The document discusses key aspects of designing an English research project, including developing research questions and hypotheses, collecting and analyzing data, and ensuring validity and reliability. It covers quantitative and qualitative research methods, variables, validity, reliability, and common research designs. The goal is to provide guidance on how to structure a research report and properly design a study to elicit meaningful results.

1. ENGLISH PROJECT DESIGN
ACT 1.1
By: Maicol Suntasig

2. 1. INTRODUCTION TO RESEARCH
Quantitative Research
•Obstrusive, involving controlled measurements.
•Objective ad removed from the data.
•Verification oriented
•Outcome-oriented
•Reliable, involving “hard” and replicable data
•Generaliable
Qualitative Research
•Naturalistic and controlled observation
•Subjective
•Discovery oriented
•Process oriented
•“Soft” data
•Ungeneralizable, single case studies.

3. TABLE: SIX MIXED FORMS OF
RESEARCH
Form of data Method of Analysis Manner of Data
Collection
Type of Research Quantitative Qualitative Statistical Interpretative Experimental
/ Quasi-
Experimental
Nonexperime
ntal
Experimental-qualitative-
interpretative X X X
Experimental-qualitative-statistical X X X
Experimental-quantitative-
interpretative X X X
Exploratory-qualitative-statistical X X X
Exploratory-quantitative-statistical X X X
Exploratory-quantitative-
interpretative X X X

4. 1.1 RESEARCH REPORT
It is a paper where we describe
all about the research.
TITLE PAGE:
•Name of autor(s)
•Title of paper
•Contact information
ABSTRACT
•A summary of the topic
•100-150 words
INTRODUCTION
•Historical overview
•Players, questions, past findings, etc.
•General goal
•Hypothesis
METHODS
•Participants
•Materials
•Procedures
•Analysis
•Results
CONCLUSIONNOTESREFERENCES AND APPENDIXES

5. 1.1. RESEARCH REPORT
RESEARCH
QUESTIONS
FEASIBILITY
It is posible or not
Define the number of
participants, exactly
R.Q. and Hypothesis
R.Q seek answers
Hyp. What the
researcher expects
REPLICATION
Validity of results
No identical groups
Identify appropiate
questions

6. 2. ISSUES RELATED TO DATA
GATHERING
Ethical Issues In Research
Involving HUMAN SUBJECTS
Obtain informed consent from
SLL
Supliance of sufficient
information
Describes procedures and
purposes of the research
And potential risks and benefits
Comprehension on the part of
the subject.
Incomplete disclosure is essential
to the aims of the research.
No risks are undisclosed.
Participants will be given an
opportunity to be debriefed after
the study.
Voluntary participation No influence of the researcher.
Guidelines and principles:
Declaration of Helsinky, Belmont
report, OHRP, DHHS, etc.

7. 3. COMMON DATA COLLECTION
MEASURES
PILOR TESTING
•Small scale
•Revise and test
•Uncover any problem
Gass and Mackey (2000)
•Pilot testing “can help avpid
costy and tim-consuming
problems during the data
collection procedure.

8. 3.1. THE SIGNIFICANCE OF DATA
COLLECTION MEASURESDependent on the research question asked
Related to the theoretical framework
•Syntax: Japanese Passives
•Elicited imitation
•Truth-value judgements
•Interaction Research
•Ascertain the tasks to elicit the targeted gramatical structures
•Provide Opportunities for interactional feedback.
•Pragmatics Research
•Set the kind of área
•Role-plays
•Listen the answers
Hypothetical examples

9. 3.2. RESEARCHING FORMAL
MODELS
Acceptability Judgements
•Learners are asked
whether a sentence is
aceptable in the second
language
•Materials
•Order
•Number of sentences
•Timing
•Context
•Comparisons
•Modality
•Pictures
•Procedures
•Corrections
•Instructions
•Scoring
Elicited Imitation
•Ensure an appropriate
length
•Prerecord sentences for
uniformity.
•Randomize all
sentences.
•Pilot test everything.
Magnitude Estimation
•The end result is a set of
data that is more
informative
•Differences in
impressions
Truth-value Judgements
•a way of understanding
how people interpret
sentences.
Sentence Matching
•Performed in a computer
•How long
•Delay time
•Number of ítems
•Keys labeled
•Whether the participans
control de onset

10. 3.3. PROCESSING RESEARCH
Sentence interpretation
•Not all languages use
these same criteria
•Are sentences read or
tape-recorded?
•How many sentences?
•What is the pause time
between sentences?
•What are the
instructions?
Reaction Time
•Are often used in
conjunction with other
kinds of research
Moving window
•On a computer
•Words are presented
on a screen one at a
time
•Can provide
information about
processing times for
various parts of the
sentence.

11. 3.4. INTERACTION-BASED
RESEARCH
Picture Description
•Depends on learners sharing
information
•Description to other´s back
Spot the difference
•In pictures
Jigsaw
•two-way task
•they must orally interact to
put the pieces together.
•Story completion
Consensus
•Groups must come to an
agreement on a certain issue.
•Dictogloss task
Consciousness-raising
•learners are often required to
verbalize their thoughts
about language on their way
to a solution.
Computer-Mediated
research
•Computer programs and
apps.

12. 3.5. STRATEGIES AND COGNITIVE
PROCESSES
Observations when students are moving their lips.
Which students are buying processing time.
Which student is asking a friend for help.
Which are focusing on every word.
Which are using a dictionary, etc.
Introspective
Measures
Verbal report
Self-report
Self-observation
Self-revelation

13. 3.7.
SOCIOLINGUISTIC/PRAGMATICS-
BASED RESEARCH
Naturalistic settings
•Attempt to set up situations in which certain language events will recur.
Elicited Narratives
•ask participants to tell a story about some past event or future plans
Discourse Completion Tests
•if one wants to investigate speech acts such as apologies, invitations, refusals, and so forth.
Role Play
•Closed
•One-turn oral response about a situation
•Open
•Reflect natural data
Video playback for interpretation
•Clips of nonnative speakers making them.

14. 3.7. QUESTIONNAIRES AND
SURVEYS
Brown (2001) defined it as
“any written instruments
that present respondents
with a series of questions
or statements to which
they are to react either by
writing out their answers
or selecting them among
existing answers" (p. 6).
typically in the
Methods of collecting data
on attitudes and opinions
from a large group of
participants.
Questionnaries
SURVEYS

15. 3.8. EXISTING DATABASES
CHILDES
•Database that allows researchers to study
conversational interaction between child
and adults in a variety of situations.
OTHER CORPORA
•An important consideration in using corpora
is to understand where the data come from
and how the data are organized.

16. 4. RESEARCH VARIABLES, VALIDITY,
AND RELIABILITY
Research
questions
Hypotheses

17. 4.1. VARIABLE TYPES
Independent and
Dependent
Variables
Independent
Cause the results
Dependent
We measure to see the effects the independent cariable
has on it.
Moderator
Variables
Characteristics that may result
in an interaction between
an independent variable and other variables
Intervening
variables
They are not included in an
original study
The reseracher has not considered it
They cannot be identified in a precise way
Control Variables Ideally wants to study simply
the effects of
the independent variable
on a dependent variable.

18. 4.2. VALIDITY
Content Face Construct Criterion-
related
Predictive Internal External
do the
questions
really assess
the
construct in
question, or
are the
responses
by the
person
answering
the
questions
influenced
related to
the notion of
content
validity and
refers to
the
familiarity of
our
instrument
and how
easy it is to
convince
others that
there is
refers to the
degree to
which the
research
adequately
captures the
construct of
interest.
refers to the
extent to
which tests
used in a
research
study are
comparable
to other
well-
established
tests of the
construct
in question.
deals with
the use that
one might
eventually
want to
make of a
particular
measure.
to what
extent are
the
differences
that have
been found
for the
dependent
variable
directly
related to
the
independent
variable?
we are
concerned
with the
generalizabil
ity of our
Findings.

19. 4.3. RELIABILITY
Rater Instrument
Test-Retest
Equivalence of Forms
Internal Consistency
test scores are objective
and there is little
judgment involved.
Interrater reliability begins
with a well-defined
construct.
Intrarater reliability
considers one researcher's
evaluations of data.

20. 5. DESIGNING A QUANTITIVE STUDYQuantitivestudy
Associational
To determine whether a relationship
exists between variables and how
strength is it.
Correlations
Experimental
Researchers deliberately manipulate one
or more variables to determine the
effects in the other
Causal relationship
Materials
could be
the
source of
a
problem
Insufficent tokens
Task appropiateness for the
elicitation of target structure
Imprecise instructions
Insifficient examples for learners
to understand what to do

21. RESEARCH DESIGN TYPES
Correlational
To test a relationship between
variables
To predict the presence of one
because other is present
Experimental and Quasi-
Experimental
Comparison Group design
Control group design
Measuring the Effect of
Treatment
Pretest / Posttest Design
Researchers can determine the
immediate effect of treatment
Posttest-Only design
The focus is performance and
not development
Repeated Measures Design
All tasks are given to different
individuals in different orders.
Factorial
allows researchers to consider
more than one independent
variable, generally moderator
variables
Time-Series
involves repeated observations
One-Shot
They are often used in second
language research
When the study does not have
a pretest/posttest design.

22. 5.2. FINALIZING YOUR PROJECT
Are your groups matched for proficiency?
Are your participants randomized?
Are your variables clear and well described?
Do you have a control group?
Have you described your control and experimental groups?
If using a repeated-measures design, are the treatments counterbalanced?

23. CONCLUSIONS
In a research report there are some stages and one of the most important is
to look for the correct questions to develop in the experiments, moreover
the use of hypothesis and the consideration of feasibility and replication in a
research are important tools that provide credibility to a research.
To create enough confidence between the research community and the
public it is important to ensure the participants are adequately informed
about research and its goals.
There are some methodological tools used to elicit data in second language
research, this allows the researcher to pilot the instruments and ensure that
they elicit what is needed for the study.
It is very important to properly identify, operationalize, and control
variables, ensuring the internal and external validity f the study to determine
reliability.
We have discussed the most commonly used design types in experimental
and quasi-experimental research, identifying them along such dimensions
as participant assignment to treatment group, testing, and variables
included.