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1. Knowledge as Belief
Conclusions are not based on empirical
investigation, but on common sense; they should
be considered as bases for forming hypotheses
rather than established knowledge about second
language acquisition and learning.
Nature of RESEARCH
TYPES OF RESEARCH SOURCES
2. Knowledge as Authority
Certain conclusions become acceptable since they
come from a source whose views on a
phenomenon in his/her field of research are
regarded as educated judgement, thereby gaining
popularity. Some methods that were accepted and
became popular on the basis of authority were the
Silent Way, Suggestopedia, and Community
Language Learning.
Nature of RESEARCH
TYPES OF RESEARCH SOURCES
3. A Priori Knowledge
It resembles beliefs, but this type is usually based
on previous systematic investigation, as in the
theory of language acquisition that ‘to make input
comprehensible to learners and to lead ultimately
to successful classroom acquisition’ modified
interaction is important. (Doughty and Pica 1986)
1. Basic Research
Also known as “pure” research and is directed
towards the development of a scientific
2. Applied Research
Considered as an action research and is directed
towards practical application of the scientific
knowledge, It attempts to explain certain problems
brought about by certain phenomenon; it modify,
improve an existing theory, or develop a new
theory
Nature of RESEARCH
KINDS OF RESEARCH
3. Practical Research
Directed towards materials development gained
from practical knowledge or experience.
Nature of RESEARCH
DISCUSSION POINTS
Language Research
Requires consideration of many factors such as
language use, type of users, acquisition process,
setting, research methodology, and related
disciplines.
Paradigm of LANGUAGE RESEARCH
NATURE OF LANGUAGE RESEARCH
Language Use
Type of Users
Language Setting
Research Methodology
Related Discipline
Parameter 1: Approaches
Parameter 1: Approaches
Parameter 1: Approaches
Parameter 2: Objectives
Parameter 2: Objectives
A study investigating the difficulties of Chinese students in
learning the English phonology may later show specific
sounds that the students find difficult in general. From the
findings the researcher may later postulate a theory that
Chinese students find pronouncing sounds of foreign
language that are absent in their first language. In the
study several nationalities were taken as subjects, whose
difficulties were noted and correlated with their first
languages. The results may prove the theory true or false.
Paradigm of LANGUAGE RESEARCH
FRAMEWORK OF LANGUAGE RESEARCH
2. Narrowing Topic
Problems encountered with broad topics: enlarging the review
of the literature beyond reason, complicating the organization
of the review of the literature itself, and creating studies that
are too general, too difficult to carry out, and too difficult to
interpret.
2. Narrowing Topic
1. Begin with the most recent references and move toward the
most dated;
2. Record all bibliographic information such as author, date of
publication, title, journal name or book title or website name,
volume and issue, pages, library call number or URL;
3. Identify direct quotes and record page numbers;
4. Identify main ideas.
CONCEPTUALIZATION OF RESEARCH
A. RESEARCH PLAN
1. The Necessity of a Research Plan
A research plan is detailed description of the procedures that
will be used to investigate your topic or problem. It is a
justification for the hypothesis or exploration of the research
problem. It is a detailed presentation of the steps to be
followed in conducting the study.
A research plan forces the researcher to think through every
aspect of the study. It facilitates the evaluation of the
proposed study and provides detailed procedures to guide the
conduct of the study.
COMPONENTS OF RESEARCH
A. RESEARCH PLAN
2. Qualitative Research Plan
Qualitative studies are characterized by open-ended,
emergent designs. Research plans must be responsive to the
context and setting as well as the flexibility of the design. Prior
fieldwork influences the research plan of qualitative studies.
A. RESEARCH PLAN
2. General Issues to Consider When Developing a
Research Plan
B. VARIABLES
1. Definition of Variables
B. VARIABLES
1. Definition of Variables
B. VARIABLES
2. Types of Variables
B. VARIABLES
2. Types of Variables
B. VARIABLES
2. Types of Variables
C. HYPOTHESIS
1. Defining a hypothesis
C. HYPOTHESIS
2. Two views of hypothesis
C. HYPOTHESIS
3. Functions of a hypothesis
C. HYPOTHESIS
4. Types of hypothesis
C. HYPOTHESIS
4. Types of hypothesis
a. Null vs. Alternative Hypothesis
C. HYPOTHESIS
4. Types of hypothesis
a. Null vs. Alternative Hypothesis
An alternative hypothesis, also called the research
hypothesis. It may state the presence of a significant
relationship between the independent and dependent
variables, or the presence of a significant difference between
two means or two proportions.
C. HYPOTHESIS
4. Types of hypothesis
b. Directional vs Non-directional Hypotheses
C. HYPOTHESIS
4. Types of hypothesis
b. Quantitative vs. Qualitative Hypothesis
C. HYPOTHESIS
4. Types of hypothesis
MATRIX OF SAMPLE HYPOTHESIS
Types of Independent Variables
Types of Hypotheses
Qualitative (Categorical) Quantitative (Continuous)
C. HYPOTHESIS
4. Types of hypothesis
MATRIX OF SAMPLE HYPOTHESIS
Types of Independent Variables
Types of Hypotheses
Qualitative (Categorical) Quantitative (Continuous)
C. HYPOTHESIS
4. Types of hypothesis
MATRIX OF SAMPLE HYPOTHESIS
C. HYPOTHESIS
5. How to Write Hypothesis
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
Using Qualitative Research for Hypothesis Testing
Typical Methods of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
Using Qualitative Research for Hypothesis Testing
Typical Methods of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
Using Qualitative Research for Hypothesis Testing
Typical Methods of Qualitative Research
Structured Observations of meetings. This involves
attending meetings of the group that you wish to research
on. This can also be extended to observation of individuals
in their daily work routine or on special tasks. The purpose
of observing is to learn what is going on at the meeting and
witness the group dynamic in process. This can be a rich
information source as it can give researchers insight into
the group.
RESEARCH DESIGN
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
Using Qualitative Research for Hypothesis Testing
Typical Methods of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
Using Qualitative Research for Hypothesis Testing
Typical Methods of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
Using Qualitative Research for Hypothesis Testing
Typical Methods of Qualitative Research
A. QUALITATIVE RESEARCH
1. Scope of Qualitative Research
Using Qualitative Research for Hypothesis Testing
Typical Methods of Qualitative Research
A. QUALITATIVE RESEARCH
1. Process of Conducting Qualitative Research
A. QUALITATIVE RESEARCH
2. Process of Conducting Qualitative Research
A. QUALITATIVE RESEARCH
2. Process of Conducting Qualitative Research
A. QUALITATIVE RESEARCH
2. Process of Conducting Qualitative Research
B. DESCRIPTIVE RESEARCH
1. Scope of Descriptive Research
B. DESCRIPTIVE RESEARCH
2. Uses of Descriptive Research
B. DESCRIPTIVE RESEARCH
3. Tools in Descriptive Research
To collect data in descriptive research, Seliger and Sholamy
suggest the following tools:
B. DESCRIPTIVE RESEARCH
3. Tools in Descriptive Research
To collect data in descriptive research, Seliger and Sholamy
suggest the following tools:
B. DESCRIPTIVE RESEARCH
3. Tools in Descriptive Research
To collect data in descriptive research, Seliger and Sholamy
suggest the following tools:
B. DESCRIPTIVE RESEARCH
3. Tools in Descriptive Research
To collect data in descriptive research, Seliger and Sholamy
suggest the following tools:
B. DESCRIPTIVE RESEARCH
4. Steps in conducting Descriptive Research
C. EXPERIMENTAL RESEARCH
1. Scope of Experimental Research
C. EXPERIMENTAL RESEARCH
1. Scope of Experimental Research
C. EXPERIMENTAL RESEARCH
2. Major Components of Experimental Research
C. EXPERIMENTAL RESEARCH
2. Major Components of Experimental Research
C. EXPERIMENTAL RESEARCH
2. Major Components of Experimental Research
c. Measurement or observation may be done by means of a
language test or communicative tasks.
C. EXPERIMENTAL RESEARCH
2. Major Components of Experimental Research
c. Measurement or observation may be done by means of a
language test or communicative tasks.
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
a. Single Group Designs
One-spot Case Study: X= treatment; O = observation
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
a. Single Group Designs
One-spot Case Study: X= treatment; O = observation
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
a. Single Group Designs
One-Group Pre-test – Post – test Design: O1=; X =
treatment; O2
This design is preferred than the single –spot case study
design. The group is exposed to a certain experimental
treatment, but before the start of the study, the group is given
a post-test. It involves only one group, so it does not need to
be compared or matched to another group. Subjects are
observed, or tested twice on the dependent stimuli.
RESEARCH DESIGN
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
a. Single Group Designs
One-Group Pre-test – Post – test Design: O1=; X =
treatment; O2
Example: A language instructor would like to determine the grammatical
knowledge and fluency of the students on embedding sentences into
word, phrase, and clause modifiers which becomes the experimental
factor. Thus, the teacher gives the group a pre-test for the target
grammatical structure which serves as a ‘base line norm’ of the extent of
the respondents’ knowledge on the structure being measured. After the
instruction or the treatment is given, a post-test is administered to the
same group of students.
RESEARCH DESIGN
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
a. Single Group Designs
Time-Series Designs
Respondents are subjected to a series of observations and
measurements before and after a treatment is administered. This
procedure allows the researcher to disregard any events, such as
incidental exposure to a language material outside the classroom
instruction, that occur between the series of measurements over an
extended period of time, The researcher establishes a normal pattern of
change emerging from the series of measurements spaced over several
weeks.
RESEARCH DESIGN
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
a. Single Group Designs
Time-Series Designs
Example: To investigate the efficacy of the instruction in relation to the learners’
accuracy and fluency on the correct form and usage of the three degrees of comparison
of adjectives and adverbs, a treatment consisting of lessons on the subject of the study
designed. Before the treatment, the learners are given series of writing descriptive
paragraph exercises in which students’ usage of the language forms is tallied and
measured. Likewise, after the treatment the same group of learners are given writing
assignments on descriptive paragraphs and their usage of adjectives and adverbs are
observed and measured. Any noticeable difference the observation prior to the
treatment is ascribed definitely to result from the treatment.
RESEARCH DESIGN
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
b. Control Group Designs
The Static-Group Comparison
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
b. Control Group Designs
The Pretest-Posttest Control Group
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
c. Factorial Designs
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
d. Quasi-experimental Designs
C. EXPERIMENTAL RESEARCH
3. Categories of Experimental Research
d. Quasi-experimental Designs
1. The purpose of the study – for what reason the data obtained will be
used.
2. Statement affording protection to the confidentiality of the
respondents’ responses.
3. Endorsement of the institution behind the research
4. Legitimacy of the researcher by identifying his name and position
5. Request for cooperation
6. Specific instructions on how the responses to the question may be
marked or answered.
DATA COLLECTION AND ANALYSIS
Test are generally used to gather data regarding the respondent’s lexical,
semantic and grammatical knowledge and proficiency focusing on the
features and usage of the second language.
C. DATA ANALYSIS
C. DATA ANALYSIS
C. DATA ANALYSIS
C. DATA ANALYSIS
C. DATA ANALYSIS
C. DATA ANALYSIS
C. DATA ANALYSIS
* Title Page
* Approval Sheet
* Acknowledgement
* Dedication
* Table of Contents
* List of Tables
* List of Figures
DOCUMENTATION OF A RESEARCH
TITLE PAGE
The following information needs to be on the title page:
APPROVAL SHEET
* This is to prove that the authors have passed the
requirements needed for the research paper.
* This is signed by the research instructor, panel and
the Dean.
* This also states the grade obtained by the author/s.
DOCUMENTATION OF A RESEARCH
ACKNOWLEDGEMENT
DEDICATION
TABLE OF CONTENTS
CHAPTER 1
The Problem and Its Setting
DATA COLLECTION AND ANALYSIS
CHAPTER 2
Review of Related Literature
DATA COLLECTION AND ANALYSIS
CHAPTER 3
Methods and Procedure
DATA COLLECTION AND ANALYSIS
CHAPTER 4
Presentation, Analysis and Interpretation of Data
DATA COLLECTION AND ANALYSIS
Examples:
Table 1: Percentage and Frequency Distribution of Students by
School/College (Redundant)
Examples: (Parallel)
Table 3: Students’ Attitude towards the English Subject as
Perceived by their Teachers
Table 4: Students’ Attitude towards the English Language as
Perceived by their Teachers
DATA COLLECTION AND ANALYSIS
Examples: (Non-Parallel)
Table 3: Students’ Reading Proficiency based on their English
Proficiency Test
Table 4: The Students’ Proficiency in Grammar According to
their English Proficiency Test
DATA COLLECTION AND ANALYSIS
CHAPTER 5
Summary, Conclusions and Recommendations
DATA COLLECTION AND ANALYSIS