The document provides guidance on conducting effective research. It discusses several key steps and considerations in the research process, including:
1) Identifying a clear research question and determining the appropriate data collection methods and analysis techniques. Quantitative or qualitative data can be collected depending on the question.
2) Collecting and recording data in an organized manner, typically through a research report that outlines the study purpose, methodology, findings, and conclusions.
3) Ensuring ethical standards are followed to protect participants, including obtaining informed consent and maintaining confidentiality. Considerations like participants' language abilities and age must be taken into account.
4) Pilot testing methods to address any issues before the full study and revising as
The document provides guidance on how to write a research proposal. It discusses key components of a research proposal including an introduction, background, purpose, objectives, literature review, methodology, and work plan. The introduction should provide context and explain why the research topic is important. The background discusses previous related work. The purpose clearly states what will be investigated. Objectives should be specific and measurable. The methodology section describes how data will be collected and analyzed. A work plan outlines the timeline and responsibilities.
The document outlines the key components and structure of a research proposal. It discusses the purpose of a research proposal, which is to present the research question and importance, discuss previous related work, and suggest necessary data. It then describes the typical sections included in a research proposal, such as the executive summary, problem statement, research objectives, literature review, research design, data analysis, qualifications, budget, and schedule. The document emphasizes that the proposal allows the researcher to plan the project and serves as a guide throughout the investigation.
Workshop Slides on Research Proposal and Procedure 190415Hiram Ting
This document provides an overview of a two-day workshop on research proposals and procedures for postgraduate studies. Day one covers topics such as selecting a topic, identifying a research problem and objectives, theoretical frameworks, literature reviews, research design and methodology. Day two focuses on conducting a literature review, research methodology including research design and sampling, instrument design, data collection and analysis, and writing a research proposal. The document provides detailed information on each topic through explanatory text and examples.
The document provides guidance on writing a research proposal. It discusses what constitutes research and the different types of research studies. It also outlines the typical parts of a research proposal, including an introduction, literature review, methodology, timeline, and significance. The document emphasizes reviewing literature critically and identifying gaps to position the proposed research. It stresses synthesizing existing work to build an argument and suggests including implications and future research directions. Overall, the document serves as a comprehensive guide to developing an effective research proposal.
To know different types of research methods
To identify different parts of a research report
To Identifying research questions
To know Web-based searches
The document provides an outline for writing a research proposal and report. It discusses the typical elements and structure, including:
1) Elements such as the title page, problem statement, objectives, literature review, methodology, and references.
2) Developing the proposal involves choosing a topic, formulating research questions, outlining literature, deciding on methods, and proposing timelines and resources.
3) Research proposals and reports generally have five chapters: introduction, literature review, methodology, analysis, and conclusions. Each chapter contains standard sections.
1. The methodology section outlines the key elements of the research process including the research design, study population and sampling, data collection methods, and data analysis procedures.
2. It describes how each research objective will be achieved with sufficient detail for an independent assessment, and includes restating the research questions/hypotheses, describing the study population and sampling methodology, data collection tools and variables, data analysis processes, and any unique laboratory or research procedures.
3. The goal is to minimize assumptions, demonstrate a scientifically sound approach, ensure the study corresponds to the objectives, and provide details on the research design, data collection, researcher training, access to facilities/equipment, ethics procedures, limitations, and timeline.
This document provides guidance on how to write a research proposal. It begins by defining research as the systematic investigation of data to establish facts and reach new conclusions. A research proposal summarizes the intended research project and demonstrates the writer's critical thinking and communication skills. The document then outlines the key components of a research proposal, including the title, introduction, aims and objectives, methodology, and bibliography. It emphasizes that the proposal should be clear, concise, coherent and demonstrate critical thinking. The writer should get feedback and ensure the elevator pitch explanation is understandable.
The document provides guidance on how to write a research proposal. It discusses key components of a research proposal including an introduction, background, purpose, objectives, literature review, methodology, and work plan. The introduction should provide context and explain why the research topic is important. The background discusses previous related work. The purpose clearly states what will be investigated. Objectives should be specific and measurable. The methodology section describes how data will be collected and analyzed. A work plan outlines the timeline and responsibilities.
The document outlines the key components and structure of a research proposal. It discusses the purpose of a research proposal, which is to present the research question and importance, discuss previous related work, and suggest necessary data. It then describes the typical sections included in a research proposal, such as the executive summary, problem statement, research objectives, literature review, research design, data analysis, qualifications, budget, and schedule. The document emphasizes that the proposal allows the researcher to plan the project and serves as a guide throughout the investigation.
Workshop Slides on Research Proposal and Procedure 190415Hiram Ting
This document provides an overview of a two-day workshop on research proposals and procedures for postgraduate studies. Day one covers topics such as selecting a topic, identifying a research problem and objectives, theoretical frameworks, literature reviews, research design and methodology. Day two focuses on conducting a literature review, research methodology including research design and sampling, instrument design, data collection and analysis, and writing a research proposal. The document provides detailed information on each topic through explanatory text and examples.
The document provides guidance on writing a research proposal. It discusses what constitutes research and the different types of research studies. It also outlines the typical parts of a research proposal, including an introduction, literature review, methodology, timeline, and significance. The document emphasizes reviewing literature critically and identifying gaps to position the proposed research. It stresses synthesizing existing work to build an argument and suggests including implications and future research directions. Overall, the document serves as a comprehensive guide to developing an effective research proposal.
To know different types of research methods
To identify different parts of a research report
To Identifying research questions
To know Web-based searches
The document provides an outline for writing a research proposal and report. It discusses the typical elements and structure, including:
1) Elements such as the title page, problem statement, objectives, literature review, methodology, and references.
2) Developing the proposal involves choosing a topic, formulating research questions, outlining literature, deciding on methods, and proposing timelines and resources.
3) Research proposals and reports generally have five chapters: introduction, literature review, methodology, analysis, and conclusions. Each chapter contains standard sections.
1. The methodology section outlines the key elements of the research process including the research design, study population and sampling, data collection methods, and data analysis procedures.
2. It describes how each research objective will be achieved with sufficient detail for an independent assessment, and includes restating the research questions/hypotheses, describing the study population and sampling methodology, data collection tools and variables, data analysis processes, and any unique laboratory or research procedures.
3. The goal is to minimize assumptions, demonstrate a scientifically sound approach, ensure the study corresponds to the objectives, and provide details on the research design, data collection, researcher training, access to facilities/equipment, ethics procedures, limitations, and timeline.
This document provides guidance on how to write a research proposal. It begins by defining research as the systematic investigation of data to establish facts and reach new conclusions. A research proposal summarizes the intended research project and demonstrates the writer's critical thinking and communication skills. The document then outlines the key components of a research proposal, including the title, introduction, aims and objectives, methodology, and bibliography. It emphasizes that the proposal should be clear, concise, coherent and demonstrate critical thinking. The writer should get feedback and ensure the elevator pitch explanation is understandable.
The document provides guidance on writing an effective research proposal. It discusses establishing the status of current research, familiarizing oneself with statistics, identifying the essential characteristics of a researcher, and considering basic ideas like questions and doubts. It defines key terms, outlines the main elements and components of a research proposal, and provides tips for writing an introduction, statement of the problem, research objectives, literature review, definition of terms, and research methods section. The document aims to equip readers with the necessary knowledge and skills for developing a strong research proposal.
This document provides an overview of different types of research reports and their structure according to APA style. It defines qualitative, quantitative, and mixed methods research and explains how they each answer different types of research questions. The seven typical parts of a research report are described: title page, abstract, introduction, method, results, discussion, and references. Guidance is provided for each section, highlighting important differences in content and structure depending on the type of research. For example, the method section should describe participants, procedures, instruments, and statistical analysis for quantitative reports but focus more on settings and procedures for qualitative reports. Overall, the document serves as a guide for writing research reports in APA style.
How to prepare Title and Abstract for Research ArticlesMadhawa Gunasekara
The document provides guidance on how to prepare effective titles and abstracts for research articles. It discusses that the title should summarize the main idea of the research in the fewest words possible and attract readers. The abstract should summarize the overall purpose, design, major findings, and conclusions in about 300 words. It provides strategies for titles such as using keywords prominently and avoiding ambiguity. Characteristics of good titles and abstracts include being concise yet informative and following prescribed sequences.
This document provides guidelines for writing a thesis report, including the typical sections and content. It outlines that the introduction should state the problem, justify the study, list the aims and objectives, and propose the research hypothesis. The literature review involves collecting and summarizing previous relevant studies. The materials and methods, results, discussion, and conclusion sections describe the research process and findings. References must be cited properly using the American Psychological Association style. Key elements like tables and figures should be included appropriately. Researchers are advised to follow the postgraduate school's guidelines for thesis format and referencing.
This document provides an overview of developing an effective research proposal. It defines what a research proposal is and its purpose. The key elements that should be included in a research proposal are an introduction, definition of the research topic and questions, literature review, methodology, timeline, resources and budget, and consideration of ethical issues. Following APA style guidelines and developing short, clear titles and abstract are also discussed. The proposal should convince the reader that the research goals are significant and feasible.
The document provides guidelines for writing a research report. It discusses the various sections included in a research report such as the introduction, literature review, methodology, results, analysis, conclusions, and appendices. It also compares the differences between a technical research report aimed at experts and a popular research report aimed at a general audience. Key differences include technical reports emphasizing methods and data while popular reports focus on practical findings and recommendations.
Research Design Proposal Template October 22 2014 (Final Version) Rust and Ha...Buffy Hamilton
This document provides a template for a research design proposal with sections for the research topic, what is already known about the topic and why it is interesting, questions to explore, an initial research plan, a draft research question, learning standards and skills to focus on, choices for multigenre elements to demonstrate learning, and a preliminary bibliography. The proposal is intended to help structure pre-research work and planning for a research project.
Research proposal: Tips for writing literature reviewElisha Bhandari
This document provides guidance on writing a research proposal and conducting a literature review. It discusses:
1) The importance of research and outlines the basic steps, including developing a research proposal and gaining approval before beginning research.
2) Key components of an effective research proposal, including background information, research questions, methodology, and timeline. The proposal convinces reviewers that the proposed study is worthwhile and can be completed successfully.
3) Tips for conducting a literature review, including searching relevant sources, synthesizing information thematically rather than annotating individual sources, and connecting prior work to the proposed research. A literature review establishes the context and significance of a research topic.
This document discusses communicating research findings. It states that research is not complete until findings are shared with others. There are various written and verbal methods for communicating research, including theses, journal articles, presentations, and posters. When communicating research, authors should select their audience, method of communication, avoid jargon, and prepare systematically. The document then provides details on writing theses and journal articles, as well as giving oral and poster presentations. It emphasizes the importance of clearly presenting research in an easy to understand way.
This document provides guidance on developing a strong research proposal. It discusses the key components of a proposal, including a problem statement, research questions, definitions, delimitations, literature review, research design, methodology, and bibliography. High-quality proposals keep the research project focused and prevent unnecessary work. The proposal should provide a clear, detailed plan for how the researcher will solve the stated problem. Careful preparation and adherence to requirements are important for approval and successful research.
This document provides guidance on preparing a thesis proposal. It discusses the key components that should be included in a proposal, such as an introduction describing the topic and organization of the paper, a statement of the problem being investigated, the significance and feasibility of the study, a review of related literature, the proposed research design and methodology, a timeline, and a bibliography. An example outline is also provided that structures the proposal into chapters that would introduce the topic, review related work, describe the methodology, present and analyze findings, and provide a conclusion and recommendations. The document emphasizes that a proposal must clearly define the scope of investigation and justify the value and workability of the proposed research.
This document provides a template for writing the methods section of a research paper. It includes guidelines for subsections on participant characteristics, sampling procedures, sample size and precision, measures and covariates, and research design. Readers are advised to describe their methods in enough detail to allow others to evaluate and replicate the study, but without including irrelevant information.
This document provides an overview of effective literature reviews in research. It defines a literature review as a comprehensive survey and summary of existing published work on a topic. The purposes of a literature review are outlined, including defining the problem, developing familiarity with the topic, avoiding unnecessary replication, and relating findings to previous knowledge. Different types of literature reviews like narrative reviews and systematic reviews are also defined. The document then discusses the steps involved in conducting a narrative literature review, including searching literature sources, evaluating and critically reading sources, analyzing and synthesizing findings, and writing the review. Key aspects like developing an outline, citing sources, using reporting verbs, and organizing studies are also covered.
The document provides guidance on conducting a literature review. It discusses the purpose of a literature review as establishing the current state of knowledge on a research topic and identifying areas that need further clarification or investigation. It also outlines the steps in conducting an effective literature review, which include selecting relevant literature, analyzing and critiquing the literature to identify agreements, disagreements and gaps, and integrating and summarizing the body of knowledge. The goals are to demonstrate familiarity with the field, contextualize the research, and identify new directions and ideas.
The document discusses research methodology for a study on improving 4th grade students' ability to solve math word problems. It proposes using action research with both quantitative and qualitative data collection methods. Quantitative data will be collected before and after an intervention to measure students' growth. Qualitative data, such as an anonymous survey, will gather students' responses about the benefits of methods taught. The research aims to effectively improve students' understanding of word problems and determine the perceived benefits of using a graphic organizer strategy.
The process used to collect information and data for the purpose of making business decisions. The methodology may include publication Research, interviews, surveys and other research techniques, and could include both present and historical information.
The document discusses the scientific method and provides steps to follow for a science fair project. It explains that the scientific method involves asking a question and developing a hypothesis to test through experimentation. It notes that not all areas of science can be directly experimented on. The steps provided are: 1) Ask a question 2) Do background research 3) Construct a hypothesis 4) Test the hypothesis through experimentation 5) Analyze data and draw a conclusion 6) Communicate results. It also discusses elements of an effective research proposal such as background, problem statement, objectives, significance, limitations, definitions, literature review, and methodology. Finally, it discusses computer search as an important data collection method for distant learners due to access to vast
This document provides guidance on developing a research proposal. It outlines key components such as the title, abstract, aims and objectives, background, and methodology and method sections. The title should summarize the research topic in 25 words or less. The abstract provides a 200-word overview. The aims and objectives section details the research question, purpose, and approach. The background section reviews relevant literature to establish the significance and contribution of the study. The methodology and method section describes the theoretical framework and specific methods, such as interviews or surveys, that will be used to investigate the research question. Developing a strong proposal involves clearly articulating these essential elements of the planned research.
The document provides guidance on writing an effective research proposal. It discusses establishing the status of current research, familiarizing oneself with statistics, identifying the essential characteristics of a researcher, and considering basic ideas like questions and doubts. It defines key terms, outlines the main elements and components of a research proposal, and provides tips for writing an introduction, statement of the problem, research objectives, literature review, definition of terms, and research methods section. The document aims to equip readers with the necessary knowledge and skills for developing a strong research proposal.
This document provides an overview of different types of research reports and their structure according to APA style. It defines qualitative, quantitative, and mixed methods research and explains how they each answer different types of research questions. The seven typical parts of a research report are described: title page, abstract, introduction, method, results, discussion, and references. Guidance is provided for each section, highlighting important differences in content and structure depending on the type of research. For example, the method section should describe participants, procedures, instruments, and statistical analysis for quantitative reports but focus more on settings and procedures for qualitative reports. Overall, the document serves as a guide for writing research reports in APA style.
How to prepare Title and Abstract for Research ArticlesMadhawa Gunasekara
The document provides guidance on how to prepare effective titles and abstracts for research articles. It discusses that the title should summarize the main idea of the research in the fewest words possible and attract readers. The abstract should summarize the overall purpose, design, major findings, and conclusions in about 300 words. It provides strategies for titles such as using keywords prominently and avoiding ambiguity. Characteristics of good titles and abstracts include being concise yet informative and following prescribed sequences.
This document provides guidelines for writing a thesis report, including the typical sections and content. It outlines that the introduction should state the problem, justify the study, list the aims and objectives, and propose the research hypothesis. The literature review involves collecting and summarizing previous relevant studies. The materials and methods, results, discussion, and conclusion sections describe the research process and findings. References must be cited properly using the American Psychological Association style. Key elements like tables and figures should be included appropriately. Researchers are advised to follow the postgraduate school's guidelines for thesis format and referencing.
This document provides an overview of developing an effective research proposal. It defines what a research proposal is and its purpose. The key elements that should be included in a research proposal are an introduction, definition of the research topic and questions, literature review, methodology, timeline, resources and budget, and consideration of ethical issues. Following APA style guidelines and developing short, clear titles and abstract are also discussed. The proposal should convince the reader that the research goals are significant and feasible.
The document provides guidelines for writing a research report. It discusses the various sections included in a research report such as the introduction, literature review, methodology, results, analysis, conclusions, and appendices. It also compares the differences between a technical research report aimed at experts and a popular research report aimed at a general audience. Key differences include technical reports emphasizing methods and data while popular reports focus on practical findings and recommendations.
Research Design Proposal Template October 22 2014 (Final Version) Rust and Ha...Buffy Hamilton
This document provides a template for a research design proposal with sections for the research topic, what is already known about the topic and why it is interesting, questions to explore, an initial research plan, a draft research question, learning standards and skills to focus on, choices for multigenre elements to demonstrate learning, and a preliminary bibliography. The proposal is intended to help structure pre-research work and planning for a research project.
Research proposal: Tips for writing literature reviewElisha Bhandari
This document provides guidance on writing a research proposal and conducting a literature review. It discusses:
1) The importance of research and outlines the basic steps, including developing a research proposal and gaining approval before beginning research.
2) Key components of an effective research proposal, including background information, research questions, methodology, and timeline. The proposal convinces reviewers that the proposed study is worthwhile and can be completed successfully.
3) Tips for conducting a literature review, including searching relevant sources, synthesizing information thematically rather than annotating individual sources, and connecting prior work to the proposed research. A literature review establishes the context and significance of a research topic.
This document discusses communicating research findings. It states that research is not complete until findings are shared with others. There are various written and verbal methods for communicating research, including theses, journal articles, presentations, and posters. When communicating research, authors should select their audience, method of communication, avoid jargon, and prepare systematically. The document then provides details on writing theses and journal articles, as well as giving oral and poster presentations. It emphasizes the importance of clearly presenting research in an easy to understand way.
This document provides guidance on developing a strong research proposal. It discusses the key components of a proposal, including a problem statement, research questions, definitions, delimitations, literature review, research design, methodology, and bibliography. High-quality proposals keep the research project focused and prevent unnecessary work. The proposal should provide a clear, detailed plan for how the researcher will solve the stated problem. Careful preparation and adherence to requirements are important for approval and successful research.
This document provides guidance on preparing a thesis proposal. It discusses the key components that should be included in a proposal, such as an introduction describing the topic and organization of the paper, a statement of the problem being investigated, the significance and feasibility of the study, a review of related literature, the proposed research design and methodology, a timeline, and a bibliography. An example outline is also provided that structures the proposal into chapters that would introduce the topic, review related work, describe the methodology, present and analyze findings, and provide a conclusion and recommendations. The document emphasizes that a proposal must clearly define the scope of investigation and justify the value and workability of the proposed research.
This document provides a template for writing the methods section of a research paper. It includes guidelines for subsections on participant characteristics, sampling procedures, sample size and precision, measures and covariates, and research design. Readers are advised to describe their methods in enough detail to allow others to evaluate and replicate the study, but without including irrelevant information.
This document provides an overview of effective literature reviews in research. It defines a literature review as a comprehensive survey and summary of existing published work on a topic. The purposes of a literature review are outlined, including defining the problem, developing familiarity with the topic, avoiding unnecessary replication, and relating findings to previous knowledge. Different types of literature reviews like narrative reviews and systematic reviews are also defined. The document then discusses the steps involved in conducting a narrative literature review, including searching literature sources, evaluating and critically reading sources, analyzing and synthesizing findings, and writing the review. Key aspects like developing an outline, citing sources, using reporting verbs, and organizing studies are also covered.
The document provides guidance on conducting a literature review. It discusses the purpose of a literature review as establishing the current state of knowledge on a research topic and identifying areas that need further clarification or investigation. It also outlines the steps in conducting an effective literature review, which include selecting relevant literature, analyzing and critiquing the literature to identify agreements, disagreements and gaps, and integrating and summarizing the body of knowledge. The goals are to demonstrate familiarity with the field, contextualize the research, and identify new directions and ideas.
The document discusses research methodology for a study on improving 4th grade students' ability to solve math word problems. It proposes using action research with both quantitative and qualitative data collection methods. Quantitative data will be collected before and after an intervention to measure students' growth. Qualitative data, such as an anonymous survey, will gather students' responses about the benefits of methods taught. The research aims to effectively improve students' understanding of word problems and determine the perceived benefits of using a graphic organizer strategy.
The process used to collect information and data for the purpose of making business decisions. The methodology may include publication Research, interviews, surveys and other research techniques, and could include both present and historical information.
The document discusses the scientific method and provides steps to follow for a science fair project. It explains that the scientific method involves asking a question and developing a hypothesis to test through experimentation. It notes that not all areas of science can be directly experimented on. The steps provided are: 1) Ask a question 2) Do background research 3) Construct a hypothesis 4) Test the hypothesis through experimentation 5) Analyze data and draw a conclusion 6) Communicate results. It also discusses elements of an effective research proposal such as background, problem statement, objectives, significance, limitations, definitions, literature review, and methodology. Finally, it discusses computer search as an important data collection method for distant learners due to access to vast
This document provides guidance on developing a research proposal. It outlines key components such as the title, abstract, aims and objectives, background, and methodology and method sections. The title should summarize the research topic in 25 words or less. The abstract provides a 200-word overview. The aims and objectives section details the research question, purpose, and approach. The background section reviews relevant literature to establish the significance and contribution of the study. The methodology and method section describes the theoretical framework and specific methods, such as interviews or surveys, that will be used to investigate the research question. Developing a strong proposal involves clearly articulating these essential elements of the planned research.
The document describes different types of questionnaires and research methods. It discusses structured and unstructured questionnaires, as well as open-ended, close-ended, and mixed questionnaires. It also outlines common research methods like experiments, surveys, questionnaires, interviews, and case studies; providing examples of how each method is used to collect data.
The document discusses the key differences between a research proposal and a research report. A research proposal outlines a proposed research project and must convince others of the worthiness and importance of conducting the research. It is prepared before research begins. A research report details research that has already been conducted and its results. It is the culmination and final product of the research process. A research report contains sections on the title, abstract, introduction, methodology, results, discussion, and references, providing a full account of the completed research.
This document provides an overview of qualitative case study research methods. It describes case studies as an in-depth analysis of a single individual, program, or event over a defined period of time. Data collection in case studies involves extensive observation, interviews, documents, and audiovisual materials. Data analysis includes organizing details, categorizing data, interpreting instances, and identifying patterns. The researcher aims to provide a detailed description of the case and discuss trends or themes identified in the data. The document then provides an example of a case study that examined the quality and use of instructional electronic materials for electrical and electronic studies among teachers and students in Malaysia. Data were collected through interviews, observation, and document analysis to ensure trustworthy and valid findings.
Critical Qualitative Research Designpages 70–76Related to un.docxwillcoxjanay
Critical Qualitative Research Design
pages 70–76
Related to understanding your goals as a researcher is the development of the rationale of the study. A rationale is the reason or argument for why a study matters and why the approach is appropriate to the study. Rationales can range from improving your practice and the practice of colleagues (as in practitioner research), contributing to formal theory (e.g., where there may be a gap in or lack of research in an area), understanding existing research in a new context or with a new population, and/or contributing to the methodological literature and approach to an existing corpus of research in a specific area or field. Thinking about and answering the questions in Table 3.1 can aid in this process. Considering these kinds of questions is central to developing empirical studies, and it is important to understand that these rationales and goals will also lead you to conduct different types of research, guiding your many choices—from the theories used to frame the study to the selection of various methods to the actual research questions as well as designs chosen and implemented.
There are many strategies for engaging in a structured inquiry process and through it an exploration of research goals and the overall rationale of a study. These strategies can include the writing of various kinds of memos, structured dialogic engagement processes, and reflective journaling. Across these strategies, creating the conditions and structures for regular dialogic engagement with a range of interlocutors is an absolutely vital and necessary part of refining your understanding of the goals and rationales for the research. We describe each of these strategies in the subsequent sections.
Memos on Study Goals and Rationale
Memos are important tools in qualitative research and tend to be written about a variety of different topics throughout the phases of a qualitative study. Memos are a way to capture and process, over time, your ongoing ideas and discoveries, challenges associated with fieldwork and design, and analytic sense-making. Depending on your research questions, memos can also become data sources for a study. There is no “wrong” way of writing memos, as their goal is to foster meaning making and serve as a chronicle of emerging learning and thinking. Memos tend to be informal and can be written in a variety of styles, including prose, bullet points, and/or outline form; they can include poetry, drawings, or other supporting imagery. The goals of memos are to help generate and clarify your thinking as well as to capture the development of your thinking, as a kind of phenomenological note taking that captures the meaning making of the researcher in real time and then provides data to refer back and consider the refinement of your thinking over time (Maxwell, 2013; Nakkula & Ravitch, 1998). While we find writing memos to be a useful and generative exercise, both when we write and share them in our indep.
The document provides an overview of research methodology. It discusses key aspects of the research process including developing research questions and hypotheses, research design, data collection methods, and data analysis. Some common data collection methods described are surveys, experiments, case studies, observations, interviews, and focus groups. The document also covers qualitative and quantitative research approaches, as well as descriptive, explanatory, and exploratory research.
This document provides an introduction to legal research. It defines legal research as the collection of legal materials for the purpose of discovering new facts that contribute to legal knowledge. The key aspects discussed include:
- The importance of determining a research question to guide the inquiry. Examples of research questions are provided.
- The role of sub-questions in further defining the research scope.
- The difference between qualitative and quantitative research approaches and how they are applied in legal studies.
- An overview of the legal research process from developing a research proposal to gathering primary and secondary sources and properly utilizing the information collected.
- The importance of legal research for lawyers to develop strong legal arguments and contribute to the ongoing development of
CLASSIFYING RESEARCHObjective Following completion of this cour.docxmonicafrancis71118
CLASSIFYING RESEARCH
Objective: Following completion of this course, the student will understand the general classification schema for research.
There are several ways to categorize different kinds of research. Please view the schematic that you’ll find in the section on quantitative research. One of the most fundamental is basic versus applied. By far, the preponderance of educational research is applied. We generally think of basic research as it more frequently occurs in the sciences. Examining the theoretical foundations of the beginning of the universe, trying to validate Darwin’s Theory of Evolution,
Item#6 in your study
Your study!
and other such projects are certainly worthy endeavors, leading to simple expansion of knowledge rather than of some immediately applied benefit. However, in education, we’re more interested and involved in solving problems. Just how much does a certain math software package do in terms of facilitating mastery of multiplication and division? Is mainstreaming effective in countering self-image problems of special education students? Will mandatory retention of third-graders who cannot read affect eventual graduation rates? These are examples of applied research, answers to which allow us to immediately make improvements in some aspect of education.
Research can be classified as either quantitative or qualitative. You will use both in the research project to be completed in this class. The former, quantitative, requires the use of statistics for analysis of data. Look at the schematic on the preceding page and locate descriptive under the quantitative heading. You will design and carry out a descriptive pilot studythis semester; it will require some basic statistical analysis skills which you master in a subsequent assignment. Look at the arrow on the schematic on page 50. That is what you’ll be doing, a combination quantitative and qualitative study..
Qualitative research does not require the use of statistics. It is sometimes termed ethnographic research, coming from long-time use by anthropologists and relies upon such as observation of behaviors in a natural setting, interpretation of documents or records, interviews, and open-ended questions used in surveys. Details on techniques of qualitative analysis and writing will be addressed later in this text.
Additional reading
Dominowski, R. L. (1980). Research methods. Englewood Cliffs, N.J.: Prentice-Hall.
Firth, R. (1984). Ethnographic research: a guide to general conduct. Orlando: Academic Press.
Schmuck, R. (2006). Practical action research for change. Thousand Oaks,
Calif.: Corwin Press.
QUALITATIVE RESEARCH
Objective: Following completion of this course, the student will have the basic skills necessary for doing qualitative research and will understand the process.
You might recall reading about Margaret Mead, a famous anthropologist who lived among primitive societies and wrote of their lifestyles and habits. While her work has .
ACTIVITY 1
Chosen Research Design: Qualitative
Why do you think this design is appropriate to your research interest?
Based on my understanding of qualitative research, I believe it can be appropriate for certain types of research questions. In my view, qualitative research is particularly useful for exploring complex phenomena, gaining insights into people's experiences and perspectives, and developing theory. I also recognize that it can be valuable in applied settings, such as healthcare or social work, where understanding people's experiences is crucial for improving practice.
Guide Questions
1. Did you remember the research design listed in the table?
YES, I have remembered all the research design listed in the table.
2. What other research designs did you recall which is/ are not listed in the table?
Longitudinal Study
Cross-sectional Study
Survey Research
Action Research
Participatory Action Research
Grounded Theory
Ethnographic Research
3. Was it easy or hard to determine the research design to be used in your selected topic or interest?
For me, it is easy because in the first place I already have an idea where to start. I believe when you select a topic, you already considered what design you will use.
4. What are the factors that you consider in selecting a research design for your study?
As a researcher, I must consider various factors when selecting a qualitative research design for my study. These include the research question, the purpose of the study, the nature of the phenomenon being studied, and the available resources and time frame. Additionally, I must reflect on my own philosophical and theoretical perspectives to ensure that the chosen design aligns with my worldview and research goals.
Reflection
How does research design make your study colorful/ interesting?
As a researcher, I have come to appreciate how qualitative research design can add color and interest to a study. By using methods such as open-ended interviews, observations, and document analysis, I can capture the rich and complex experiences, perspectives, and contexts of the participants. This type of research allows me to delve deeper into the phenomenon being studied and gain a more nuanced understanding of it.
One of the benefits of using qualitative research is the ability to create vivid descriptions, quotes, and narratives that add depth and meaning to the study. It's fascinating to see how the data can come to life and offer a unique perspective on the topic. Additionally, I've found that unexpected findings often emerge during qualitative research, which can add to the intrigue and interest of the study.
Overall, I believe that qualitative research design offers a powerful way to explore the intricacies and nuances of human experience. It enables me to create a study that is more compelling and engaging, as well as provides insights that cannot be obtained through other research methods.
ACTIVITY 2: TELL ME THE QUANTITY
Directions: Read the qu
1) Choosing a thesis topic involves defining interests, reviewing literature, and identifying specific research problems.
2) Various research methods like descriptive, correlational, and experimental can be used to study topics. Descriptive research involves collecting data to answer questions while experimental provides evidence of cause and effect.
3) Narrowing a topic on "Difficulties of Academic Writing" could involve descriptive surveys, observational studies of writing classes, or correlating scores on papers written in first and second languages.
Please pay attention to all the details. The instructor told me th.docxstilliegeorgiana
Please pay attention to all the details. The instructor told me the conclusion must include all the topics learned in this class sin ce week 2. I added all the necessary info you need to complete the conclusion for my final paper.
Concusion Section
7 - Conclusion: In this section, the student will identify a summary of their EBP project as well as consider the potential contribution to their specialty track (FAMILY NURSE PRACTITIONER) practice setting. The required content includes: MUST BE A COMPREHENSIVE CONCLUSION FROM WEEK 2 THROUGH WEEK 7
· Provide a comprehensive summary of key points from this EBP proposal project (PART A)
WEEK 2 – To develop an EBP PICOT/PICo question as well as a research question, numerous sources can trigger the spirit of inquiry, or to put it simply, the "I wonder . . . ?" The sources include, but are not limited to, the following.
· Identification of a concern in a practice area (i.e., "I wonder how I can prevent . . . ")
· Inconsistencies found in professional literature (i.e., Article A says I should do X, but Article B says that the preferred action is Y. I wonder which one is correct for my practice area.")
· Problems occurring with the practice area (i.e., "This has been a problem in the unit as long as I can remember; I wonder how I can improve the . . . ")
· Reviewing nursing theory (i.e., "I read that knowledge helps with self-care; I wonder whether it would help to foster patient compliance with . . . )
Although the source of the EBPPICOT/PICo or research study question can vary based upon your practice area and its related events, the role of nursing theory is where this week begins.
WEEK 3 – Discussions - Elements of Quantitative Research: Design and Sampling
This discussion will explore the quantitative approach sampling and design by analyzing a single study quantitative research article related to your specialty track. WEEK 4 - Developing New Evidence: Qualitative Research Studies Overview of the Qualitative Research Approach
Qualitative research studies phenomena in their natural settings. By using the natural settings, this design interprets phenomena in terms of the meanings that people bring to them. Qualitative research aims to get a better understanding through firsthand experience because subjects share thoughts, feelings, and experiences. Qualitative research involves the collection of a variety of empirical materials. These materials include, but are not limited to, case study, personal experience, life story, interviews, observations, historical perspectives, interactional, and visual texts. All of this information becomes data that describe routine as well as problematic moments with the meanings these moments have in individuals' lives.
Often, the qualitative approach is used as the initial research study in an area of interest because it will help to explore and define the phenomena. By gaining an understanding of underlying reasons, opinions, and motivations, it provid ...
The document discusses case study research. It defines a case study as an in-depth examination of a single phenomenon or case within its real-life context using multiple data sources. Case studies focus on describing the characteristics of one or more cases to understand how they operate and answer specific research questions. While case studies provide rich detail about a particular case, their findings cannot be generalized to the broader population. The document outlines the typical steps in conducting a case study, including defining the research problem, selecting the case(s), collecting and analyzing data from multiple sources, and reporting results.
This document provides an overview of the process for writing a research proposal or dissertation. It begins with an abstract that summarizes the content. The document then outlines the typical sections of a research proposal, including the introduction, objectives, literature review, methods, ethics, expected outcomes, and references. It discusses the purpose and content that should be included in each section. The document also provides details on quantitative and qualitative research methods and how to collect and analyze data. Overall, the document serves as a guide for students on how to structure and write a successful research proposal or dissertation.
This document provides guidelines for submitting an article manuscript to the Lunar International College Annual Research Conference to be held in June 2023. It outlines general tips for concise, third-person scientific writing and using correct verb tenses and credible sources. The expected structure includes a title page, abstract, introduction with background and hypothesis, method with participant, design, measure, and procedure details, results section, and discussion interpreting and analyzing results. Manuscripts should be under 25 pages following APA format and include all sections in a single document for review.
This document discusses elements of research design for a qualitative research project, including developing a research plan, conducting a literature review, formulating research questions and purpose, and planning for data analysis. It emphasizes that qualitative research requires thorough preparation and planning while still allowing for flexibility during the research process as understanding develops. The research plan provides structure but should not limit promising options or flexibility.
This document provides guidance on analyzing qualitative research data through coding. It discusses the importance of conceptualizing chunks of text with labels called concepts. Concepts that are similar can be grouped into categories to develop explanatory terms. The researcher engages in an iterative process of constantly comparing concepts to categories to develop theories grounded in the data. Memos tracking the researcher's analysis, interpretations and questions are also important. The goal is to allow patterns and insights to emerge from careful examination of qualitative data like interview transcripts and observations.
Part v taking your project management to the next levelJess Sarabia
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Receptive and productive activities to acquire L2Jess Sarabia
1) The document discusses receptive and productive language activities in second language acquisition (SLA), including listening, reading, speaking, and writing.
2) It classifies listening tasks and activities, and outlines the information processing theory used in listening comprehension. Factors like topic familiarity, repetition, and visual/written support can help beginning L2 learners.
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The way a learner acquires l2 knowledgeJess Sarabia
The document discusses several factors that influence second language acquisition: the social context, including the status of the first and second languages; the quantity and quality of second language input; the relationship between the first and second languages; age differences in learning capacity; individual aptitude; motivation; and instructional methods. Younger learners may have an advantage in achieving near-native competence due to brain plasticity and time to learn, while older learners' learning is affected by fewer cognitive advantages and less possibility of achieving native-like ability.
1. Children have a limited period during their development when language acquisition is most effective, as the brain loses plasticity over time. Older language learners may benefit from existing language skills and knowledge transferring to a new language.
2. Beliefs that women or those with certain hormone levels are better second language learners are likely social constructs rather than factual.
3. Individual learner differences like language learning abilities, memory capacity, and personality traits can impact how successfully someone learns a new language. Maintaining low anxiety through techniques like small group work may also help facilitate language acquisition.
Communicative competence enables conveying and interpreting messages within contexts. It has four aspects: discourse, grammatical, strategic, and sociolinguistic. Language serves seven functions: instrumental, regulatory, representational, interactional, personal, heuristic, and imaginative. Notional-functional syllabuses organize curricula around notions and functions. Conversation analysis examines language forms and functions. Pragmatics studies how context contributes to meaning. Gender differences in language use include females expressing more uncertainty while males interrupt more. Nonverbal communication conveys wordless messages through kinesics, proxemics, artifacts, kinesthetics, and olfactory dimensions in culturally specific ways.
The document discusses several concepts related to human learning:
- Pavlov's experiment demonstrating that dogs can form associations between stimuli like food and bells through classical conditioning.
- Albert's experiment showing that babies can learn associations between stimuli like loud noises and objects through classical conditioning.
- The concept of reinforcement in modifying behaviors, like positively reinforcing kicking a football outside rather than inside.
- Key aspects of the learning process including transfer of knowledge, interference of prior learning, and overgeneralization when deriving rules.
- The difference between inductive reasoning which moves from specific to general, versus deductive reasoning which moves from general to specific.
- The distinctions between aptitude as innate ability versus intelligence involving capacity for
This document discusses microsocial and macrosocial factors that influence language use and acquisition. Microsocial factors include the linguistic, psychological, and social contexts that impact how language is used and interpreted. Language acquisition relies on input and interaction, including modified language used with learners, social interaction and feedback, and internal cognitive processing. Macrosocial factors refer to broader societal influences like a language's status and power within a nation, linguistic and national identities, and institutional forces around religion, education and politics that help determine language use. Social categories like age, sex, ethnicity, education and economic status also influence circumstances of both informal naturalistic and formal instructed language learning.
The document discusses neurological considerations for English language teaching at different stages of development. It notes that the left hemisphere focuses more on language and lateralization of brain functions occurs during puberty. The right hemisphere is better suited for learning second languages post-puberty. It also discusses cognitive, affective, and linguistic factors in childhood, puberty, and adulthood that are relevant to language acquisition.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Epd
1.
2. Many times we ask questions to solve daily problems and to
start solving it we research using some specific data to analyze
and get new knowledge. Below I am going to explain some
characteristics of the research to make it easy.
To get a valid result we should identify the research type in
order to apply the best method to manage data. As most of us
know data has a particular characteristics to be tabulated: by
numbers (quantitative) or by percentages (qualitative). The
methods of analysis used could vary according the data.
After collecting data, it is necessary to write it down. The best
manner to do it is by a research report which provides a guide
for readers as to what to expect in a research field:
3. Name of autor (s)
Title of paper
Contact information
It presents a summary of the
topic of the paper and the
major
findings of the research.
The introduction sets the scene and
provides the reader with background
material (statement of topic area and
general issues) as well as an outline of
the purpose of the research.
The reader can expect to be informed
about all aspects of the study. For
example, how many participants were
there? What are their characteristics
(e.g., male/female, native language,
age, etc.)
The materials used to conduct the study
are usually presented in detail. Example:
Target words were selected from a
primary-school dictionary (Verburg &
Huijgen, 1994), to warrant that relevant
concepts would be selected,
representative of the words young readers
encounter during reading.
4. The next questions that a reader
can expect to be informed of
include logistical issues related to
what was actually done.
It shows how will analyze the
results.
The results are presented with
verbal descriptions of data that are
also often displayed in charts,
figures, or tables.
The main idea of the study
maybe restated and the
findings summarized.
It includes contact information,
information concerning prior
presentations based on the research
presented in the paper, and
acknowledgments.
Everything cited in the
paper appears in the
reference list, and all
sources listed in the
reference list are cited in
the paper.
It includes examples
of the actual materials
used in the study.
5. To develop this paper the researcher must identify the appropriate question to the
investigation, otherwise it could be a waste of time and even of money. The questions
need to be interesting in the sense that they address current issues; at the same time,
they need to be sufficiently narrow and constrained so that they can be answered.
Moreover the data collected by questions have to have feasibility in order to obtain the
data necessary to answer the question considering a number of factors.
As well as information is rising up, the hypotheses generated can be used to express what
the researcher expects the results of the investigation to be. The hypotheses are based on
observations or on what literature suggest the answer might be.
Subsequently, the replication is an important part in a research because if it one cannot
repeat the results of a particular study, the validity of the results of the original study
might be called into question. Likewise, Albert Valdman, the editor of the journal Studies
in Second Language
Acquisition, asserted that "the way to more valid and reliable SLA research is through
replication" (1993, p. 505).
To conclude, the conclusion that is a brief summary of the research and the findings of the
field.
6.
7. All research papers must have an ethical code to be developed, it is essential in an
investigation, keep save the values and do not cross the line of confidentiality.
To start it is important to mention that a second language research is a little bit
different of any other research, researchers must have prudency and touch to gather
the data. To get enough information we have to be sure about the source we are going
to use because, people who could read or listened the paper could identify the source
and it could be a risk in our process. We have to be sure to supply enough information
and who provides this information has to be willing to do it. The participant must know
the steps and the right if s/he decides to participate (policy of confidentiality, the use of
numbers instead of names, the methods of assignment, and so on). For second
language research, care must be taken, for example, when classroom teachers invite
their students to participate in a study. Even when it is clear that there will be no extra
points or higher grades for participation and no penalty for declining to participate, the
simple fact that the teacher is the one requesting the students' participation may
constitute undue influence.
8. Withholding information depends on the purpose of the research, it the information is not
going to alter the sample of data. The human subjects committee approves it when this could
happened otherwise, participants should have get all the necessary information.
Because of English is a world language most of the papers are written in English. To a second
language learner is a little bit confusing to read an explanation or statements of a research in
other language so, it is the responsibility of the researcher to provide the information in
understandable words or in the native language (oral or written) of the participant. In this
way the participant is conscious to give information. Research has to take into account the
age of the participants, be sure that a child will not be treated as an adult because their
capabilities, perspectives, and needs are different. The paper to sign, to authorize the
participation and the use of information must be clear, must be explained the general
procedure of the research (time, risks, benefits), parental permission if it is needed and final
provide a copy of the document that they sign to avoid misunderstandings.
9. , there is a protocol to follow in order to apply this system. Researchers must to
show strategies for recruitment, a description of benefits and an explanation of
the risks (physical, psychological, social, legal, or other), their likelihood, and what
steps the researcher will take to minimize those risks and a description of the
consent procedure. Thus, even if research feels constrained by the requirements,
the research have to think these steps are going to be helpful and s/he has to feel
encouraged to develop his/her research.
To conclude it is important to mention the information gathered is essential to a
research but we have to consider all the aspects of the participants, broke the law
or abuse of the rights might carry bad consequences and even thought a no
research.
10.
11. The pilot testing considered a small-scale trial, it is used to test
often to revise; to uncover any problem and to address them
before the main study is carried out. It is important because is a
good way to assess the feasibility and usefulness of the data
collection methods and making any necessary revisions before
they are used with the research participants.
12. The prior aim to RESEARCHis
to uncover
information.
Syntax research: the research wants to elicit the
information of what are the learner-language forms that
are being used at various stages of Japanese proficiency?
Then research has to collect the data and measure thinking
about the learner’s environment and attitude. A way to get
the acquired facts is to use what are known as acceptability
judgments (sec. 3.3.1), by which a list of grammatical and
ungrammatical sentences is presented to learners who are
then asked to indicate whether they consider them
acceptable Japanese sentences or not. This is followed by a
request to the learners to correct those sentences they
have judged to be incorrect.
13. Interaction research: your interest is to find whether recasts or negotiation will lead to
faster development of relative clauses in a second language. You find groups of English
learners of Italian who are at four different stages of development in their knowledge
of relative clauses. For each group, half of them will serve in your "recast" group and
the other half in your "negotiation" group. You first give a pretest to ensure
comparability of groups. Everyone does a picture-description task in which correction is
provided by a native speaker of Italian, either in the form of recasts or negotiation. At
the end of the session, you give each group a posttest on relative clauses and then a
second posttest 3 weeks later. You find that there are no differences between the
groups. When you go back to analyze the actual transcripts of the sessions, however,
you realize that your findings are probably due to a lack of relative clause examples in
the data. This example illustrates how important it is in task-based research to first
ascertain whether or not your tasks will, in fact, elicit your targeted grammatical
structures and provide opportunities for interactional feedback.
14. Pragmatic research: Assume that you want to conduct
research on pragmatic problems that a particular group of
students might have (e.g., English speakers learning
Chinese). You obtain permission to observe interactions
between these two groups of people in order to determine
what sorts of pragmatic errors may occur, but after 5 days
of observations you have little in the way of consistent
results. Why might that be the case? One reason might be
that you have not narrowed down your research question
sufficiently. A second reason is that waiting for a language
event to occur may be dependent on luck.
15. In the collection data measurements there is a common paradigm that is used in this part, the Universal Grammar
(UG). The UG is a theory which refers to the innate system that a human being has to develop a language. Taking this
theory learners can ask themselves whether a particular sentence is acceptable or not in the second language. So this
is acceptable judgement. Those sentences will be the sample we will take to explain the next.
The materials applied in the research are necessary to order so it will not affect
the results.
It is important to number the sentences that learners might to judge because it
could become unreliable data.
Similarly, the time has to be controlled between each activity.
The context must be addressed to avoid distractions.
Keep in mind to make a comparison to allow participants judge the sentences
exposed.
According to the directions of the research the sentences could be given orally,
written or on a computer.
The correction has to be the same to native and nonnative speakers.
The instructions and the examples provided need to be carefully crafted.
Scoring will depend on how the task is set up
16. Another collection data measurement is the elicit imitation that the tasks are presented to participants auditorily and
the participants are then asked to repeat them. Sentences are made to a specific purpose of grammar and the
person’s ability to repeat accurately is the reflection of his or her internal grammatical system. Recommendations:
The length has to be appropriate according the proficiency
level of the participant.
Prerecord sentences for uniformity.
Randomize all sentences.
Include enough symbols of each grammatical structure so
that you can make reasonable conclusions.
Ensure that there is enough time between the end of the
prompt and the time that a learner begins to speak.
Pilot test everything.
17. The next is sentence matching; this tool is operated on computer, and has its origins in another
discipline, the psycholinguistics. It consist on decide if a sentence showed is or not identical to the next
one, the participant has to match. The time for the appearance of the second sentence to the
participant’s pressing the key is recorded and forms he database for analysis.
• How long the two sentences remain on the screen.
• Delay time between the two sentences.
• Whether or not the two sentences remain on the screen until the participant
has responded.
• Whether or not the screen goes blank after a predetermined time.
• Whether standard orthography or upper-case letters are used.
• The physical placement of the second sentence relative to the first.
• Whether participants are provided with feedback after each response.
• How the keys are labeled (same, different; different, same).
• The number of items included.
• The number of practice items included.
• Whether participants control the onset of each pair of sentences
18. processing research focuses on grammar formation and the mechanism involved in
learning
Sentence interpretation:
what information people use in coming to an understanding of
the relationships of words in a sentence.
Reaction time
how people process certain parts of language. It is assumed
that the more time it takes to respond to a sentence, the more
processing "energy" is required
Moving window
Moving window techniques can provide information about
processing times for various parts of the sentence.
19. It focuses in learners'
conversational interactions
with others (e.g., other
learners, native speakers,
and teachers) and the
developmental benefits of
such interactions.
20. Picture
description
task:
one person is given a picture with
instructions to describe the picture so
that another person can draw it.
Instructions must also indicate that the
person with the picture cannot show the
picture to the other person.
Spot the
Difference:
utilize pictures that are different in
predetermined ways. Participants are
asked to find the differences, and the
number of differences can be pre-
specified so that the participants have a
goal toward which to work.
Jigsaw
tasks:
it is a two-way task, individuals have
different pieces of information. In order
to solve the task, they must orally
interact to put the pieces together. One
example of a jigsaw task is a map task in
which participants are given a map of a
section of a city.
21. Consensus
tasks
it generally involves pairs or groups of
learners who must come to an
agreement on a certain issue.
Consciousness-
raising tasks:
are intended to facilitate learners'
cognitive processes in terms of
awareness of some language area or
linguistic structure. In these tasks,
learners are often required to
verbalize their thoughts about
language on their way to a solution
Computer-
mediated
research
(CMC) involves learners in
communicative exchanges using the
computer. CMC software generally
allows users to engage in both
simultaneous (chat-based) and
asynchronous (forum-based)
communication.
22. Its aim is to determine the strategies used when learning a second language
together with the variables that determine the selection of strategies
• when students are moving their lips, which might be an indication that they are preparing themselves
to speak by practicing under their breath,
• to what extent and which students are "buying processing time" by using such markers as 'uh' or 'well'
or other discourse markers designed to show that they wish to keep their turn,
• to what extent students are employing the compensation strategy of circumlocution (finding
alternative ways of saying something they don't know how to say),
• which students are asking a friend for help when they don't understand,
• which students are sounding out words before saying them,
• which students are reasoning by deduction ("it must mean this because of this"),
• which students are focusing on every word rather than the gist, perhaps by observing them as they
move their finger from word to word,
• which students plunge straight into [an] activity and which students spend some time planning their
work, and
• which students use the dictionary and with what frequency. (Macaro, 2001, p. 66)
23. Introspective measures: taps participants'
reflections on mental processes. In general, we can think of
introspective reports as differing along a number of
dimensions: currency (time frame), form (oral or written), task
type (think-aloud, talk-aloud, or retrospective), and amount of
support for the task. Verbal reporting is a special type of
introspection and consists of gathering protocols, or reports, by
asking individuals to say what is going through their minds as
they are solving a problem or completing a task. Cohen (1998)
outlined three primary types of verbal reporting used in second
language research:
1. Self-report: With self-report
data, one can gain information
about general approaches to
something.
2. Self-observation: Self-
observation data can be
introspective (within a short
period of the event) or
retrospective. In self-
observation, a learner reports
on what she or he has done-
3. Self-revelation (also known
as "think-aloud"): A participant
provides an ongoing report of
his or her thought processes
while performing some task.
24. Stimulated recall: It is a mean by which a
researcher, in an effort to explore a learner's thought processes
or strategies, can prompt the leaner to recall and report
thoughts that she or he had while performing a task or
participating in an event. Recommendations for stimulated
recall research (adapted from Gass & Mackey, 2000) include:
Think-alouds or online tasks: individuals are asked what is
going through their minds as they are solving a problem or completing a task. Through
this procedure, a researcher can gather information about the way people approach a
problem-solving activity. Example a math problem two procedures one answer. In
second language research, an example of a think-aloud task can be seen in research by
Leow (1998), who investigated issues of attention in second language learning. Leow
used crossword puzzles as the task that learners had to perform.
Immediate recalls: Immediate recall is a
technique used to elicit data immediately after the completion
of the event to be recalled.
25. sociolinguistic – pragmatics-
based research
both specialized in the study of
language in social and variable
context as the specific task
required of a learner, the social
status of the interlocutor, and
gender differences, among
others. There are certain
commonly used methods for
doing this, and we discuss them
in the following sections.Naturalistic settings
Elicited narratives
Silent film
Discourse completion test (DCT)
Role play
Video playback for interpretation
26. questionnaires
and surveys
It is one of the
most common
methods of
collecting data.
• Simple, uncluttered formats.
• Unambiguous, answerable questions.
• Review by several researchers.
• Piloting among a representative sample of the research
population.
27.
28. Hypotheses
This is a statement about what we expect to happen in a study; there are two types of hypotheses, research and
null. The last one is neutral used for testing and show the relationship between X and Y. We can form the research
hypotheses in two ways: predicting a difference, although we do or have enough information. On the other hand we
could have sufficient information to predict a difference in one direction to another. This is called a directional or
one-way hypothesis.
29. OPERATIONALIZATION
MEASURING VARIABLES: SCALES OF MEASUREMENT
VALIDITY Content Validity: it refers to the representation of the measurement about the phenomenon we want
the information. Researcher must be sure to include all the information to measure it.
Face Validity: it refers to the familiarity of our instrument and how easy it is to convince others that
there is content validity to it.
Construct Validity: This is complex to measure because the variables such as language proficiency,
aptitude, exposure to input and linguistic representations are not directly measurable in the way of
height, weight or age. In research, construct validity refers to the degree to which the research
adequately captures the construct of interest.
Criterion-Related Validity: it refers to the extent to which tests used in a research study are
comparable to other well-established tests of the construct in question.
Predictive Validity: it deals with the use that one might eventually want to make of a particular
measure.
Internal Validity: it refers to what extent are the differences that have been found for the dependent
variable directly related to the independent variable? A researcher must control for (i.e., rule out) all
other possible factors that could potentially account for the results.
31. External
validity
Sampling: particular group pf participants, here we have the
concept of random sampling that refers to the selection of
participants from general population that the simple will
represent.
Nonrandom Sampling. Systematic sampling is the choice of
every nth individual in a population list (where the list should
not be ordered systematically).
Representativeness and Generalizability: a sample must be
representative of the population in order for the results to be
generalizable.
Collecting Biodata Information: the researcher has to include
enough information for the study to be replicable. In reporting
information about participants, the researcher must balance
two concerns. The first is the privacy and anonymity of the
participants; the second is the need to report sufficient data
about the participants to allow future researchers to both
evaluate and replicate the study.
32. RELIABILITY
consistency of the
materials used in
the research.
Rater Reliability: It refers to the consistent scale between two
or more rates
Interrater reliability
begins with a well-defined
construct. It is a measure of
whether two or more raters judge
the same set of data in the same
way. If there is strong reliability,
one can then assume with
reasonable confidence that raters
are judging the same set of data
as representing the same
phenomenon.
Intrarater reliability
it is similar, but considers one
researcher's evaluations of data,
attempting to ensure that the
researcher would judge the data
the same way at different times—
for example, at Time 1 and at Time
2, or even from the beginning of
the data set to the end of the data
set.
Instrument Reliability
Test-Retest: this method is
used twice in different
period of time.
Equivalence of Forms: This
method is administered to
the same individuals and a
correlation coefficient is
calculated.
Internal Consistency: These are
statistical methods to
determine reliability
33.
34.
35. RESEARCH MATERIALS
Materials are the key components in a research, they are important in order
to achieve the goal. However there are some facts that could be a trouble
in the process such as:
- Insufficient tokens.
- Not appropriate elicitation of the target structure.
- Imprecise instructions.
- Insufficient examples for learners to understand what to do.
As we noticed, these problems can occur and the only way to
ensure the materials allow to you to answer the research
question is to pilot-test them before to apply it.
INTACT CLASSES
In this section the randomization is not feasible and in a
language research it is used for the sake of convenience. Intact
classes are nor typical in experimental research however it may
have the advantage of enhancing the face validity if certain
types of classrooms research. If intact classes are used, the
researcher should carefully consider how the classes are
assigned to treatment groups. One way of dealing with non-
randomization of individuals is to use a semi-randomization
procedure by arbitrarily assigning classes to one treatment or
another.
COUNTERBALANCING
It refers to an experimental design where the ordering of test
or task are different for different participant. See the designs
below:
Design 1: Nonrandom Assignment of Participants to Groups
Design 2: Counterbalanced Design
36. RESEARCH DESIGN TYPES
Correlational (Associational) Research
Experimental and Quasi-
Experimental Research
The randomization is used in this part,
depending on the situation Design
types can range from truly
experimental (with random
assignment) to what is known as
quasi-experimental (without random
assignment). A typical experimental
study usually uses comparison or
control groups to investigate research
questions. Many second language
research studies involve:
Comparison Group Design: In a comparison
group design, participants are randomly
assigned to one of the groups, with treatment
(the independent variable) differing between or
among the groups
Control Group Design: the difference to the
earlier one is the treatment that the groups
receive. Group take the same pretest and
posttest but one group does not receive the
same treatment in between tests.
37. Measuring the Effect of Treatment
Pretest/Posttest Design: These
tests are designed to reveal an
artificial improvement for the
participants. The pretest is
made to ensure comparability
of the participant groups prior
to their treatment. And the
posttest to measure the effects
of the treatment. Both tests
must have comparability,
otherwise the results will not be
feasible. They allow to
determine the immediate effect
of treatment.
Posttest-On/y Design: It is used
when research do not want the
participants know about the topic
of the treatment. However there
are some facts to consider.
Researcher will not know if the
participants are compatibles with
the process. This design is
focused in performance instead
of development. If a research
decides not to have a pretest
should consider:
Gender
Age
Years of language
study
Languages spoken at
home
Class grades
Placement test
38. Repeated Measures Design
The basic characteristic of a repeated measures design (also
known as a within-group design) is that multiple measurements
come from each participant
Factorial Design
A factorial design involves more than one independent variable
and can occur with or without randomization. A factorial design
allows researchers to consider more than one independent
variable, generally moderator variables.
Time-Series Design
A time-series design involves repeated observations (both
pretest and posttest) over a set period of time in order to
establish a baseline and to ascertain the effects of the
treatment.
One-Shot Designs
This is not common used because it is
not a treatement. Nevertheless, one-
shot designs are often used in second
language research within the UG or
processing paradigms when the study
does not have a pretest/posttest design,
but simply raises questions along the
lines of: What do learners know at this
particular point in time?
39. FINALIZING YOUR PROJECT
Some considerations before to design a research project:
• Are your groups matched for proficiency?
• If you are using a particular type of task (e.g., listening), are
your groups matched for (listening) abilities?
• Are your participants randomized?
• If intact classes are used, are their treatments randomly
assigned?
• Are your variables clear and well described?
• Do you have a control group?
• Are control groups and experimental groups matched for
everything but the specific treatment (including the time spent
on the control and experimental tasks)?
• Have you described your control and experimental groups?
• Do you have a pretest?
• If you are testing development, do you have a posttest or even
multiple posttests?
• If using a repeated-measures design, are the treatments
counterbalanced?