Some basic tip and suggestions to be considered when writing a research proposal or doing a research presentation.

1. Title: …
Name(s): …
Thesis advisor: Yamith José Fandiño Parra
Research line: Education, language, and communication
BA program in Spanish and foreign languages

2. 1. Title
Critical thinking when learning English in a literature class with university
students 
The use of higher-order thinking skills in a Literature-based EFL class with
seventh semester students in the Lasallian B.A. program in Spanish and
foreign languages 
What?
Who?
Where?

3. 2. Research problem statement
• Put the problem in context (What do we already know about critical thinking and
university students?)
• Describe the precise issue that the research will address (What do we need to
know about higher-order thinking skills and literature-based classes?)
• Show the relevance of the problem (Why do we need to know about higher-
order thinking skills and learning literature in an EFL class?)
• Set the scope of the research (What will you do to find out about the use of
higher-order thinking skills in a literature-based EFL class with 7th semester
students in the Lasallian BA program in Spanish and foreign languages?)

4. 3. Research problem formulation
Research questions Research objectives
Main question
 How do teachers use critical
a literature class?
Secondary questions
 What activities do teachers use in a
literature class?
 Do university students benefit from
critical thinking materials?
General objective
 Analyze critical thinking in a
class.
Specific objectives
 Identify the activities teachers
implement.
 Study the benefits students obtain
from materials.
 Design a new syllabus for the
class.

5. 3. Research problem formulation
Research questions Research objectives
Main question 
 How do teachers use critical
in a literature class?
Secondary questions 
 What activities do teachers use
literature class?
 Do university students benefit
critical thinking materials?
General objective 
 Analyze critical thinking strategies in
literature class.
Specific objectives 
 Identify how teachers educate in
thinking.
 Study the activities and the materials
students like most.
 Design a new syllabus for the
class

6. 3. Research problem formulation
Research questions Research objectives
Main question
 How do teachers use higher-order
skills in a literature-based class with 7th
semester students in the Lasallian BA in
Spanish and foreign languages?
Secondary questions
 What kind of higher-order thinking skills
teachers work with 7th semester students
Lasallian BA program?
 In what ways do teachers teach higher-
thinking skills in a literature-based class
7th semester students?
General objective
 Describe the use of higher-order thinking
skills in a literature-based class with 7th
semester students in the Lasallian BA in
Spanish and foreign languages?
Specific objectives
 Identify the higher-order thinking skills
teachers work with 7th semester students
Lasallian BA program.
 Characterize the teaching activities
use to teach higher-order thinking skills
literature-based class with 7th semester
students.

7. 3. Research problem formulation
Research questions Research objectives
Main question 
 How do teachers use higher-order
skills in a literature-based class with 7th
semester students in the Lasallian BA in
Spanish and foreign languages?
Secondary questions 
 What kind of higher-order thinking skills
teachers work with 7th semester students
Lasallian BA program?
 In what ways do teachers teach higher-
thinking skills in a literature-based class
7th semester students?
General objective 
 Describe the use of higher-order thinking
skills in a literature-based class with 7th
semester students in the Lasallian BA in
Spanish and foreign languages?
Specific objectives 
 Identify the kind of higher-order thinking
skills teachers work with 7th semester
students in a Lasallian BA program.
 Characterize the teaching activities
use to teach higher-order thinking skills
literature-based class with 7th semester
students.

8. 4. Research problem justification
• Theoretical or policy relevance: Respond to calls made by entities, institutions
or experts // Contribute with precisions or developments of existing knowledge.
• Practical implication: Respond to the needs or interests of an educational
institution or community // To solve or alleviate a difficulty or a conflict in a
or moment or with a specific group.
• Social relevance: Explain what and who will benefit from the research: (What
entities or actors will participate, will come together or will be promoted?) //
social projection that the study has (What elements will it contribute to help
decisions or improve processes?).
• Methodological appropriateness: Use relevant or congruent approaches or types
of studies according to guidelines proposed in theories or suggestions given by

9. 5. Research problem delimitation
Thematic or
conceptual
delimitation
Set limits, contours or borders that circumscribe or
condition the theme or subject-matter of the study.
Spatial and time
delimitation
Establish the time and space in which the study will
take place.
Sociodemographic
delimitation
Determine the population and sample that will
participate in and benefit from the study.
Limitations Indicate obstacles, factors or conditions that impact or
affect the study: personal, institutional, and social
difficulties or challenges.

10. 6. Research problem framework
Theory Methodology
Policy and precedents. Paradigm, approach and type of study
Previous studies Data collection instruments
Main concepts (Authors and/or
theories)
Data analysis

11. 6. Research problem framework
Theory Methodology
Policy and precedents.
UNESCO, Council of Europe, OEI, Colombian
Ministry of education, Bogota’s Department
education
Paradigm, approach and type of study
• Interpretivist / Naturalist
• Qualitative
• Descriptive
Previous studies
1 institutional (Lasallian BA in languages)
2 – 3 national
2 – 3 international
Data collection instruments
• Cross-sectional online surveys
• Semi-structured interviews
Main concepts (Authors and/or
theories)
• Critical thinking
Higher-order thinking skills
• Teaching English as a foreign language
Content-based instruction
Literature-based class.
Data analysis
• Descriptive statistics for cross-sectional
online surveys.
• Thematic analysis for semi-structured
interviews.
• Miles and Huberman’s model for
(Reduction, Display and conclusion drawing)

12. 7. References
 BOOK - Last name, Initial. (Year of publication). Title of work: Capital letter also for subtitle.
Publisher Name.
Stoneman, R. (2008). Qualitative research: Comprehending social realities.Yale University Press.
 BOOKCHAPTER - Last name, Initial. (Year of publication).Title of chapter. In Initial Last name
(Ed.), Title of work: Capital letter also for subtitle (pp. pages of chapter). Publisher.
Armstrong, D. (2019). Malory and character. In M. G. Leitch (Ed.), A new companion to Malory (pp.
144-163). D. S. Brewer.
 ARTICLE - Last name, Initial. (Year).Title of article. Title of Journal, volume number(issue
number), pages.
Scruton, R. (2016).Teaching listening. The New Criterion, 15(3), 5–13.

13. USEFUL BOOKS
Bell, J., & Waters, S. (2018). Doing your research project. A guide for first-time
McGraw Hill Education.
Creswell, J. (2012). Educational research. Planning, conducting, and evaluating
qualitative research (4th ed). Pearson.
Hopkins, D. (2014). A teacher’s guide to classroom research (5th ed.). McGraw Hill
Lankshear, C., & Knobel, M. (2004). A handbook for teacher research: From design to
implementation. Open University Press.
O’Leary, Z. (2017). The essential guide to doing research project (3rd ed.). SAGE
Sharp, J. (2009). Success with your education research project. Learning matters Ltd.