment is an expository essay in which you describe each area, its significance and why
you have chosen the area (how it relates to you?). You may discuss the significance of the topics
theoretically and practically, and support your choice of the topics by showing how they are
important to you personally, professionally and contextually. The essay should follow the
conventional essay structure: an introduction, body and a conclusion. The introduction may end
with your thesis statement (the three topics you’ve chosen). The body can include paragraphs in
which you describe and discuss every one of the areas of your interest. Finally, the conclusion
may highlight your main arguments and a statement about which of the three areas of interest
will be your main topic for further research along with some general research questions related to
that topic. All assignments for APPL902 should follow American Psychological Association (APA)
writing style manual (use LibGuide from MU library page for information on APA style).
This assignment will be evaluated based on the following features:
1) Content: Clear statement of the topics and their significance
2) Organisation: Appropriate and coherent structure
3) Language & Style: Accurate and concise language and correct use of APA style
This Assessment Task relates to the following Learning Outcomes:

• Understand published research in language studies
• Identify a research topic or area of interest
Participation
Due: Unit wide
Weighting: 12%
While on campus students have the possibility of discussing research issues
face-to-face and in class, distance students need to take part in online discussion.
Use “Forum” facility in iLearn and post your comments and discuss different topics
related to the unit. You are encouraged to post a brief report of the papers you find
and read on each of the unit topics. Groups may be formed of those who share similar
areas of interest to further discuss their topics and exchange resources.
Criteria for active participation:
Regular participation in class and online discussion
Group presentation
Posting of brief reviews of the papers for each topic
Assignment 2
Due: Week 7-8 (Mid-term break)
Weighting: 32%
This assignment is a critical review paper. Choose your main area of interest (as you indicated in the conclusion
section of Assig. 1). Search databases and find empirical studies related to your topic and your general research
questions (you might want to consult a librarian to help you how to search databases). Review abstracts of the papers
and choose 10 up-to-date papers which are highly and directly related to your topic and the general questions you raised
with regard to that topic. Review these 10 papers and write a review paper. In your review you need to address the
problems addressed in the papers, the context in which the studies were conducted, the research methodology they used,
and the inferences they made based on the results. Remember that a mere summary of the papers does not fulfil the
requirements of a review paper. A good review is a critical review and synthesis of the 10 papers around certain themes.
You may use visual aids such as tables to highlight and better present your points. Based on the literature review and
identifying gaps in the topic, you should then state 3-5 specific research questions in need of further research.
This assignment will be evaulated in light of the following features:
1) Coverage: Explanation of the criteria for inclusion and exclusion of papers
2) Synthesis: Presentation of an integrated literature review and not a mere summary of the papers
3) Methodology: Discussion of the methodology used in the studies; advantages & disadvantages
4) Rhetoric: Presentation of the review with a coherent and clear structure

• State a problem within the area of interest and explain its significance
• Critically review & evaluate literature (published papers) related to the topic of your
research
• Synthesise and write up a literature review with the goal of showing gaps
• Pose specific research questions and/or state relevant hypotheses
Assignment 3
Due: Week 13
Weighting: 35%
Assignment 3 is a proposal for a research project and is based on Assignments 1 and 2 with additional sections. First,
you need to revise assignments 1 and 2 using the comments and feedback you received from the marker. Then use your
revised assignments to prepare your proposal.
Outline of assignment 3
1. Introduction: Introduce your topic (area). You need to provide a justification for your research
which should be developed out of the readings you have reviewed, together with your own
personal experience, if relevant. You should also address the theoretical or practical importance of
your proposed research. In other words, you need to do more than just decide on a particular
research project, you need to show why it is important and interesting to you (as well, hopefully, as
others). Pose a problem in your area of interest (what problem will your proposed study address)
2. Purpose and research questions: State the general purpose of your study (what the proposed study
is going to do?) and formulate 3-5 specific research questions and/or research hypotheses [use
assignments 1 & 2)
3.Literature review: Contextualise your problem and your research questions by reviewing the related
literature and indicating the significance of your problem [use assignment 2, but you may want to
add or replace papers]. At the end of the literature say how the proposed study will contribute to
the current body of the knowledge on the topic.
4. Methods: Provide details of how the study will be conducted. These will include:
· Research design and method (How do you design your study and what research methods will
you use to investigate the research problem and answer research questions?)
· Operationalisation of key concepts/constructs & identification of variables
· Participants (choice, selection, numbers, features)
· Instruments of data collection (append examples if appropriate)
· Procedures for data collection and analysis
· How ethical issues relevant to your study will be observed?
· Issues related to the reliability and validity of the instruments and study
· Limitations of the study
5. Probable contributions of your study to the field
A reference list must be provided at the end of the proposal in alphabetical order and according to APA writing style.
There should be a one-to-one correspondence between the works cited in the body of your proposal and the ones in your
reference list.
This assignment will be evaluated in light of the following criteria:
1. Scope and appropriateness of literature review and argument for research project (5%)
2. Clarity and coherence of the focussed research questions (5%)
3. Feasibility and realistic scope of proposed research (5%)
4. Operationalisation of key constructs (if applicable)
5. Appropriate design and methods (10%)
6. Appropriate data collection and analysis procedures (10%)
7. Consideration of ethical issues (5%)
8. Structure and presentation of the proposal (5%)

• Analyse ethical issues related to the proposed research
• Write up research proposals and research reports
Delivery and Resources

Technologies Used
This unit has an online presence in iLearn. Students will require to have reliable broadband
internet and computer.
What has changed since last offering
The first two assignments have been changed from 2012.
Unit Schedule
Week Topic Required Recommended Reading Tasks &
Reading Assignments
1 Overview of the Dornyei (2007) Burns (2000) Chapter 1 Identify 3 areas you are
unit Chapters 1 & 2 interested in to be
Brown (1988) Chapter 1
discussed in class & online
Conceptualising
research
2 Discussion of Overview of -- Think about what you

your areas of research would like to know in your
interest databases: areas of interest (General
Linguistics Research Questions)
(Macquarie
Knowing about University
and searching Document)
databases
3 Reviewing Burns (2000) Wiersma, W. (1986) Chapter 3 Assignment 1 due by COD

literature: Chapter 3 18/03/13. Refer to
Process & instructions for Assig. 1
product
Randolph
(2009)
4 Making sense Group [Distance students to present in iLearn] Prepare handouts & PP (if
of literature presentations: you prefer)
Each group will
present their
findings from
literature about
one of their
shared topics
5 Introduction to Dornyei (2007) Brown (1988; 1991) --

Quantitative Chapter 9 (9.4,
Research 9.5, 9.6, 9.7)
Burns (2000)
Chapters 4, 5,
6, 7, 8, 9
6 Quantitative Dornyei (2007) Brown (1988) Find and read published

methods: Related parts in papers with survey and
Surveys and Chapters 5 & 9 correlational orientations
correlational [Post a brief report on
Burns (2000)
studies iLearn
Chapters 16, 17
& 30
7 Quantitative Dornyei (2007) Brown (1991) Find and read published

methods: Related parts in papers with experimental
Experimental Chapter 5 design [Post a brief report
and quasi- on iLearn]
Burns (2000)
experimental
Chapter 22
studies
Assignment 2 due by COD
20/04/13. Refer to
instructions for Assig. 2
8 Find and read an article

Classroom- Dornyei (2007) Burns, A. (2010) with classroom-based
based research: Chapter 8 research orientation [Post a
Use the link below for a video
Action research brief report on iLearn]
presentation by Prof. Anne Burns on
Action Research:
http://www.professoranneburns.com/
arvideo.htm
9 Find and read articles with

Qualitative Dornyei (2007) Sahinkarakas et al. (2009) case study and
methods: Case PP. 126-149 & ethnographic research
Burns (2000) Part 3
study and 151-162 orientation [Post a brief
ethnographic Richards (2003) Chapter 1 review on iLearn]
Burns (2000)
research
Part 3
10 Mixed methods Find and read an article

Dornyei (2007) Teddlie & Tashakkori (2006) with MMR orientation
Chapters 2 & 7 [Post a brief review on
iLearn]
11 Mixed Dornyei Find and read an article

methods (2007) Teddlie & Tashakkori (2006) with MMR orientation
Chapters 2 & 7 [Post a brief review on
iLearn]
12 Dornyei Elander et al. (2010)

Writing (2007) Go to:
research reports Chapters 12 http://www.ling.mq.edu.au/
& 13 support/
APA (2010) policies_plagiarism.htm
Writing and
academic
http://www.ling.mq.edu.au/
papers
docs/
Guide_dissertation.pdf
Academic ·
Integrity
· 2. Make yourself
familiar with all the
information contained on
this link, as well as APA
referencing.
13 Ethical issues Assignment 3 is due June

in research + Dornyei (2007) Rieschild, V.R. (2003) 8th
Round up of the PP. 63-72
Dufon, M. (1993)
unit
Davidson. F. (1993)
Wiersma, W. (1986) Chapter 3
Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students
should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://www.mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html
In addition, a number of other policies can be found in the Learning and Teaching Category of
Policy Central.
Student Support
Macquarie University provides a range of Academic Student Support Services. Details of these
services can be accessed at: http://students.mq.edu.au/support/
UniWISE provides:
• Online learning resources and academic skills workshops
http://www.students.mq.edu.au/support/learning_skills/
• Personal assistance with your learning & study related questions.
• The Learning Help Desk is located in the Library foyer (level 2).
• Online and on-campus orientation events run by Mentors@Macquarie.
Student Enquiry Service

Details of these services can be accessed at http://www.student.mq.edu.au/ses/.
Equity Support
Students with a disability are encouraged to contact the Disability Service who can provide
appropriate help with any issues that arise during their studies.
IT Help
If you wish to receive IT help, we would be glad to assist you at http://informatics.mq.edu.au/
help/.
When using the university's IT, you must adhere to the Acceptable Use Policy. The policy applies
to all who connect to the MQ network including students and it outlines what can be done.
Graduate Capabilities
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create
new knowledge that can be applied to real world issues, or contribute to a field of study or
practice to enhance society. They will be capable of creative questioning, problem finding and
problem solving.
This graduate capability is supported by:
Learning outcomes
Assessment tasks
• Assignment 2
• Assignment 3
PG - Capable of Professional and Personal Judgment and

Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their
professional and personal judgment. They will have the ability to make informed choices and
decisions that reflect both the nature of their professional work and their personal perspectives.
Learning outcomes
research
Assessment task
• Assignment 3
PG - Discipline Knowledge and Skills

Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of
knowledge, scholarly understanding, and specific subject content knowledge in their chosen
fields.
Learning outcomes
research
Assessment tasks
• Assignment 1
• Assignment 2
• Assignment 3
PG - Critical, Analytical and Integrative Thinking

Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience,
of applying higher level critical thinking skills, and of integrating and synthesising learning and
knowledge from a range of sources and environments. A characteristic of this form of thinking is
the generation of new, professionally oriented knowledge through personal or group-based
critique of practice and theory.
Learning outcomes
research
Assessment tasks
• Assignment 1
• Assignment 2
• Assignment 3
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different
social, cultural, and professional audiences. They will be able to use a variety of technologically
supported media to communicate with empathy using a range of written, spoken or visual
formats.
Learning outcomes
research
Assessment tasks
• Assignment 1
• Assignment 2
• Assignment 3
PG - Engaged and Responsible, Active and Ethical Citizens

Our postgraduates will be ethically aware and capable of confident transformative action in
relation to their professional responsibilities and the wider community. They will have a sense of
connectedness with others and country and have a sense of mutual obligation. They will be able
to appreciate the impact of their professional roles for social justice and inclusion related to
national and global issues
Learning outcomes
Assessment task
• Assignment 3
Required and recommended readings

Textbook:
There are two required textbooks for this unit. The first is Robert Burns (2000) Introduction to Research Methods. (4th
Edition). French’s Forest: Longman. The second is Zoltan Dornyei (2007) Research methods in applied linguistics.
Oxford: Oxford University Press.
These two textbooks should be able to provide you with the knowledge and skills necessary to understand research and
to conduct research projects. You might refer to the related chapters as we proceed on different topics in the unit outline.
Use table of contents and index of the two books to find particular concepts and topics.
Dornyei’s book is, however, more of focus for the unit readings since it addresses quantitative and qualitative as well as
mixed methods research issues.
Recommended other texts:
The following titles are very useful if you are going to take research further and more seriously and if you aspire to do
more professional research projects.
Brown, J. D. (1988). Understanding research in second language learning: A teacher’s guide to statistics and research
design. Cambridge: Cambridge University Press.
Brown, J.D., & Rodgres, T. (2002). Doing second language research. Oxford: Oxford University Press.
Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York:
Routledge.
Hatch, E. & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Newbury House.
Litosseliti, L. (ed.) (2010). Research methods in linguistics. London: Continuum International Publishing Group.
Paltridge, B., & Phakiti, A. (2010). Continuum companion to research methods in applied linguistics. London:
Continuum International Publishing Group.
Publication Manual of the American Psychological Association (6th edition). (2010). Washington DC: American
Psychological Association.
Richards, K. (2003). Qualitative Inquiry in TESOL. London: Palgrave Macmillan.
Recommended articles:
I encourage you to read the following papers on different aspects of research methods. Some of these articles are
referred to in weekly schedule table.
Brown, J.D. (1991). Statistics as a foreign language. Parts 1 & 2. TESOL Quarterly, 25 & 26.
Cumming, A. (Ed.)(1994). Alternatives in TESOL research: Descriptive, interpretive, and ideological orientations.
TESOL Quarterly, 28, 673-705.
Davis, K.A. (1995). Qualitative theory and methods in applied linguistics research. TESOL Quarterly, 29,427-453.
Davidson. F. (1993) Some comments on the social impact of research in TESOL. TESOL Quarterly. 27, 1. 160-162.
Dufon, M. (1993) Ethics in TESOL research. TESOL Quarterly. 27, 1: 157-160.
Lazaraton, A. (1995). Qualitative research in applied linguistics: A progress report. TESOL Quarterly, 29, 455-472.
Matsumoto, K. (1993) Verbal-report data and introspective methods in second language research: the state of the art.
RELC Journal, 24, 1.
Randolph, J.J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research, &
Evaualtion,14(13), 1-13.
Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Language Teaching, 42(2),
147-180.
Rieschild, V.R. (2003). Origami in a Hurricane: Current Challenges to Linguistic Research. Australian Journal of
Linguistics, 23, 1: 71-98.
Sahinkarakas, S., Yumru, H., & Inozu, J. (2009). A case study: Two teachers’ reflections on the ELP in practice. ELT
Journal, 64(1), 65-74.
Teddlie, C., & Tashakkori, A. (2006). A general typology of research designs featuring mixed methods. Research in
Schools, 13(1), 12-28.
Young, K.A. (2005). Direct from the source: the value of ‘think-aloud’ data in understanding learning. Journal of
Educational Enquiry, 6(1), 19-33.

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APPL902

Research Methods in Language Study

Important Academic Dates

6. Pose specific research questions and/or state relevant hypotheses

Assignment 1 21% Week 4

Participation 12% Unit wide

Assignment 2 32% Week 7-8 (Mid-term break)

Assignment 3 35% Week 13

This assignment will be evaluated based on the following features:

1) Content: Clear statement of the topics and their significance

2) Organisation: Appropriate and coherent structure

This Assessment Task relates to the following Learning Outcomes:

While on campus students have the possibility of discussing research issues

areas of interest to further discuss their topics and exchange resources.

Criteria for active participation:

Regular participation in class and online discussion

Posting of brief reviews of the papers for each topic

This assignment will be evaulated in light of the following features:

1) Coverage: Explanation of the criteria for inclusion and exclusion of papers

4) Rhetoric: Presentation of the review with a coherent and clear structure

This Assessment Task relates to the following Learning Outcomes:

· Operationalisation of key concepts/constructs & identification of variables

· Participants (choice, selection, numbers, features)

· Instruments of data collection (append examples if appropriate)

· Procedures for data collection and analysis

· How ethical issues relevant to your study will be observed?

· Limitations of the study

5. Probable contributions of your study to the field

This assignment will be evaluated in light of the following criteria:

2. Clarity and coherence of the focussed research questions (5%)

3. Feasibility and realistic scope of proposed research (5%)

4. Operationalisation of key constructs (if applicable)

5. Appropriate design and methods (10%)

6. Appropriate data collection and analysis procedures (10%)

7. Consideration of ethical issues (5%)

8. Structure and presentation of the proposal (5%)

This Assessment Task relates to the following Learning Outcomes:

Delivery and Resources

What has changed since last offering

The first two assignments have been changed from 2012.

2 Discussion of Overview of -- Think about what you

3 Reviewing Burns (2000) Wiersma, W. (1986) Chapter 3 Assignment 1 due by COD

5 Introduction to Dornyei (2007) Brown (1988; 1991) --

6 Quantitative Dornyei (2007) Brown (1988) Find and read published

7 Quantitative Dornyei (2007) Brown (1991) Find and read published

8 Find and read an article

9 Find and read articles with

10 Mixed methods Find and read an article

11 Mixed Dornyei Find and read an article

12 Dornyei Elander et al. (2010)

13 Ethical issues Assignment 3 is due June

Wiersma, W. (1986) Chapter 3

Policies and Procedures

Academic Honesty Policy http://www.mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://www.mq.edu.au/policy/docs/assessment/policy.html

Grading Policy http://www.mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://www.mq.edu.au/policy/docs/gradeappeal/policy.html

Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html

Special Consideration Policy http://www.mq.edu.au/policy/docs/special_consideration/policy.html

Student Enquiry Service

This graduate capability is supported by:

PG - Capable of Professional and Personal Judgment and

This graduate capability is supported by: