Reading: Mackey and Gass (2005)

I. Chapter 5: Designing a Quantitative Study

A. INTRODUCTION
B. RESEARCH MATERIALS
1. Insufficient tokens.
2. Task appropriateness for the elicitation of target structure.
3. Imprecise instructions.
4. Insufficient examples for learners to understand what to do
C. INTACT CLASSES
1. Used to examine the effects of task repetition on learners’ subsequent
production.
a. Research Question
b. Method
c. Groups
2. The advantage of enhancing the face validity of experimental research.
D. COUNTERBALANCING
1. Design 1: Nonrandom Assignment of Participants to Groups
2. Design 2: Counterbalanced Design
E. RESEARCH DESIGN TYPES
1. Correlational (Association) Research
a. Tests a relation between or among variables.
b. Makes predictions.
2. Experimental and Quasi-Experimental Research
a. Comparison Group Design
b. Control Group Design
3. Measuring the Effect of Treatment
a. Pretest/Posttest Design
b. Posttest-Only Design
4. Repeated Measures Design
5. Factorial Design
6. Time-Series Design
7. One-Shot Designs
F. FINALIZING YOUR PROJECT
G. CONCLUSION
II. Chapter 6: Qualitative Research
A. DEFINING QUALITATIVE RESEARCH
1. Rich description
2. Natural and holistic representation
3. Few participants
4. Emic perspectives
5. Cyclical and open-ended processes
6. Possible ideological orientations
B. GATHERING QUALITATIVE RESEARCH
1. Ethnographies
 2. Case Studies
3. Interviews
4. Observations
5. Diaries/Journals
C. ANALYZING QUALITATIVE DATA
1. Credibility, Transferability, Confirmability, and Dependability
2. Triangulation
3. The Role of Quantification in Qualitative Research
D. CONCLUSION
III. Chapter 7: Classroom Research
A. CLASSROOM RESEARCH CONTEXTS
B. COMMON TECHNIQUES FOR DATA COLLECTION IN CLASSROOM RESEARCH
1. Observations
a. Conducting Classroom Observations
b. Observation Procedures and Coding Schemes
C. INTROSPECTIVE METHODS IN CLASSROOM RESEARCH
1. Uptake Sheets
2. Stimulated Recall
D. PRACTICAL CONSIDERATIONS IN CLASSROOM RESEARCH
1. Logistical Issues to Consider When Carrying Out Classroom Research
2. Problematics
a. Informed Consent
b. Debriefing Participants and Facilitators
c. Ensuring Confidentiality and Minimizing Disruption
d. Data Segmentation and Coding
e. Considering the Instructional Setting
f. Summary of Problematics
E. PURPOSES AND TYPES OF RESEARCH CONDUCTED IN CLASSROOM
SETTINGS
1. The Relationship Between Instruction and Learning in Second Language
Classrooms
2. Action Research
a. Definitions
b. Theory and Background to Action Research
c. Action Research in Practice
F. CONCLUSION