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Study Guide in EL 110 LANGUAGE EDUCATION RESEARCH Module No. 1

STUDY GUIDE FOR MODULE NO. ___

FUNDAMENTALS OF LANGUAGE EDUCATION RESEARCH

MODULE OVERVIEW

This module presents topics on the paradigm of Language Research whose objectives will be for
students to be familiar with the parameters of language research through illustrations; for you to prepare a plan
for a selected topic and eventually, acknowledge the importance of a paradigm plan to the successful conduct
of the study.

MODULE LEARNING OBJECTIVES

At the end of these weeks, the pre-service teacher (PST) should be able to:

a. discuss the importance of understanding the key concepts, theories, methods specific to language
education research through a summary paper;
b. justify the choice of the topic for research by using the concepts specific to language teaching; and
c. submit a concept paper of the chosen topic.

LEARNING CONTENTS (WHAT MAKES A GOOD LANGUAGE RESEARCH)

FRAMEWORK OF LANGUAGE RESEARCH

According to Seliger and Shohamy (1989), research on language must be defined by four parameters:
approaches, objectives, research design, and data collection/ analysis. The first two are conceptualized in the
planning stage; the last two are actualized in the operational stage.

Parameter 1: Approaches

Approaches refer to how views the language research to be conducted. It may be viewed in general or
specific perspective. A general view considers language as whole in order to get a clearer picture of the
relationship of the parts. For instance, the researcher is interested in finding out the general difficulties of
Chinese students in learning the English language or an aspect of the language, like its phonology. A specific
perspective considers one small part of the language with a view of fitting it into a coherent view of the whole
problem. In the study on the difficulties of Chinese students in learning the phonology of English, the researcher
may want to target only the vowel system, or the consonant system of English.

Parameter 2: Objectives

Objectives are concerned with the purpose of the research. It may aim to discover a certain language
phenomenon and postulate a theory about it afterwards or it may test an already existing theory, proving or
disproving it later. The former is hypothesis-generating; the latter is hypothesis-testing. 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 certain English sounds difficult.

Parameter 3: Research Design

Research design establishes the method used in conducting the study. It deals with the handling of
factors such as scope, variables, form, and writer’s point of view. These, in effect, are influenced by approaches
and objectives. A study using general approach aimed at generating hypothesis may deal with a broad scope,
few variables, less attention to form, and an objective point of view. For instance, going back to the earlier
example of a research on the difficulties of Chinese students in pronouncing English sounds, the scope is broad
because the approach is general; the variables are limited only to age, and first language; the form includes all
English sounds, and the researcher relies mostly on his/ her interpretative abilities, making subjectivity high.

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In contrast, if the study’s approach is specific, aimed at testing hypothesis, it will deal with a limited
scope, more variables, more attention to form and subjective point of view. Using the same example, a research
on the difficulties of Chinese students in pronouncing the English vowels with the aim of testing the hypotheses
on the influence of the native language on the learning of a foreign language, the investigation is restricted only
to the pronunciation of vowel sounds of English; the variables should include age, sounds of first language, and
sounds of the second language; the forms should consider comparison of the vowel sounds of English and their
equivalents in the Chinese language; the researcher relies more on other tools such as taped conversations or
oral activities of the subjects rather than his/ her subjective interpretative skills.

Parameter 4: Data Collection and Analysis

Data in language research may constitute behaviors such as language performance, written or oral;
information provided by subjects of the study, such as attitude, beliefs, perceptions; records of language
proficiency from tests, class ratings, etc. A study on the language learning styles of college students will
comprise mainly of the observed different learning strategies they employ in an English class. After identifying
the data needed to pursue the study, the researcher proceeds to identifying the method/s of collecting and
analyzing these data. The tools commonly used in gathering language data are tape, observation, attitude
questionnaire, and metalinguistic test. Tape and observation are used for behavior documentation, attitude
questionnaire for identifying beliefs and perceptions, and metalinguistic test for language proficiency.

LEARNING ACTIVITY 1

Answer the following questions:

1. What constitute a language research paradigm? How do the parameters of the research relate to one
another?
2. Differentiate general from specific approaches; hypothesis-generating from hypothesis-testing
objectives.
3. What constitutes a language research data? What are the common tools for gathering language
data?

LEARNING CONTENTS (CONCEPTS IN LANGUAGE EDUCATION RESEARCH)

NATURE OF LANGUAGE RESEARCH

Language research, just like researches in other disciplines, is a complex process. Undertaking this
type of research requires consideration of many factors such as language use, type of users, acquisition
process, setting, research methodology, and related disciplines.

Language use determines primarily whether the language is first, second, or foreign to the speaker. A
research on the acquisition of either one of these three uses of language will greatly vary from one another.
Within each use, there are many sub-functions of language. For instance, a second language may be regarded
as a medium of personal enhancement, social prestige, professional growth, or political and economic alliance.
Each function can be a rich source of research.

The type of users takes into accounts the age and characteristics of the learners. These are closely
tied up with the language acquisition process. It is a common belief that the young leaner acquires language
faster than the adult. However, a strongly motivated learner can acquire language also fast.

Language setting identifies the environment within which language is acquired. A native speaker
acquires it in a natural environment- at home, with family members, with playmates; a second or foreign
language learner acquires it in the classroom under the supervision of a teacher.

Research methodology is determined by the researcher’s philosophy, motivation for conducting the
research, and conditions under which the research is conducted. If a teacher-researcher believes that attitude
very much influences acquisition of a foreign language (philosophy), and wants to find out if it affects his/ her

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students’ learning of the language (motivation) required in their curriculum (conditions), he/ she might want to
conduct a study on the students’ attitude towards the foreign language and its effect on their learning of the
language. A study like this will use tolls such as survey questionnaire, and interview.

Related disciplines pertain to areas that influence language study like education, psychology, sociology,
anthropology, and others. A language acquisition research may consider pedagogy (education), students’
motivation (psychology), the role of language in society (sociology), or the origin and development of the
language (anthropology).

LEARNING ACTIVITY 2

Answer the question: How different is language research from other kinds of researches?
Why is it a complex process?

LEARNING CONTENTS (IDENTIFYING A RESEARCH TOPIC)

A. TOPIC SELECTION

1. Identifying a Research Topic

Identifying a Topic. A research topic focuses the study to a defined, manageable size. It
provides structure for the steps in the scientific method and is discusses in many ways by identifying
the research question, the research problem and the purpose of the research.

Main sources of topics. There are four main sources of topics: a) theory – an organized body
of concepts, generalizations and principles that can be subjected to investigation. It provides
conceptually rich topics and confirmation of some aspects of the theory; b) personal experience; c)
replication; d) library immersion.

2. Narrowing Topics

Problems encountered with broad topics enlarging the scope of 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.

To help narrow the topics, it might help to talk to experts in the field like professors in college
or department or researchers known, or to read secondary sources that provide overviews of the topics
such as handbooks and reviews of literature.

There is a difference between narrowing quantitative from qualitative studies. Quantitative

studies tend to narrow the topic throughout the research process itself.

3. Making a Formal Statement of Quantitative and Qualitative Research Studies

Quantitative research topic identifies the variables of interest and the nature of the participants,
and describes the specific relationship between the variables. Qualitative research topic emerges over
the course of the study. It begins as an initial statement that tends to be stated as a general issue or
concern and becomes focused as more is learned about the context, participants, and phenomena of
interest. It is typically stated late in a written study.

4. Formulating Researchable and Non-researchable Topics

Researchable topics can be investigated through the collection and analysis of data. They have

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theoretical or practical significance and have been conducted ethically. They contribute to the
educational processes and can be adequately researched given the expertise, resources, and time
constraints of the researcher.

Non-researchable topics address philosophical or ethical issues. They cannot be resolved

through the collection and analysis of data. They address “should” questions. Ultimately, these are
matters of opinion.

LEARNING ACTIVITY 3

Multiple Choice: Choose the correct answers.

1. Which of the following is an excellent source for a research topic?

I. Library searches
II. Personal experience
III. Replication of prior research

A. I only
B. II only
C. III only
D. I, II, and III

2. Dr. Roland wanted to narrow his topic from “classroom assessment”. Which strategy would you
advise him to follow?

I. Talk to a researcher familiar with the literature and the issues in this area.
II. Consult a good secondary source for an overview of this area.
III. Choose an aspect of classroom assessment that relate to his expertise.

A. I only
B. II only
C. III only
D. I, II, and III

3. Which of the following is NOT a characteristic of a good research topic?

A. It can be investigated through the collection and analysis of data.

B. It focuses on a philosophical or ethical issue.
C. It is theoretically or practically significant.
D. It is ethical.

4. What is the reason for consulting handbooks, yearbooks, encyclopedias, or reviews in the initial
stages of identifying a research topic?

A. They are readily available.

B. They provide an overview of the issues related to a topic.
C. They are primary sources.
D. They avoid reporting statistical data so one can interpret the results more easily.

5. Which of the following is NOT a legitimate research problem as stated?

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A. What is the relationship between the number of books children read and their
reading scores?
B. Should competitive games be banned from elementary schools?
C. What does it mean to be a special needs child “included” in Ms. Pierre’s
fourth grade class?
D. What are the major legal principles applied to educational cases decided by
the Philippine Supreme Court?

LEARNING CONTENTS (PARTS OF A LANGUAGE RESEARCH PAPER)

A. Parts of a Language Research Paper

1. Chapter 1 describes the problem and its setting and is subdivided into the following headings:

a. Introduction. This provides general information about the topic chosen, its role or importance
in society and discusses the reason why the researcher became interested in the study. For example,
if the study pertains to Social and Cultural Implications of Name-Calling in the Philippines, it must
include a background of the name-calling practices of Filipinos where, when, and how they originated,
and why was the writer interested in the phenomenon.

b. Setting of the Study. It specifically gives information regarding the location of the study, which
may include the country, the province, the city, or the institution where the study was conducted.

Example:

This study was conducted in Centro Escolar University, Manila. CEU is a private institution which just
celebrated its first 100 years. The university houses 12 buildings that are used in catering to the educational
needs of an average of 15, 000 students per year. Considered as one of the most stable institutions in the
country, CEU has pursued academic excellence in its course offerings by continuously raising quality standards,
upgrading facilities, updating curricula, and developing a highly professional and dynamic teaching force and
university staff.

Centro Escolar University was established on June 3, 1907 by Doña Carmen de Luna for the instruction
and training of the youth in all branches of the arts and sciences. With some benches, a single blackboard, and
a few books, the two educators steadfastly nurtured a dream of establishing a nationalistic center of learning
Filipino women. The first college, that of Pharmacy, opened in 1921. The colleges of Liberal Arts, Education
and Dentistry followed one after another, and three years later, the College of Optometry was established.
Today it has a total of 10 schools/ colleges in Manila, Makati and Malolos campuses.

c. Theoretical/ Conceptual Framework. It presents the theoretical basis of the study which may
be an established learning, principle of the theory. The conceptual framework shows the process
followed in the conduct of the research.

Examples:
Theoretical Framework (A study on students’ oral communication needs with the goal planning a
course to address these needs may adopt Paul Nation’s (2000) Model of Course Design Process.)

Paul Nation considers course design as a process consisting of sub-process. This process is illustrated
in Figure 1 showing a model course design which this study adopted as paradigm.

The Figure consists of three outside circles and a subdivided inner circle. Both circles make up the
curriculum. The inner circle (subdivided into Content and Sequencing, Format and Presentation, Monitoring and
Assessing with Goals at the center) represents the syllabus. The outer circles (Principles, Environment, Needs)
represent the practical and theoretical considerations that guide the process of course production. These
considerations constitute the sub-process of the design.

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CONTENT FORMAT
AND AND
SEQUENCING PRESENTATION

MONITORING
AND
REASSESING

Figure1. Paul’s Nation’s (2000) Model of Course Design Process

Conceptual Framework. One of the most commonly used paradigms to illustrate the process followed
in the conduct of a study is the IPO (Input-Process-Output) Model for the program designing (Lewis & Smith,
1994).

The IPO Model comprises of three basic elements: (1) recognition that all organizations operate in an
environment that can influence the success or failure of the organization, (2) an identifies organization mission,
and (3) a transforming process that involves output into the organization from the external environment,
throughputs or the actual techniques and outputs represented by the product and service provided to the
members of the external environment.

In this study, the input consisted of the students’ grades in basic English. These data were assessed in
the process or throughput yielding the output which is the academic performance of students in English. The
output would be the basis for actions that would be taken to improve English instruction in the University.

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INPUT PROCESS OUTPUT

GRADES ASESSMENT ACADEMIC

IN OF PERFORMANCE IN
ENGLISH GRADES ENGLISH

FEEDBACK

IMPROVEMENT/
ENHANCEMENT OF
ENGLISH INSTRUCTION

Figure 2. IPO (Input-Process-Output) Model for Program Designing (Lewis & Smith, 1994)

d. Statement of the Problem. It is usually stated in one broad statement followed by specific
questions that relate to the problem.

Answers to the questions when put together provide answer to the general problem. The
following are general guidelines followed in formulating the statement of the problem:
• Begin with a broad statement expressing the general concern of the study.
• Ask a series of three or more questions related to the general problem.
• Arrange questions in logical order.
• Avoid yes/ no questions.

e. Assumptions of the Study. Some extraneous factors in the study are beyond the control of
the researcher. He/ she can only assume that his/ her study was conducted under required conditions.
For example, he/ she has to assume that the questionnaire were answered honestly and that the
records provided by certain sources are tru and accurate.

Example:

The study assumes that:

1.The students’ grades in basic English are accurate representation of their English language performance.
2.The English teachers faithfully follow the grading system guidelines prescribed by the University in
computing their students’ grades.
3.The population used in the study is reflective of the entire population taking basic English.

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f. Hypotheses. These are statements drawn regarding the outcome of the study before the
conclusion is reached. For example, the researcher might state that there is no significant difference in
the perceptions of respondents regarding the social and cultural implications of their name-calling
practices. The statement is usually given in the null or negative form.

g. Significance of the Study. The researcher must justify his/ her choice of problem by showing
its practical importance especially to the intended readers of the study. What benefit for example, will
society derive from a study on name-calling practices in the Philippines?

h. Scope/ Delimitation and Limitations of the Study. Scope delimitation states what the study
covers and fix its boundaries. Limitations specify certain constraints in the study which are essential,
but which the researcher has no control of. For example, the researcher may state that his/ her study
is concerned only with the name-calling practices among Filipinos (scope) in a rural community
(delimitation). It will not include Filipinos in an urban community (limitation)

i. Definition of Terms. It is necessary to clarify terms used in the study by defining them
contextually or operationally. It may also include newly invented or coined words, technical terms, or
terms with special meaning.

The following guidelines help in making the definition of terms clear:

• Arrange words in alphabetical order.
• Underline words followed by period.
• State definition in a complete sentence.
• Document the sources of definitions in the endnotes.

2.Chapter 2 contains the review of related literature which divided into the following dub-sections:

a.Local Literature. This includes books, magazines, newspapers, and journal articles written by local
authors.

b. Foreign Literature. This includes the same type of materials in the local literature but written by foreign
authors.

c. Local Studies. These are studies that refer to graduate and undergraduate theses or dissertations.
Those written by local authors are classified as local literature; those by foreign authors are foreign
studies.

d. Foreign Studies. These are the same as local studies except that they are done by foreign researchers.

3.Chapter 3 explains the methods and procedure which contain the following:

a.Method of Research. This specifies the research methodology of the study, explains how the method
will be used and how it will be applied in the study. Most language researches use descriptive,
experimental, or correlational method. A description of a language proficiency of a particular group is
descriptive; testing the effectiveness of a teaching strategy in language is experimental; showing the
relationship of academic grades in English with board examination ratings in correlational.

b. Subjects of the Study. The subjects of the study refer to persons about whom the study refer to
persons about whom the research is conducted. In some cases, the subjects are at the same time the
respondents. For instance, a study on the reading proficiency of Grade 1 pupils may include their

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mothers who will be asked regarding the subjects are the Grade 1 pupils, but the mothers serve as the
respondents of the study.

c. Sampling Technique. This is important when the total population is big and the researcher decides to
use only a representative group for practical reasons. The common types sampling techniques are
random, purposive, and stratified. Using odd numbers in the list of students to choose the respondents
is a random sampling technique. Setting specific criteria such as academic grades, age, nationality, etc.
for selecting the respondents is purposive. Getting a proportional number to represent specific groups
like year level, regional classification, etc. is stratified sampling.

Some studies include the total population, in which case no sampling is necessary. Deciding
on the size of the sample is commonly reached through the use of Slovin’s Formula. When big numbers are
involved, it is best to consult a statistician for help.

d. Procedure of Data Gathering. This explains the sources of data. If different instruments were used in
collecting data, the study should describe how they were utilized. For instance, a survey study using a
questionnaire should state whether it is an adapted or an original instrument. Either way, the researcher
should describe how it was adapted or constructed and validated.

e.Statistical Treatment of Data. This enumerates the formulas used for interpreting data and explains why
they are necessary. It also includes the scale and verbal interpretation of scores. If professional help
was sought in statistical processing of data, the name of the office or agency or person taking charge
of it should be mentioned.

4.Chapter 4 presents, analyzes and interprets the data arranged in the same order as the specific
questions in the statement of the problem in Chapter 1. This is the part of the study where tables are
often constructed to help clarify or simplify the presentation especially if the data consist of a large
number of statistical and numerical items.

A table includes a title, a number, a heading, a body, and if necessary, notes.

5.Chapter 5 gives the summary of findings, conclusions, and recommendations

a. Summary of Findings. Findings of the study are summarized according to the questions asked in
the Statement of the Problem. The findings may be headed by the same questions asked in the
Statement or topics pertinent to the findings. Where figures are given, only the highest or lowest
figures and their implications are repeated in the summary. Findings are stated using the past tense.

b. Conclusions. These should evolve from the findings of the study. They state in general terms what
are true about certain phenomena investigated in the study. For instance, a study on comparing
the reading proficiencies of Grade 1 pupils in public and private schools showed that subjects
enrolled in public schools manifested lower reading proficiency than those in private schools. From
this finding, the researcher may conclude that pupils in public schools have lower reading
proficiency than those in private schools.

c. Recommendations. The researcher should make recommendations based on the conclusions

drawn. In the above conclusion, the researcher may recommend to the Department of Education
some measures to improve the reading proficiency of Grade 1 pupils in public schools such as a
summer reading program prior to Grade 1. A kast recommendation is often directed future
researchers suggesting other topics related to the study for research.

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LEARNING ACTIVITY 4

Answer the following questions:

1. What are the basic parts of Chapter I? What is the significance of each part?
2. Why is a review of related literature and studies necessary in research?
3. What are the common methodologies in language research?
4. How are the three sections of Chapter 4 and of Chapter 5 connected to one another?

SUMMARY

➢ Research on language must be defined by four parameters: approaches, objectives, research

design, and data collection/ analysis.
➢ Language research requires consideration of many factors such as language use, type of users,
acquisition process, setting, research methodology, and related disciplines.
➢ In identifying a research topic, one must consider quantitative and qualitative concepts.
➢ The parts of a language research paper include: Chapter 1 (Introduction, Setting of the Study,
Theoretical/ Conceptual Framework, Statement of the Problem, Assumptions of the Study,
Hypothesis, Significance of the Study, Scope/ Delimitation and Limitations of the Study, and
Definition of Terms); Chapter 2 (Local Literature, Foreign Literature, Local Studies and Foreign
Studies); Chapter 3 (Method of Research, Subjects of the Study, Sampling Technique, Procedure
of Data Gathering, Statistical Treatment of Data); Chapter 4 (Analysis and Interpretation of the
Data); and Chapter 5 (Summary of Findings, Conclusions and Recommendations)

REFERENCES

Posecion, O., Go, M. & Albano, H. (2011). Language Research: Principles and Application. LORIMAR PUBLISHING, INC.

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