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in EFL
Research
Ellis, R.
What is L2
RESEARCH
indefines
The author
Nunan,
D.
What is L2
RESEARCH
Second Language
Drnyei, Z.
What is L2
RESEARCH in
This is classroom?
research is called
also be researches
because we need to
do our own research
nobody is going to do
our job for us.
Research and
evaluation are
activities that every
teacher engages in,
except that we do not
usually call it
Classroom research
is research that is
carried out in the
language classroom
for the purpose of
answering important
questions about the
learning and
teaching of foreign
languages.
Classroom research
primary research or
collection of ones own
data. It is particularly
applied to the study of
languages. This research
can contribute
something new to the
understanding of how
languages are acquired
or used because no two
language/learning/use
research is that it is
not enough to know
the way around a
classroom. The
teachers need to be
able to create and
construct their
knowing. They can be
in charge of their
doing which is
teaching.
Teacher research to:
make a direct
connection between
research and
practice motivated:
To seek a
solution to
some problem
with their
teaching or
their
students.
To experiment
Griffee,
D.
The approach
to
ROLE of
Ellis, R.
ROLE of
the
The researchers
Nunan,
D.
ROLE of
Drnyei, Z
ROLE of the
researcher?
To Think
1. What is research? Based on what you have read and based on the answers define research in L2
classroom. Do not forget to cite authors.
Research in the scientific sense is the organized, systematic search for answers to the questions we ask Hatch
and Lazaraton (1991), citing Drnyei (2007:15). Drnyei (2007) says or in short, research is disciplined inquiry. In
my words, research is a set of systematic process, organized and critical which applied to the study of a particular
issue.
L2 classroom research is research that is carried out in the language classroom for the purpose of answering
important questions about the learning and teaching of foreign languages Nunan (1990). This research can
contribute something new to the understanding of how languages are acquired or used because no two
language/learning/use situations are exactly the same Drnyei (2007).
Finally, I agree with Griffee (2012) who say as teachers should also be researches because we need to do our own
research nobody is going to do our job for us. Research and evaluation are activities that every teacher engages
in, except that we do not usually call it research. In that sense, research is what happens when the teachers do
their normal job. However, I think also requires knowledge, training and passion.
2. Is L2 research in the classroom different from other kinds of research? Explain. Support your answer
from authors
This is a very difficult question to answer but after analyzing I think
L2 classroom research stems from a question or a personal idea as all investigations. Always weve heard
qualitative and quantitative research as if they were the two alternatives research unique. I understood that
this classification refers is about types of data. Ellis (2012) wasnt accordance with this classification, he changed
the terms confirmatory and descriptive. In addition, dividing research into quantitative data (numbers and
statistical analysis) and qualitative data (verbal or narrative reporting) is not helpful. To identify research by the
type of data gathered is confusing and unhelpful. This makes the idea of qualitative and quantitative research
illogical, even impossible since it ignores the possibility of triangulation using multiple types of data Griffe (2012).
Later, appeared the mixed methods research or hybrid research offering various options to collect data, use and
analyze. In addition, I consider as teachers is very important knowledge research to choose the different methods
and research designs, organization and discipline because as Drnyei (2007) says or in short, research is
disciplined inquiry.
Te
r
m
Method ,
Methodology or
Design
Drnyei, Z. (2007)
Research Methods in
Applied Linguistics.
Oxford
Griffee, D. (2012). An
Introduction to Second
Language
Research
Methods: Design and
Data
Dale T. TESL-EJ
Publications
Method is frequently used
in close
proximity to other
terms such as paradigm,
quantitative, and qualitative.
Method could refer to a way
of organizing research (in
which case the term design
is preferable), it could refer
to a way of collecting data
(data collection instrument is
better in this case), or it
could refer to a way of
analyzing data.
A research design can be
defined as an operating
model for a research project,
which accounts for internal
reasoning (causality) and
external
reasoning
(generalizability).
If
the
introduction in a research
paper raises the question to
Strategy or
Tradition
Confirmatory Research
(quantitative): Confirmatory
studies of L2 teaching draw on
theories of language teaching and
learning to identifies the variables
(general theoretical construct)
that can be studied. Types
Experimental
Correlational
Descriptive Research
(Qualitative): Classroom
descriptive research aims to
produce qualitative and
quantitative accounts of classroom
processes, the factor that shape
these and their implications for
language learning. Types:
Interactional Research
Ethnographic Research
Hybrid Research: Combination
between confirmatory research
Quantitative
Research
involves
data
collection
procedures
that
result
primarily in numerical data
which
is
then
analyzed
primarily
by
statistical
methods.
Qualitative
Research
involves
data
collection
procedures
that
result
primarily in open-ended, nonnumerical data which is then
analyzed primarily by nonstatistical methods.
Mixed Methods Research
involves different
combinations of qualitative
and quantitative research
either at the data collection or
at the analysis levels.
The
term
qualitative
research is an imprecise
term. Its refers to a type of
data, not a type of research
design.
Furthermore,
the
term assumes the type of
data determines the type of
research.
In addition, dividing research
into quantitative data
(numbers and statistical
analysis) and qualitative
data (verbal or narrative
reporting) is not helpful. To
identify research by the type
of data gathered is confusing
and unhelpful.
This makes the idea of
qualitative and quantitative
research
illogical,
even
impossible since it ignores
Tesis 2
Soler, S. (2012). Between Dark Black and Light Brown. Discourses and Ethnic Identities among Afrodescendant Boys
and Girls in School Context in Bogot Entre el negro oscuro y el caf claro. Discursos e identidades tnicas entre
nios y nias afrodescendientes en contexto escolar en Bogot. file:///C:/Users/Docente%20Idiomas/Downloads/382616094-1-PB.pdf
T
e
s
i
s
N
Research
Objective &
Research
Question
Research
methodol
ogy or
Design
Role
of the
resea
rcher
Does this
research focus
on EFL teaching
and Learning?
Yes? NO?
Explain
Data
Gatheri
ng &
Analysi
s
Conclusions/
Reflections
&
Contribution
s
Objectives
1 To explore the
use of graphic
organizers while
reconstructing
texts.
2 To examine the
kind of information
students use to
reconstruct texts.
Research
Questions
*How do students
reconstruct their
texts when using
graphic organizers?
supporting
question
*What do written
productions from
students show the
ELT community
about students
connections with
previous
knowledge?
Qualitative
research
with
the inclusion of
descriptive and
introspective
approaches.
The researcher
makes
the
collection
of
own
information or
data with the
purpose
to
experiment
with innovation
in their classes,
in this case
(GOs).
Motivated
to
problem with
her their
students and to
create new
experiences.
Initially, the
research focused
on EFL learning
through the use of
GOs. Its for that
they were capable
of reading,
analyzing,
comprehending
and producers of
Data gathering
Instruments:
*Focus Groups
(pre-post)
*Graphic
organizers
(GOs)(pre-post)
*Students
documents.
Analysis
* The
triangulation
technique by
technique
expert rating
approach.
the aim of
triangulation is to
gather multiple
perspectives on
the same
situation being
studied
furthermore, to
have the same
Students can
benefit from using
GOs because they
learn how to
organize
information and
establish
relationships
among concepts.
Is necessary to
have training
periods for both
teachers and
students in order
to learn how to
create and use
different kinds of
References
Drnyei, Z., (2007). Research Methods in Applied Linguistics. New York. Oxford University.
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. John Wiley & Sons. Oxford.
Griffee, D. (2012). An Introduction to Second Language Research Methods: Design and Data Dale T. TESL-EJ Publications.
Nunan, D. (1990). Second Language Classroom Research. ERIC Clearinghouse on Languages and Linguistics Washington DC.