CORPORACIÓN UNIVERSITARIA MINUTO DE DIOS

BACHELOR PROGRAM OF ENGLISH LANGUAGE TEACHING

Name: ___________________________________________

Activity 1: Take a look at the following Research Question:

Does meaningful peer written feedback affect the way students polish their articles for the
Magazine in Skills 1-3 at the CCA?

a. identify what is wrong

b. Underline any words that are jargon
c. Circle and change any value-laden words that would require an explanation for readers
d. Write your version of the question

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Activity 2: Identifying problems in research questions

Rear the following research questions and tick the problem it has.

a. How should social networking sites address the harm they cause?

Unclear __unfocused ___ too simple____

b. What is the effect on the environment from global warming?

Unclear __unfocused ___ too simple____

c. How are doctors addressing diabetes in the U.S.?

Unclear __unfocused ___ too simple____

Activity 3: Identify the key words, and the target group in the following research questions

a. What happens when peer written feedback is incorporated in the final stage of low-
intermediate EFL A2 students’ written production at a language center?
b. What are the contributions of using adapted material for teaching English to blind and
visually impaired students in mixed classrooms at Uniminuto?
c. How can a Professional Learning Community promote changes in the teaching practices
and English knowledge of out-of-field teachers at a private school in Bogotá?
d. How do first semester students at Uniminuto university imagine themselves as English
language teachers?
 CORPORACIÓN UNIVERSITARIA MINUTO DE DIOS
BACHELOR PROGRAM OF ENGLISH LANGUAGE TEACHING

Activity 4: Using the criteria mentioned before, transform these questions into researchable
ones.

a. What happens when students in basic courses perform role-plays to improve their speaking
skills?

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b. How does the use of storytelling help students develop fluency and accuracy at the UP at CCA

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Activity 4: Identify if the following questions are research or teaching questions. Explain why

Teaching Researchable
question Question
1. What kind of listening activities do my students like?

2. How does critical literacy help to develop reading comprehension of

short stories in second and third grade in the EFL class?

3. How might fables generate a reflection about the importance of

personal values in EFL classroom with fourth graders at Colombo Latino
School?
3. How much oral correction helps students learn?
4. Why do students take so long to break into small groups for teamwork?

5. Why do students do a “diplomado?”

6. Why do students take pictures instead of taking notes?

7. What songs do students prefer listening in class?

Activity 5: Write your research question and identify the constructs. Can you explain what each
one of them means? Does your literature review support those concepts?