Foundations

in EFL
Research
FOUNDATIONS IN EFL RESEARCH

Objective: To understand the terms: Second language classroom research

Deadline: submit this assignment before from August 20 to August 28,
2016
Evaluation criteria: According to the evaluative criteria, this assignment
corresponds to the Learning Strategy One and it will be graded the total
activity on 50 pts.
Resources:

 Dörnyei, Z. (2007) Research Methods in Applied Linguistics. Oxford

 Ellis, R. (2012). Language Teaching Research & Language Pedagogy.
Wiley & Blackwell (Introduction pages 1 to 21 and Chapter 2 Methods
for Researching the Second Language Classroom. Pages 21 to 49)
 Griffee, D. (2012). An Introduction to Second Language Research
Methods: Design and Data Dale T. TESL-EJ Publications
 Nunan, D. (1990). Second Classroom Research
Language Classroom Research. ERIC Digest.
Retrieved from
http://virtual20151.ustadistancia.edu.co/plugin
file.php/39518/mod_label/intro/ERIC%20DATA
%20BASE- SECOND%20LANGUAGE
%20RESEARCH-DAVID%20NUNAN
%20%282%29.pdf

Note: The first reference corresponds to the course textbook

and the other readings are available in the virtual room and
internet
PART ONE: The Theory

Based on the four authors complete the matrix and at the same time make a metacognition and
appropriateness exercise. This will let you make your own deductions, reflections and conclusions
(1.5Pts.)

Griffee, Ellis, R. Nunan, Dörnyei, Z.

D. What is L2 D. What is L2
What is L2 RESEARCH What is L2 RESEARCH in
RESEARC
As teachers should The authorindefines RESEARCH
Second Language This is classroom?
research is called
also be researches two methods for Classroom research “primary research” or
because we need to researching in L2. is research that is collection of one’s own
do our own research Practitioner carried out in the data. It is particularly
nobody is going to do Research: It is language classroom applied to the study of
our job for us. conducted by for the purpose of languages. This research
Research and teachers in their own answering important can contribute
evaluation are classrooms questions about the something new to the
activities that every motivated drawing learning and understanding of how
teacher engages in, on the principles of teaching of foreign languages are acquired
except that we do not action research or languages. or used because no two
usually call it exploratory practice. Classroom research language/learning/use
Griffee, Ellis, R. Nunan, Dörnyei, Z
D. ROLE of D. ROLE of the
ROLE of
The approach to the
The researchers ROLE of researcher?
research is that it is make a direct The purpose of classroom-oriented
The researcher makes
not enough to know connection between research is to identify the
the collection of one´s
the way around a research and pedagogic variables thatownmay
information or data.
classroom. The practice motivated: facilitate or impede acquisition.
Fundamental The features of
teachers need to be  To seek a variables may relate toatheresearcher:
learner,
able to create and solution to the  Genuine curiosity.
construct their some problem teacher, the instructional
 A lot of common
knowing. They can be with their treatment/environment or some form
in charge of their sense.
of interaction among these factors.
teaching or
doing which is  Good ideas.
their
teaching. students.  Discipline,
Teacher research to: reliability and
 To experiment
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 Dörnyei (2007:15). Dörnyei (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 Dörnyei (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 we´ve 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) wasn´t 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 Dörnyei (2007) says or in short, research is
disciplined inquiry.
PART TWO: The Terminology
Read the provided materials and based on them develop the following workshop. (1.5Pts.)
2. According to Ellis, R., Dörnyei, Z., and Griffee, D. define the following terms: Method or Methodology, Design
or Paradigm Strategy or Tradition.
Ellis, R. (2012). Language
Teaching Research & Research Methods in
Language Pedagogy. Wiley &
Te Blackwell (Introduction pages
r 1 to 21 and Chapter 2
m Methods for Researching the
Second Language Classroom.
Method , InPages 21 to
language 49)
teaching research the
Methodology or method or methods are different
Design strategies or general approaches
used in the research to language
teaching.
The earliest researches were
focused in ‘method’ oriented.
Then, appeared the post- method
and comparative method.
Increasingly, the instructional
strategies chosen for study are
derived not from ‘methods’ but
from theories of language learning
focused on the ‘process’ features
of L2 classrooms and variety the
different methods.
The studies have drawn on a
variety of different research
methods; ‘interactional analysis’-
‘discourse analysis’-
‘conversational analysis’- the
‘ethnography of communication’
Dörnyei, Z. (2007)
Applied Linguistics.
Oxford
Due to different nature of
qualitative and quantitative
data, different methods have
been developed in the past to
collect and analyze them,
leading to the differentiation
between two research
paradigm, “qualitative
research” and “quantitative
research”.
The method refers to data
collection applied, the nature
of the collect data, and the
method of data analysis used
to process the data and obtain
results.
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 Confirmatory Research Quantitative Research
Tradition (quantitative): Confirmatory involves data collection
studies of L2 teaching draw on procedures that result
theories of language teaching and primarily in numerical data
learning to identifies the variables which is then analyzed
(general theoretical construct) primarily by statistical
that can be studied. Types methods.
 Experimental
Qualitative Research
 Correlational
involves data collection
Descriptive Research procedures that result
(Qualitative): Classroom primarily in open-ended, non-
descriptive research aims to numerical data which is then
produce qualitative and analyzed primarily by non-
quantitative accounts of classroom statistical methods.
processes, the factor that shape
these and their implications for Mixed Methods Research
language learning. Types: involves different
 Interactional Research combinations of qualitative
 Ethnographic Research and quantitative research
Hybrid Research: Combination either at the data collection or
between confirmatory research at the analysis levels.
The term qualitative
research is an imprecise
term. It´s 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
PART THREE: From the theory to the practice.

Read ONE of the following tesis analyze it and complete the

matrix below. (2.0Pts.) Tesis 1

Reyes, C. (2010). Connecting Knowledge for Text Construction through the Use of Graphic Organizers* El Uso de
Organizadores Gráficos para la
Construcción de Textos y la Creación de Conocimiento.
Available on line:
http://revistas.udistrital.edu.co/ojs/index.php/calj/article/vie
w/2928/4280

Tesis 2
Soler, S. (2012). Between Dark Black and Light Brown. Discourses and Ethnic Identities among Afrodescendant Boys
and Girls in School Context in Bogotá Entre el negro oscuro y el café claro. Discursos e identidades étnicas entre
niños y niñas afrodescendientes en contexto escolar en Bogotá. file:///C:/Users/Docente%20Idiomas/Downloads/3826-
16094-1-PB.pdf

Research Research Role Does this

T Objective & methodol of the research focus Data Conclusions/
e
Research ogy or resea on EFL teaching Gatheri Reflections
s
i Question Design rcher and Learning? ng & &
s Yes? NO? Analysi Contribution
N Explain s s
 Objectives The researcher Initially, the Data gathering The results of the
1 To explore the Qualitative makes the research focused Instruments: study
use of graphic research with collection of on EFL learning *Focus Groups demonstrated
1 organizers while the inclusion of own through the use of (pre-post) that students
reconstructing descriptive and information or GOs. It´s for that  *Graphic made connections
texts. introspective data with the they were capable with previous
organizers
approaches. purpose to of reading, knowledge
(GOs)(pre-post)
2 To examine the experiment analyzing, acquired at school
kind of information with innovation comprehending  *Student´s as part of the
students use to in their classes, and producers of documents. curriculum or at
reconstruct texts. in this case their own texts.  home as part of
(GOs). It´s as a tool for to their daily
Motivated to facilitate the experiences.
problem with In the same way,
Research her their the research also  Analysis Students can
Questions students and to focused in EFL * The benefit from using
*How do students create new teaching because triangulation GOs because they
reconstruct their experiences. the teacher was technique by learn how to
texts when using motivated technique organize
graphic organizers? to answer their expert rating information and
supporting own questions, to approach. establish
question seek a solution to the aim of relationships
*What do written some problem with triangulation is to among concepts.
productions from their teaching or gather multiple Is necessary to
students show the their students and perspectives on have training
ELT community to experiment whit the same periods for both
about students’ innovation in their situation being teachers and
connections with classes. studied” students in order
previous furthermore, to to learn how to
knowledge? have the same create and use
different kinds of

References

Dörnyei, 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.