Grace Mission College

Catiningan, Socorro, Oriental Mindoro

Subject: EL 110 Language Education Research

Teacher: Mrs. Marilou B. Panagsagan
Weeks: 1-2

MODULE 1.1

Nature of Research

LEARNING OBJECTIVES

At the end of the studying the Module, students are expected to:

1. describe the nature of research;

2. distinguish scientific research and common sense;
3. identify and distinguish the different sources of knowledge;
4. differentiate the three kinds of research: basic or theoretical, applied and practical.

A. MEANING OF RESEARCH

As Seliger and Shohamy (1989) said, research is “the formalization of natural processes we
all carry from birth in dealing with the environment”. It begins with curiosity about a certain
phenomenon and it attempts to seek the truth or facts about the relationships of the variables that
influence the observed phenomenon. It aims to describe, identify, control relationships among
phenomena” to test existing principles and develop a theory. —

Research involves scientific process. It requires systematic procedure in investigating

observable phenomenon. The researcher -studies the data objectively and. examines critically the
findings of his/her own investigation against those conducted by Others, after which he/she identifies
the weaknesses and strengths of his/her own study.

Principles and conclusions are not simply based on common sense - which may tend to be
incorrect but based on a carefully well-planned systematic inquiry. Although Kerlinger (1972) stated
that common sense and science are similar for the latter is “a systematic extension of common sense,”
they still differ in many respects. Selltiz, et al., (1976), as mentioned by Catane (2000), cited that
‘common sense beliefs are not subjected to established principles and to a systematic inquiry; on the
other hand, science involves a thorough and an objective study of observable events based on tested
theoretical framework.

For several years, many believed that children acquire and learn their first language by
imitating the words and phrases they hear from their parents and other speakers, as suggested by
common sense, until language experts who were not just content on describing “learner language”
also sought to explain how a child acquires and learns a language. They raised questions such as:
“How do external and internal factors, such as social context/situation, attitudes, motivation, and
learning opportunities, learning styles and strategies account for the child's or learner’s first and
second language acquisition and learning? How do mental processes translate the learner’s existing
knowledge of the universal properties of language in coping with communication difficulties?” What
differences are there in the way in which individual learners acquire a language? What effects does
instruction have on_ second language acquisition/learning? All these questions caused experts to find
answers to these queries by conducting scientific research. Thus, the final objective of research is to
arrive at some principles that people have not yet known before the investigation began.

Common sense, as pointed out by Seliger and Shohamy, is just an initial step to testing a
theory in a “systematic, controlled, cmpirical and critical investigation of a hypothesis based on
existing theories relating to the problem.” (Kerlinger. 1972).

It can be said then that research follows certain steps which begin with the identification of
the problem, formulating hypothesis based on existing theories and _ principles, data gathering, and
integration of the findings and conclusions into the stream of knowledge.

However, research concerns obtaining knowledge which may come from four different types
of sources (Seliger and Shohamy, 1989).

Type 1: Knowledge as belief: Conclusions are not based on empirical investigation, but on
common sense; they should be considered as bases for forming hypotheses rather than established
knowledge about second language acquisition and learning.

Type 2: Knowledge as authority : Certain conclusions become acceptable since they come
from a source whose views on a phenomenon in his/her field of research are regarded as_ educated
judgment, thereby gaining popularity. Some methods that were accepted and became popular on the
basis of authority were the Silent Way, Suggestopedia, and Community Language Learning.

Type 3: A priori knowledge: It resembles beliefs, but this type is usually based on previous
systematic investigation, as in the theory of language acquisition that 'to make input comprehensible
to learners and to lead ultimately to successful classroom acquisition’ modified interaction is
important (Doughty and Pical986). In second language research, theories begin with a priori
knowledge.

Type 4: Empirical knowledge: Knowledge is a result of empirical study which goes through
the process of observation and experiment. The researcher interacts with the real world, observes’ the
phenomenon, before he draws conclusions. Theories are tested carefully and proven by other
researchers who are actually involved in language research by which they gather and validate data
collected.

Thus language research brings us in contact with different sources of knowledge: belief,
authority, a priori theories, and empirical evidence.

B. KINDS OF RESEARCH

Research can be categorized as basic or theoretical, applied, and practical. Although each
kind may be carried out separately and independently, their relationship is not unidirectional.
However, the division is useful since language research covers various topics and questions, from
generating theories and models to explain phenomena on language acquisition and learning, to the
actual practical application of these theories and applied findings in language teaching and learning
methods approaches, and techniques.
 Selinger and Shohamy illustrate how these three kinds of research are interrelated. A linguist
(A) views that ‘different languages share universal features’ and he/she is interested in finding out in
terms of rules necessary to form relative clause sentences these languages have in common. Hence,
he/she investigates various languages and determines the degree of similarities in sentence
formulation, then he/she abstracts principles to describe the rules in forming sentence for any
language used.

This theory generated by linguist (A) will be tested by another linguist (B) to find out the
validity of the principles abstracted by the linguist (A). However, although linguist (B) replicates and
applies the principles, he/she will further investigate other aspects of the theory developed by linguist
to test the internal consistency of the aspects under study.

Finally, another researcher (CC) who is directly involved in language teaching would want to
find out how useful the theory is in materials production; as such, researcher (CC) consults linguist
A's and linguist B's theories and findings and draws insights based on actual classroom application of
these findings, after which he/she draws conclusions and insights on the strengths and weaknesses of
the principles founded by the previous researchers.

The above illustration shows the interaction of the three kinds of research. Linguist A was
concerned with basic or theoretical research and in generating theory. Linguist B focused on an
independent theory of relative clauses and applying linguist A's conclusions to a specific problem
situation. On the other hand, researcher C dealt with the practical aspects of relative clauses for the
production of instructional materials.

To sum up, the kinds of research may be classified according to its purpose and the degree to
which the findings may be utilized. Basic research also known as 'pure' research is directed towards
the development of a scientific knowledge rather than its practical application. Applied research
considered as an action research is directed towards practical application of the scientific knowledge.
It attempts to explain certain problems brought about by certain phenomenon; it may modify, improve
an existing theory, or develop a new theory. Practical research is directed towards materials
development gained from practical knowledge or experience.

DISCUSSION POINTS

1. How does common sense differ from research?

2. What are the different sources of knowledge?
3. Discuss how the three kinds of research contribute to further understanding and knowledge of
language acquisition and learning phenomena?
4. Think of a linguistic theory that might have influenced the development of methods of language
teaching.
 MODULE II

Preparatory Stages

LEARNING OBJECTIVES:

At the end of the Module, students will be able to:

1. identify and explain the preparatory stages of conducting a language research.
2. prepare and submit a research plan with all its essential parts.
3. appreciate the importance of learning the skill of preparing a research plan in doing
research.

Much of the success of a research activity depends on the plan conceived for carrying out the
research. This Module deals with the beginning stages of setting up a research from the selection of a
topic to the formulation of a research plan. Specifically, the preparatory stages of research are:

1. selecting and focusing a research problem;

2. deciding on the research design and objective;
3. reviewing related literature and studies.

STEPS IN THE PREPARATORY STAGES

1. Selecting and focusing a research problem

a. Sources of a research problem. A research topic may be derived from 3 sources: the
researcher's experience and interest, other language researches; researches on allied disciplines.

1. Researcher's experience and interest. A research problem may come from the
researcher's personal experience with the study of language which he/she finds interesting. In
school or at work as a student or a teacher, he/she may observe things happening in the
process of learning or teaching which arouse curiosity and lead to questions’ seeking answers.
The desire to find answers to such questions may trigger the development of a research
problem. For instance, a student observes that his/her classmates who excel in English also
excel in other subjects. Such an observation may lead to the question, does proficiency in
English facilitate learning other academic subjects? From this, a research problem correlating
English proficiency with academic performance in other subjects may be formulated.

2. Other language researches. Most studies recommend a list of other research

topics. From this list, a researcher may get ideas on interesting topics to work on.

3. Researches on allied disciplines. Language study is closely linked with other

disciplines as mentioned earlier. Reading researches in Psychology, Education, Sociology,
Anthropology can provide the researcher a rich source of topics from which a research
problem may be chosen.
 b. Focusing a research problem. After selecting a general topic, the next task to consider is
how to narrow down the topic into something that can be done within the limits of the researcher's
environment such as time, resources, researcher's expertise, and other conditions under which the
study would be conducted. At this point, the researcher has to decide whether to work on a general or
specific topic.

c. Formulating the general and specific questions. Having decided to work on a specific
aspect of the topic, the researcher now has to translate this choice into general and specific questions
which will constitute the research statement of the problem. One general problem that expresses the
entire goal of the study will be formulated followed by three to five specific questions inquiring on the
particulars of the general problem.

2. Deciding on the research methodology

a. Choosing the appropriate methodology and procedure. Decisions on the appropriate

method of research to use depend om the research approach and objectives used in the study.
There are many methodologies used in language research, but the common ones are
descriptive, and experimental.

Examples of a descriptive language study are the oral proficiency of students in a

certain university, correlation between grades in English and grades in other academic
subjects among high school students, comparison of difficulties in learning English among
foreign students in the Philippines.

Examples of an experimental language study are effectiveness of multi-intelligence

method in teaching freshman English in college, validation of an instructional material for
teaching English on-line, comparison of the English proficiencies of regular and on-line
students.

3. Reviewing related literature and studies

a. Reason for the review. A review of related literature and studies is necessary for two
primary reasons: 1) To broaden the researcher's perspective of the research problem and 2) to help
him/her focus the problem into a workable research question.

From the review of books, articles, and other literature, the researcher becomes familiar with
the different theories underlying the chosen topic, other writers’ insights on the topic, and recent
developments on the study. From researches done by others, the researcher is exposed to the varied
methodologies applied to different studies and their significant findings and conclusions.

b. Sources of related literature and studies.

1) Libraries. School and other institution libraries are the primary provider of
information for the review. However, many libraries are inadequate in providing the materials
that the students need. Institutions which pay importance to research must equip their libraries
with substantial and updated materials. Otherwise, this, may deter instead of support the
conduct of research.
 2) On-line. Today, much information is provided by the internet which has boosted
research. The researcher must however, very judicious in selecting materials because not all
information posted online is reliable.

3) Professional Organizations. Some valuable materials on their specific disciplines

are kept by professional organizations. Attending their conferences will provide access to
these materials.

4) Foreign embassies. Some researches, especially in social sciences, will find

valuable materials in embassies. A letter: requesting access to these materials endorsed by the
student's adviser and dean can help facilitate research in these libraries.

DISCUSSION POINTS

1. What are the preparatory stages in conducting research?

2. How does a researcher decide on his research topic?
3. What criteria should be. considered in focusing the problem?
4. Why is review of related literature and studies important?
5. Where can related literature and studies be found?

Sample Research Titles:

1. The Use of Stimulated Recall Methodology in Second Language Research

2. Slips of the Tongue: Speech Errors in First and Second Language Production Among
Freshmen Students

3. Academic Reading and Modern Technology: Their Relationship to Independent Critical

Reading Skills of Pupils

4. The Listening Comprehension Skills and Comprehension Level of Intermediate School Pupils:
A Relational Study

5. A Phonological Awareness Program for Indigenous Students of Government Schools With

Hearing Disabilities

6. Stimulated Recall Methodology in Second Language Research

7. Communicative Language Teaching (CLT) Utilized by Educators and Linguists

8. Language Teachers’ Use of Audio-lingual and Grammar-translation Methods of Foreign

Language Instruction.

9. Gaming as an Instructional Strategy: Its Effect on the Enhancement of Learning for

Baccalaureate Education Students

10. A Meta-review on the use of Information Technology in the Teaching of Language Arts

11. Art for Special Needs Children: Bases for Teacher's Plan in Using Art in the Classroom to
Enhance the Development of Special-Needs Students.
 12. Various Avenues of Education Available to Autistic Children: Its Emphasis on Enhanced
Milieu Teaching

13. Motivation in Elementary School Classrooms: Its Role in Enhancing Student Academic
Performance

14. Professional Practices of Teachers. A Framework for Teaching

15. The Influence of Technology on Pedagogy

16. The Use of Teaching Strategies to Enhance Reading Abilities

17. Mnemonic Devices: Their Effect on the Academic Performance of Students with Learning
Difficulties

18. Play: Its Significance in the Early Childhood Development of Young Children

19. Current System of Child Assessment in Schools

20. Progressive vs. Traditional Education Teaching Strategies: A Comparative Study

21. A Survey Research on the Use of Formal and Informal Second-language Learning Strategies

22. The Effectiveness of Research Methods Involving Making Lists, Interviews and Thinking
Aloud, Note-taking, Diaries, Surveys, and Training

23. Decoding Skills of Education Students: Its Effect on their Comprehension Skills

24. Communicative Language Teaching Techniques Utilized by Language Teachers

25. Language Experience Approach and Second Language: Their Effect on Second Language
Acquisition

26. Early Language Development Theory in Relation to Bilingual First Language Acquisition for
Potential Bilingual Children

27. Writing and Speaking Competence of English Majors

28. The Building Blocks of Language: Approaches to Grammatical Constituency

29. The Academic Achievement of Grade IV Fast Learners in the Two School Divisions in
Negros Occidental

30. The Critical Thinking Skills of Education Graduates

31. The Computer Literacy of Academicians in the Basic Education Level

32. The Traditional and Formal Approaches to Grammatical Classes by Language Teachers

33. Grammatical versus Lexical Competence of Students Enrolled in Language Classes

34. Planning and Organizing Literature Instruction: Its Effect on the Learning and Reading
Difficulties of Children

Reference: Posecion, O.T. et. al (2011) Language Research: Principles and Application: Lorimar Publishing