Research in Language Learning and Teaching

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Research in Language Learning and Teaching

• Short introduction to research and its planning

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What is research?

• A systematic process of inquiry consisting of
  three elements or components (1) a question,
  problem or hypothesis, (2) data, and (3) analysis
  and interpretation.
• (Nunan 1992, 3)

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Basic vs. applied research

• Basic research
• acquire knowledge for the sake of knowledge
• get more complete understanding of world.
• Applied research
• Deals with human and societal problems in the
  hopes of finding solutions to real-world
  problems.
• Not trying to postulate theory but trying to find
  answers for a specific time, place and context.
• (McKay 2006, 4)

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Fundamentals in research
Research should be able to meet the tests of

• Validity gt
• Reliability gt

• Success of measuring what was planned strength
  of conclusion
• Research is repeatable

and, according to Nunan, be published (publish
in the broad sense of to make public) (Nunan
2005, 225)
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Research paradigms

• Paradigm is a set of basic beliefs
• Three dominant paradigms
• Positivsm
• Constructivism
• Critical Theory
• Paradigm wars of the 70s and 80s over
• More pragmatism reigns now but getting an
  overview still daunting for new researchers

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Fork in the road

• Although the days of crude alternatives in
  research have passed and combinations are
  possible, a choice in language learning research
  normally has to be made for
• Empirical research or
• description (of pedagogical practice)
  (textual-hermeneutic studies)

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Research What?

• Strictly speaking anything in language teaching.
• General areas
• Language policy
• Syllabus, curriculum
• Materials, textbooks, etc.
• Technology
• Methodology
• Specific skills
• Teaching of grammar, vocabulary, etc.
• Language for specific purposes
• Culture
• Motivation, affective factors
• Etc.

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Overall Methodology

• Approach to research
• Quantitative research (e.g. cross-sectional
  process-product)
• Qualitative
• Ethnographic
• Action research
• Case study
• Etc.
• Mixed method research
• Etc.

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How Methods (Tools?)

• Means of gathering data with certain procedures
• Observation (sound, video, note-taking, material
  handed out)
• Survey/Feedback
• questionnaire,
• interview (formal or informal)
• Conversation analysis
• Tests
• Verbal reports
• Learner diaries
• Ethnographic methods e.g. observation (multiple
  sources of data) and participation by researcher
• Case study
• Linguistic survey
• Corpus-based research
• Text-based research
• Etc.

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Research Who?

• Researchers
• Teachers
• Learners (why not?)
• Being researched
• Learners (individuals, grades, groups age,
  proficiency, etc.)
• Teachers
• All teaching material
• Teaching situation
• Texts
• ---gt combinations possible or necessary

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Research Steps of research

• Determine general research area/topic
• Do survey of literature, i.e. research the topic
• Formulate research question or hypothesis
• Determine aim of research
• Describe theoretical basis
• Determine research design
• Methodology
• Tools
• Collect data
• Describe process and results
• Discussion and Conclusion

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Pilot study or prototype

• Useful before a large research project to test
  feasibility of hypothesis, planned methods, use
  of technology, etc.
• It is much smaller study than eventual project.

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Tip on collecting sources

• Any photocopy you make or any good statement you
  write down, ALWAYS write the source down, i.e.
  where you found it.
• That means
• author,
• date of publication,
• title of book/journal article/website/, place of
  publication and publisher (for book) OR title of
  journal, edition and number, page(s) (for
  journal) OR URL, date viewed (for website)

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In closing

• As researcher be aware of
• your own assumptions on language learning and
  teaching
• the exact aim of research
• boundaries of research (or put differently what
  you are NOT researching)
• choosing appropriate methods for the research
• the fact that research of language teaching and
  learning is about humans! Protect them and let
  them benefit. (McKay 2006, viii)

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Bibliography

• Hinkel, E. (ed.). 2005. Handbook of research in
  second language teaching and learning. London
  Routledge. Available on Google Books
  http//books.google.co.za. (This book is highly
  recommended.)
• McKay, S. 2006. Researching second language
  classrooms. London Routledge. Available on
  Google Books. (This book is highly recommended.)
• Nunan, D. 1992. Research methods in language
  learning. Cambridge, UK Cambridge University
  Press.
• Nunan, D. 2005. Classroom Research. In E. Hinkel
  (ed.). Handbook of research in second language
  teaching and learning. London Routledge.
  225-240. Available on Google Books.
• Richards, K. 2009. Trends in qualitative research
  in language teaching since 2000. Language
  Teaching, 42(2) 147-180.