1

BASIC CONCEPTS OF RESEARCH

I. INTRODUCTION TO RESEARCH
A. What is Research?
Research
- According to Prieto, Naval and Carey (2017); Walker (2010) Research
is the systematic investigation and study of materials and sources to
establish facts and reach new conclusions.
- Systematic inquiry using disciplined methods to solve problems
- Searching for theories, for testing theory for problem solving
- A systematic controlled empirical and critical investigation of
hypothetical proposition about the presumed relations among natural
phenomenon (Kerlinger, 1973)

1. Significance of Research
1. To gather necessary information
2. To make changes
3. To improve the standard of living
4. For a safer life
5. To know the truth
6. To explore our history
7. To understand arts

To gather necessary information

Research provides you with the necessary information related to your field of study or
work. For example companies may do research before manufacturing a product

To improve the standard of living

Only through research can new invention and discoveries come into life. How would life
without Graham Bell and his telephone? Or what would have happened if Martin Cooper
did not give us the concept of mobile phones? Steve Jobs?
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To have a safer life

Research has done great discoveries in the field of health, technology, nutrition, and
medicine. These things have improved life expectancy and helped in curing a lot of
disease.
To know the truth
Research investigates and exposes what is wrong belief people holds. Listening to
different opinions and studying facts and available data will lead to unravelling the truth.
To explore history
Research about history enables us to learn and understand the past and prepare for a
better future.
To understand arts
Research helps us in understanding the works of artist in different fields of arts. Arts
contribute to the refinement of our sensibilities and cultivate values needed for our daily
existence.
2. Characteristics of Research
1. Empirical
2. Systematic
3. Controlled
4. Employ hypothesis
5. Analytical
6. Objective
7. Original work

3. Process in Research
According to Aditi Garg (2012) research is the process of gathering information for the
purpose of initiating, modifying or terminating a particular investment or group of
investment
7 steps by Garg (2012)
• Step 1: Define research problem
• Step 2 Review of Related Literature
• Step 3 Formulate Hypothesis
• Step 4 Preparing the research design
• Step 5 Data Collections
• Step 6 Data Analysis
• Step 7 Interpretation of Data
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4. General Phases of a Research Study

• Conceptual Phase
• Design and Planning Phase
• Empirical Phase
• Analytic Phase
• Dissemination Phase

5. Concept of Variables
• Measurable characteristics that varies among subjects
• Research is conducted because this variance occurs!
Examples:
• Nationality
• Distance
• Duration of Stay
• Sales in Pesos

• Variables:
• Independent Variable – presumed cause
• Dependent Variable – presumed effect
Types:
• Continuous (e.g. distance)
• Discrete (e.g., number of children)
• Categorical (e.g., marital status)
• Dichotomous (e.g., gender)
6. Concept of Data
• Data are pieces of information obtained in a study
• Data are the actual “values” of the study variables
• Quantitative - numeric values
• Qualitative - narrative descriptions

7. Concept of Rigor
• Striving for excellence in research which involves:
• Discipline
• Adherence to detail
• Strict accuracy!
• Uses precise measurement tools
8. Concept of Control
• Using “rules” to decrease error and increase probability that the findings of the
study are an accurate reflection of reality.
• Ensure results that reflect true relationship among variables.
• Reduction of the influence of unwanted “extraneous” variables.
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9. Concept of Sampling
• Who/what do you want to study?
• Choosing subjects who are “representative” of the study population

10. Concept of Setting

• Location of the study - can affect results
• Natural Setting: Uncontrolled, real life situation
• Partially Controlled: Manipulated or modified in some way
• Highly Controlled: Artificial environment for sole purpose of doing research.
Decreases effects of outside influences.

B. TYPES OF RESEARCH

1. BASIC OR PURE RESEARCH

 Directed to develop theories that can increase the state of knowledge
 Directed to develop theories that can increase the state of knowledge
 Pursuit of knowledge or finding truth
 Generates or refines theory
 Often uses laboratory setting
 Findings may not be directly useful in practice

2. APPLIED RESEARCH
 Directed to solve problems or make decisions for what are considered practical
purposes.
 Also directed at clinical trials aimed at developing and evaluating new program,
product, method or procedure.
 Knowledge intended to directly influence practice
 Conducted in actual practice conditions
 Evaluate interventions
 Test/validate theories
 Evaluate “Basic” research knowledge for usefulness
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3. MAJOR TYPES OF RESEARCH ACCORDING TO DESIGN

C. RESEARCH DESIGNS FOR QUANTITATIVE STUDIES

1. Experimental Research
• Researcher manipulates or controls variable(s) and observes effect in other
variable(s).
• Evaluates cause and effect relationship.

2. True Experimental vs Quasi Experimental

True Experimental
Criteria
 Control
 Intervention or Manipulation of variables
 Random selection of Subjects
 Random assignment of groups to control and experimental conditions

Quasi Experimental – is an empirical study used to estimate the causal

impact of an intervention on its target population without random assignment.
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3. Non-experimental
• Describes or looks at relationships(s) or correlation (s) between variables.
• Variables are not manipulated by the researcher
• Examples:

- Descriptive and Correlational studies which can be:

Longitudinal or Cross-sectional
Retrospective or prospective

D. A HYPOTHESIS
• States a prediction
• Must always involve at least two variables
• Must suggest a predicted relationship between the independent variable
and the dependent variable
• Must contain terms that indicate a relationship (ex. More than, different
from, associated with)

1. Simple Hypothesis vs Complex Hypothesis

• Simple Hypothesis
- Expresses a predicted relationship between one independent variable
and one dependent variable
• Complex Hypothesis
- States a predicted relationship between two or more independent
variables and/or two or more dependent variables

2. Research/AlternativeHypothesis vs Null Hypothesis

• Research or alternative hypothesis
- States the actual prediction of a relationship
• Statistical or Null Hypothesis
- Expresses the absence of a relationship (Used only in statistical
testing)
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E. SAMPLING
A sample is “a smaller collection of units from a population used to determine truths
about that population” (Field, 2005)

Why sample?
Resources (time, money) and workload –
Gives results with known accuracy that can be calculated –
mathematical

Target Population
- The population to be studied/ to which the investigator wants to
generalize his results
Sampling Unit:
- smallest unit from which sample can be selected
Sampling frame
- List of all the sampling units from which sample is drawn
Sampling scheme
- Method of selecting sampling units from sampling frame

The sampling process comprises several stages:

1. Defining the population of concern
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2. Specifying a sampling frame

3. Specifying a sampling method for selecting items or events from the frame
4. Determining the sample size –
5. Implementing the sampling plan
6. Sampling and data collecting
7.Reviewing the sampling process

Determining the sample size:

1. Types of Sampling
Non-probability sampling- Any sampling method where some elements of
population have no chance of selection

Convenience Sampling
Snowball Sampling
Purposive Sampling.

Probability sampling - is one in which every unit in the population has a

chance (greater than zero) of being selected in the sample, and this probability
can be accurately determined

Simple Random Sampling,

Systematic Sampling,
Stratified Random Sampling,
Cluster Sampling
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II. DIFFERENCES BETWEEN TYPES OF RESEARCH

A. WHAT IS QUALITATIVE RESEARCH?
 Qualitative Research is primary an EXPLORATION RESEARCH. It is used to
give an understanding of underlying reasons opinions and motivation
Yin (2011) definition
1. Studying the meaning of people’s lives, under real- life conditions; people will
not be limited by confines of a laboratory.
2. Representing the views and perspective of the participants of the study in the
result of the research that mirrors the values and meaning of the people who
live them, not by the researcher.
3. Covering the contextual condition within which people live the social institution
and environmental conditions within which they live. They may influence all
human events.
4. Contributing insights into existing or emerging concepts that may help or
explain human social behavior. Research can be an instance for developing
new concepts.
5. Striving to use multiple source of evidence is better than relying on a single
source alone.

1. Qualitative vs Quantitative

Qualitative Quantitative

Typically a probability-based
(Usually) Non-probability based sample
sample

Non-generalizable Generalizable

Answers How many? When?

Answers Why? How?
Where?

Formative, earlier phases Tests hypotheses, latter phases

Data are “rich” and time-consuming to Data are more efficient, but may
analyze miss contextual detail

Design may emerge as study unfolds Design is decided in advance

Various tools, instruments

Researcher is the instrument
employed
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Qualitative “vs.” Quantitative

 Research question guides the choice

 Choice of methods is situational

 Complementary

 Research is more complete with both

 Each requires resources and time

 Can be amended for rapid analysis

2. Purpose:
- Qualitative
To understand and interpret social interactions
- Quantitative
To test hypothesis, look at cause and effect and make predictions

3. Group studied
Qualitative Quantitative
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4. Variables:
- Qualitative
 Study the whole, not variables.

- Quantitative
 Specific variables studied.

5. Form of Data Collection:

Qualitative
 Open ended responses
 Interviews
 Participants observation
 Fields notes
 reflections
Quantitative
 Precise measurement using structured and validated data- collection
instrument.

6. Types of data Analysis:

Qualitative
 Identify, patterns, features, themes
Quantitative
 Identify Statistical Relationship

7. Result:
Qualitative
 Particular or specialized findings that is less generalizable/ Transferable
Quantitative
 Generalized findings that can be applied to other population
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8. Most common Research Objectives:

Qualitative
 Explore, discover, construct
Quantitative
 Describe, explain and predict

9. Focus:
Qualitative
 Wide- angle lens; examine the breadth and depth of phenomena
Quantitative
 Narrow- angle lens; test specific hypotheses
10. Nature of observation:
Qualitative
 Study behavior in a natural environment
Quantitative
 Study behavior under controlled condition; isolate causal and effect
11. Nature of Reality:
Qualitative
 Multiple realities, subjective (Constructivist, Existentialist,
Quantitative
 Single, reality; Objective (Positivist)
12. Final Report:
Qualitative
 Narrative report with contextual description and direct quotation from
research participants
Quantitative
 Statistical report, correlations. Comparison of means and statistical
significance of findings
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III. QUALITATIVE RESEARCH DESIGNS

COMMON LESS COMMONLY USED
•Ethnography •Delphi Studies
•Phenomenology •Qualitative Outcomes
•Grounded Theory Analysis
•Historical •Feminist Research
•Narrative Analysis •Critical Theory Research
•Case Study •(Participatory) Action Research
•Discourse Analysis
•Qualitative Descriptive •Semiotics, Photovoice

1. Phenomenology
Discipline: Philosophy
Concept: Lived Experience
Types: Descriptive and Interpretive
Feature: Bracketing; Grand Tour Question General SOP, no RRL in
proposal
Sampling: Purposive; Snowball; Data Saturation
Collection: Face-to-Face In-depth Interviews
Analysis: Thematic Analysis

2. Ethnography
Discipline: Anthropology

Concept: Culture; Cultural Processes

Types: Macro, Micro, Institutional, Cyber, Focused, Autoethnography

Feature: Long fieldwork

Sampling: Purposive and Incidental; People & Artifacts

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Collection: Informal interviews

Analysis: Emic description of the culture

3. Grounded Theory
Discipline: Sociology (Symbolic Interactionism)
Concept: Social Structure/Processes
Types: Glasser & Strauss, Corbin & Strauss, etc.
Feature: Creation of Model or Theory General/loose SOP
Sampling: Theoretical Sampling
Collection: Mainly Interviews; Observation and Documents
Review as Needed
Analysis: Constant Comparative Analysis
4. Historical

Discipline: Research History

Concept: Past: Events, People, Places

Types: Oral History, Biography Autobiography

Feature: Authenticity of Source

Sampling: Sampling for Historical Artifacts; People for Oral History

Collection: Interviews, Documents Analysis

Analysis: Historical

5. Narrative Analysis
Discipline: Communication Arts/Sciences
Concept: Stories, plots
Types: Life history
Feature: Finding the pattern and meaning of stories emerging from
the narratives
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SOP based on plot

Sampling: Purposive
Collection: Interviews
Analysis: Narrativization (finding plots, characters, etc)

6. Discourse Analysis
Discipline: Social sciences, sociolinguistics

Concept: Stories, plots

Types: Foucauldian, Critical

Feature: Deconstructing the text

Sampling: Corpus-based SOP based on sociolinguistic inquiry

Collection: Published texts usually in public domain, conversations

Analysis: Discourse analysis

7. Case Study

Discipline: Pragmatism

Concept: Focused Phenomenon: “Case” Types: Single, Multiple

Feature: Multiple Data Collection and Perspectives to Create an

Extensive Exploration of Case

Sampling: Purposive Sampling

Collection: Triangulation (Data and Person Triangulation)

Analysis: Qualitative Analysis with/out an Interpretive/ Theoretical

Framework

8. Critical Theory
Discipline: Contemporary Social Sciences
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Concept: Sociopolitical Ideologies

Types: Eg. Feminist Studies, Race Studies
Feature: More Interpretive than Descriptive
Sampling: Purposive Sampling
Collection: Focused interview and any narrative data; unstructured data
like photos
Analysis: Discourse Analysis, Thematic/Content Analysis

9. Action Research

Discipline: Education (Origin)

Concept: Development; Empowerment

Types: Eg. Community Participatory Action Research

Feature: Reflective sessions and continuous exploration of solutions

Sampling: Purposive Sampling

Collection: Focus group discussions and other forms of narratives

Analysis: Analysis with Participants

10. Qualitative Descriptive

Discipline: Any academic/applied research

Concept: Opinions, Feelings, Perceptions
Types:
Feature: When the research goal does not fit any of the designs
previously discussed, this is your design of choice.
Sampling: Based on need
Collection:
Analysis: Thematic Analysis, Content Analysis
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11. Delphi Research

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IDENTIFYING THE INQUIRY AND STATING THE PROBLEM

A. FINDING A RESEARCH TOPIC

1. Sources of Research Topics

 Teachers, Friends and Researchers

2. Types of Research Topics

 Local, regional, national and international topics
 Theoretical and practical topic

3. Criteria of a Good Research Topic

 Topic of interest
 A topic that other people like
 Doable
 Current
 Relevant to field of specialization

B. WRITING THE BACKGROUND OF THE RESEARCH STUDY

 At least 3 paragraphs
 Place the research topic within a bigger context
- Identify some strong findings that other researchers have written about
in the past that can help people understand why your topic is important.
- Give specific facts that has been documented

C. WRITING THE PROBLEM STATEMENT

- Written in one or few paragraphs that pinpoint the exact problem that
you plan to focus on.
- Must be directly linked to your topic
- Starts with the general background and ends with one or more
sentences that clearly state the main problem.

D. WRITING THE PURPOSE STATEMENT

- Topic is clearly stated as well as the background and the problem (must
be clearly interconnected)
- In your purpose statement (one or three paragraphs), state again the
background information and the reason why you want to conduct your
research study (one or three sentences).
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- Should focus on addressing the research problem

E. STATING THE RESEARCH QUESTIONS

- Give direction of the research study
- Should help in addressing major problem
- Points to consider when writing the research questions:
1. Each question should be unique. Do not state two questions in one.
2. No questions should have subsections in qualitative research (QLR).
3. Should have 3 – 5 research questions.
4. At least one (the last one) should address the selected problem.
5. Should be written clearly and concisely.
6. Should be written in the third person.
F. DISCUSSING THE SCOPE OF THE RESEARCH
- Put boundaries around planned research.
- Boundaries are called delimitations.
- In writing the scope, present a clear picture where your research will
take place and what will be included and not included.
G. LIMITATIONS OF THE RESEARCH
- Limitations are the expected weakness and shortcomings of the study.
- Example of these are the following: limited fund, limited number of
participants, limited skills, and the like.
- When you state your limitation clearly, you actually strengthen your
study.
- For each limitation, briefly state why, what should be done.
H. STATING THE SIGNIFICANCE OF THE RESEARCH STUDY
- Show how your study will improve the lives of other people
I. WRITING THE TITLE OF THE RESEARCH STUDY
- The topic is the big umbrella under which you find your title.
- The topic must have the major concepts of your topic, the context and
idea about the participants and the research design.
Guidelines in writing your title (QLR):
1. Include the major Key concepts of your topic, an idea about the
participants, the context and about the research design
2. Keep it to 10-15 word only.
3. Can use a colon to divide the title into to parts
4. Don’t use a sentence form, a period or question mark at the end.
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LEARNING ACTIVITIES:
1. Please write the following about your research project with the guidance of your
professor. Make sure to cite some books or journal articles that are relevant to
your topic:

a. Topic

b. The title

c. The Background (1-3 paragraph)

d. The problem statement (1 paragraph)

e. The purpose statement (1 paragraph)

f. 3-5 research questions

g. The scope of your research study (1-2 paragraphs)

h. The limitations (1 paragraph with at least 3 limitations)

i. The significance of the study (1-2 paragraphs with at least 3 distinct points of

significance of your study.

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REVIEWING THE LITERATURE AND DEVELOPING WRITING SKILLS

A. FINDING THE SOURCES

- It is important to use scholarly materials
- Below are some website that you can use to find quality textbooks and
journal articles:
1. Googlebooks (https://books.google.com) . There are many textbooks
for free on this site.
2. Google Scholar (http://scholar.google.com). Tons of articles that can
be downloaded and read.
3. Director of Open Access Journal at (https://doaj.org). This is a
collection of thousands of journals and each journal can have
hundreds of articles.
4. Others: (https://www.researchgate.net and
https/www.academia.edu)

B. SELECTING THE BEST SOURCES

1. Primary books and journal articles

2. Sources written by the experts on your topic
3. Sources published recently (within the 5 years)
4. Sources that can be accessible entirely.
5. Sources that many people keep referring to in their own books or article
6. Sources that your professor recommend

C. CITING PROPERLY
- APA (American Psychological Association)
- MLA ( Modern Languages Association)
- Turabian or Chicago Manual
- Use what is required by your school

D. WRITING LIKE A RESEARCHER

1. Citing Inside the Text
A. Using a direct quote
- Should not be overused.
- Put quotation marks
- Should not be longer than 20 words.
- Should not use more than 3 quotes in one page
- Must provide the family name of the author, year of publication, the page
number.
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Example:
Wa-Mbaleka (2018) states that “ one of the ways to make a manuscript
readable is to subdivide the literature into clear subsections” (p. 65)
because such practice helps the readers easily see a clear structure of
the paper.

B. Paraphrasing
- To be used in synthesizing your own words that you have read from the
source
- Preferred in research writing
Example:
One of the best ways to organize a review of the literature is to have a
clear structure with different sections (Wa-Mbaleka, 2018).

C. Comparison
- It is important to indicate where different sources stated the same thing.
It shows that you are a very good reader who is able to find similarities
between different sources.
Example:
Both Lune and Berg (2017) and Wa-Mbaleka (2018 emphasize the
importance of presenting a thorough review of the literature in qualitative
research.

D. Contrast
- Sometimes, it is good to state how two or more sources are different.
Example:
While Denzin and Lincoln (2011) emphasize the importance of using
solely qualitative research concepts in research papers, Yin (2014)
sometimes uses quantitative research concepts such as validity and
reliability.

E. Critical Analysis
- This is an approach of writing that sets you apart from the crowd. This
calls for your critical thinking.
- From what you read, you should try to find something that does not have
a convincing argument.
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- State why the argument presented in a source is not well supported.

- Try to show the flaws or weakness in the research that other people did
before.
Example:
Although the study conducted by Kashen(1989) claimed that the people
can learn second language vocabulary only by reading, there is some
doubts about this claim. In the study, he asked students to watch a video
clip related to the same topic. This viewing may have pushed the
research participants to check the meaning of the unknown words in the
dictionary. This approach sheds some doubts about his claim that
people can learn second language vocabulary solely by reading

2. Listing the References

- Every source that are cited must be completely be presented at the end
of the manuscript in the section called “References”
- Do not add reference entry in the “References” if it is not cited.
A. Reference Entry in a Book

1. Book with one author

 Complete Name: __________

 Year of Publication: __________
 Title of the book: ___________
 Place of Publication: ________
 Publisher: ___________

2. Book with two authors

 Complete Names: __________

 Year of Publication: __________
 Title of the book: ___________
 Place of Publication: ________
 Publisher: ___________
B. Reference Entry of a Journal Article

 Complete Name: __________

 Year of Publication: __________
 Title of the Journal: ___________
 Title of the Article: ___________
 Journal Volume: _____________
 Journal Issue #: _____________
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 Page Numbers: ________

 URL where to find this journal article: ___________

NOTE:
 When the article are citing a DOI number, use it instead of using URL of
that article.
 When a journal has no issue number (some are like that), you do not need
to put anything in the place of the issue number.
 If you have more than two authors for a book or an article, the sign “&” will
come right before the last author’s name
 If a book has different editions, you will need to specify the edition number
right after the tile of the book in the reference entry.
 Another website where you can learn a lot about APA if no access to APA
Manual : http://owl.english.purdue.edu/owl/section/2/10

LEARNING ACTIVITIES

1. Write the literature review for the topic that you are working on. It must be at least
5 pages, double space.
2. Cite at least 10 in-text and end-text references for your paper.
3. Fill in the following table using the data that you will collect for your literature
review

Source Type In text End text Main ideas Syntheis

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UNDERSTANDING QUALITATIVE DATA

A. DEFINITION OF DATA
- Data is the plural of the word “datum”
- Defined as the information that we collect to understand our research
problem and generate relevant solution.
- Any information collected during a research study that is not related to
that study does not count as data.
- Since data must be directly related to the research problem, it is
expected to have a clear plan of the data collection before going out to
collect data.

B. SOURCES OF QUALITATIVE DATA

Interview
- One of the most common source of QRL when human participation are
involve.
- Done one on one

Focus group discussion (FGD)

- It is a group interview
- Group of 3-6 participants

Observation
- This source of QLR data helps by being able to observe participants in
their natural setting.

Written documents
- Can provide important data to understand better the issues pertaining to
the research problem. Ex. Letters, posters, syllabus, written
assignments.

Picture
- Two types of picture: 1 taken while conducting observation and the other
one are pictures already taken and were relevant to the study.
- Analyzing these pictures carefully can help the research understand
better the research problem.

Artifacts
- These are important objects encountered while doing observation or
talking to people in their natural setting.
- They usually carry a historical or cultural value that may be important to
the research project.
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Existing audios
- Speeches of powerful leaders, sermon and radio talks.
- Keep in mind that to analyze this kind of data, you may have to transcribe
it.

Existing videos
- Use of videos or video clips that are relevant to your research topic

NOTE:
 In the planning process, it is necessary to decide what sources of
date are best suited to the research project.
 For each source, explain why is it important for your research
project.
 A combination of 3 sources would be sufficient.

C. POPULATION AND SAMPLE

- Population refers to the all the individual who meet the selection criteria
to participate in the study.
- In QLR, the focus is on the sample.
- A sample is a small number of research participants that are
purposefully selected based on their willingness to participate in and
their expertise on the research problem.

D. SAMPLING STRATEGIES IN QUALITATIE RESEARCH

1. Sampling Strategies
Purposive sampling or purposeful sampling
- Most commonly used in qualitative research
- In purposive sampling, participants are selected because: a)
Purposefully selected, b) they have the expertise to the research topic,
c) willing to share what they know.

Snowball sampling
- Research participants are asked to help recruit other participants who fit
the selection criteria.

Multiple variation sampling

- To be able to get multiple perspectives on the research topic.
- Getting multiple perspectives can provide an in-depth exploration of the
study.

Convenience sampling
- Type of samples obtained simply by convenience.
- Samples are readily available
- Least preferred among the four.
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2. Minimum required Number of Participants

Recommended Minimum Number of Participants per Design

QLR DESIGN MINIMUM NUMBER OF PARTICIPANTS

1. Case Study 8
2. Ethnography 15
3. Phenomenology 8
4. Action
10
Research
5. Content
10
Analysis

E. RESEARCH SETTING
- The physical place where to conduct the research project.
- Describe the research setting in such a way that people understand the
research findings better.

F. CONSIDERATION BEFORE DATA COLLECTION

Think about…..

1. Data
- What data
- Quality of data
- Are the data to be collected acceptable by other people?

2. Data sources
- What sources to use
- Where can be found
- What is the best way to get the data?
- What legal issues?

3. Data Collection Methods

- What are the best data collection methods?
- Have I found good QLR principles in preparation for data collection
methods and tools?
- Have I obtained permission?

4. Needed permission
- What permission do I need?
- Who will provide those permissions?
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- Are there forms ready to be used?

- How much time required?

5. Gatekeepers
- Who are the gatekeepers? (people who give permission)
- How many levels of authority?
- How accessible are they?
- What process is needed?
- What language do they use?
- What cultural practices do they expect from the researcher?

6. Research participants
- Who are they?
- How much do you need to know about them?
- How willing are they?
- What are their rights, benefits, responsibilities and potential risks in this
study?
- How accessible are they?
- What is the best way to recruit them?
- How much time is required of them to participate in this study?

7. Transportation
- What is the effective way for you to access the research setting?
- How far is it from school or home?
- Is it safe?
- Do I know the people well?
- How much money do I need for transportation
- Is it affordable?
8. Resources
- What is my competency to carry on with this study?
- How much communication skills needed to collect data?
- How much is the budget?
- Who will help in collecting data?
- How much time is available
- How to record, manage and store data?
9. Technology
- Technology to backup data
- Technology devices needed
- Competency to manipulate the devices
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10. Security
- When to collect data?
- How safe is it to collect data during that time?
- How is it safe for the research participants and the researchers?
- How trustworthy is the data?

11. Entering and Exiting the site

- How to enter the research setting without drawing too much attention?
- How to exit without causing too much disturbance?
- Plan to visit the research setting in the future? What is the specific
purpose?
- Is there a need to inform the participants about that future visit? Why?
And why not?

12. Ethical issues

- What ethical issues may arise as a result of this research?
- What to do to prevent or prepare for these ethical issues?
- How to handle emotional trauma of the participants?
- How to prevent developing some type of emotional intimacy with the
participants?

13. Plan B
- What to do when permission is not granted?
- What to do when participants are not enough?
- What to do if participants are hesitant to share enough information?

14. Research Design

- Are the collection methods fit for the selected research design?
- Are the data collection methods enough for the research problem and
research design
 31

LEARNING ACTIVITIES:

1. Identify your sources of data and justify your choice using existing literature.

2. What will be the population of your study?

3. How will you go about choosing the sample?

4. List down some considerations you would like to take before collecting your data.
Justify your list
 32

DATA ANALYSIS

A. FUNDAMENTALS OF DATA ANALYSIS IN QRL

- Data analysis is the process of making sense of the collected data.

- QLR is an art rather than a set of rigid rules about to conduct research.
- Since QLR data comes in many different shapes and forms, it is the job
of the researchers to create a structure for people to be able to read and
understand the final report effectively.
- Most of the analysis are done by words and big ideas, rather than
numbers.
- While analyzing the data, keep in mind the research problem to prevent
from interpreting off-topic data.
- When analyzing data from different participants, analyze data from each
participant first, and then compare contrast the analysis from all the
participants.
- When analyzing data from different sources, analyze data from each
source separately before comparing and contrasting the data from
different sources.
- Make sure to analyze data from the different sources that you used in
data collection
- Data analysis should focus primarily on how the participants view their
reality and their experiences. Do not push your own opinions on the
data.

B. CODING
- Is the process of assigning meaning to different parts of the data.

1. Level 1 coding
- Read every single sentence, listen to every recorded interview.
- Start assigning meaning to some chunks of your data.
- The label assigned to the smallest meaningful unit of QLR data is called
code.
- Each code has only one meaning.
- A code can be a word or a group of a few words that represents one
meaning.

2. Level 2 coding
- Classify the codes into broader concepts.
- These concepts are called categories.
- A category is defined as a concepts that summarizes a set of codes that
are related in meaning.
 33

- If getting more than 5 codes together, better divide them into 2 separate
categories to be able to visualize data more easily.

3. Level 3 coding
- Classify the categories into the biggest ideas of your data which we
call theme.

CODING EXAMPLE
Title: Getting parenting more involved in school activities in
Cavite: A case study
Level 1 Coding: Assigning Codes
Text Code
I wish I could participate more in (1) Willing to help
my children’s academic children
activities (1), but I can’t. I work (2) Cause 1: Time limit
from 6am to 9pm every day (2) (3) Cause 2: Prioritizing
to be able to meet the needs of other needs of
my children (3). I should have a children
better paying job (4). That could (4) Solution: Better-
certainly allow me to work fewer paying job
hours and spend more time
helping my children.

Level 2 Coding: Classifying Codes into Categories

Codes Categories

*Unstable job Low income

* Long working hours
*Walking long time to work

Level 3 Coding: Classifying Codes into Themes

Codes Categories Themes
*Unstable job
* Long working hours Low income
*Walking long time to work

*have too many children

*Sickly Children Inability to
*Limited food meet Cause 1:
children’s Poverty
needs
* walk to work
* too much time for household Loss of time
chores
 34

C. Thematic Analysis
- Is the most commonly used methods in QLR.

10 Steps:

1. Prepare and organize your data

- Select needed data from different sources

- Choose the data that truly fits the study.

- Remove any data that does not seem to have any clear connection to
your research study.

- Transcribe your interviews.

- Create folders for different types of data.

- Within each folder, create a sub-folder for participants .

- Create sub-folders per participant and make sure everything related to

that participant is placed in that sub-folder.

- Develop an identification system to retrieve data more effectively.

- You can use Microsoft word or Excel to work on this first stem.

2. Read your transcript once or twice

- This helps you develop a general idea about you data.

- You can start writing big ideas that come to your mind as you read your
transcript or listen to interviews. These are what we refer to earlier as
analytic notes.

3. Develop coding manual

- Code one or two transcripts/interviews.

- Develop your coding manual, also known as codebook or coding

scheme or list of codes, as you code the first one or two sets of data.

- Continue to improve it as you code more data until no additional code

merges.
 35

4. Code all your data

- Code more transcripts

- Refine your coding scheme

- Code all your data

- Have an illustration or definition for each code. Such an illustration can

be added to your report as an appendix.

5. Find recurring ideas

- Find recurring or repeating ideas.

- Group them together in the second level of coding.

- Assigning the group a specific name is called category.

- Remove codes that did not recur, if they don’t seem to be relevant to the
study.

6. Abstract your ideas

- Put the codes together in different groups called categories.

- For each category, make sure you have some evidence in direct
quotes.

- Put categories together in different groups called themes.

7. Write the interpretation of all your data

- Organize your themes logically in relation to your research study.

- Create tables, charts, figures or other types of graphics to display the

synthesis of your data.

- For each section, discuss the different categories

- Use dome direct quotes from your transcript or other data as illustrations
of each category.
 36

- End the discussion of each theme with a short synthesis and some
connections to the research problem or research questions. Such short
synthesis will help you later when it comes to your conclusion where you
synthesize all your findings.

8. Write your report

- Have a logical order in presenting your report

- Start with the demographic information such as age, group

socioeconomic status, marital status, profession of each participants

- Report only information that is important to understanding better the

research study.

- Indicate what kind of data analysis you did and why you did in a way.

- You can have major sections of your results chapter divided by these,
by case (multiple case study), by research questions or by phase
(process).

- Make sure to cite direct quotes to support your points.

9. Verify your findings and conclude

- Send your major findings to your participants for their final input. This is
known as member check.

- Ask for peer review from your classmates, friends or QLR experts. This
is known as peer review

- Synthesize your findings and explain what they mean. Address the
research questions

- In the conclusion chapter, cite some of existing literature. This helps you
compare and contrast your findings with what you have read during the
review of the literature
- Add recommendation for practical application and for additional
research.

10. Make final revisions

- Review manuscript and make sure it has a clear alignment
- Proof read your work
 37

LEARNING ACTIVITIES

1. Create a word document (Doc1) with the following instructions

a. Type the research questions and their corresponding interview

questions in the word documents.
b. Copy the respective answers ofr each interview questions of all the
participants/informants in the same document.
c. Insert line numbers

2. Create another document with tables with the following instructions.

Practice analyzing your data.

Research Interview Participant Data First Second Themes Quote

question questions number Cycle Cycle of
of Coding
Coding
“ “
Participant
No – From
Doc 1
 38

PART III

The IMRAD Format

 39

What is IMRAD?

IMRaD format refers to a scientific paper structure with four main sections: Introduction,
Methods, Results and Discussion. This format is used for reporting research in the social sciences,
natural sciences, engineering and computer studies. The format facilitates reading as it allows
readers to easily go to the section and seek information at the same time make sense of the
information. Below is the structure of IMRAD.

THE IMRAD FORMAT

Source: Wu (2011)
 40

I. THE ABSTRACT
The abstract, which appears as header of the IMRAD, is the mini version of your paper. It
must be written in the past tense to refer to a research work which is already done or completed.
The abstract should be between 250 – 300 words, excluding the title and author details.

Parts of the abstract

Introduction - 25% of their space on importance of research
Methods- 25% of their space on what you did
Results 35% of their space on what you found: this is the most important part of the
abstract
Discussion 15% of their space on the implications of the research
Keywords: are words or phrases that capture the most important aspects of your paper.

SAMPLE ABSTRACT: (with labels)

Mapping reading strategy orchestration of tertiary ESL students

Conrado F. Vidal Jr.
email address here

(Introduction)Although extensive research has identified the learning strategies of students

learning second or foreign languages, several concerns remain unexplored (Oxford, 2011). One of
these concerns is identifying localized strategic behavior (Cohen, 2007) or specific strategies
selected for a task. Thus, the study investigated the use of language strategy in L2 reading tasks of
six participants to identify emerging patterns and degree of strategy orchestration. (Methods) The
participants enrolled in Communication Arts 2 were equally grouped as either proficient or less
proficient. Method triangulation was used to analyze data from the reading stages: pre-reading,
while-reading, and post reading. Data from think-aloud protocol (TAP), the main data gathering
procedure, was complemented by other data gathering procedures: stimulated recall interview, and
observations. (Results) In general, participants used varied strategy quantities and types. However,
more proficient participants have richer strategy repertoires compared to less proficient
participants who have limited strategy inventory. In addition, leaners showed preferences for some
strategies. It was evident that proficient participants have better metacognitive awareness, which
enable them to produce better strategy clusters and chains. On the other hand, less proficient
participants produced shorter chains and clusters with limited strategy types. (Discussions)Results
suggested the explicit embedding of strategy instruction in the ESL classroom which can assist
students to improve strategy management. Also, the need of research to further understand the role
of metacognition on strategy orchestration is highly recommended.

Keywords: language learning strategies, strategy orchestration, strategy cluster and chains, think
a-loud protocol

II. INTRODUCTION
Written in the present tense, the introduction provides an overview of the research work.
Generally, this section includes:

 Nature and scope of the problem / objective of the study

 41

 Review of relevant literature and studies

 Your hypothesis (if any)
 Your approach used in the study and justification of this approach
The introduction is broken down into three rhetorical moves. Introduced by Swales (1990) in
his CARS (Create a Research Space) to describe a particular rhetorical or linguistic pattern,
stage, or structure conventionally found in a text or in a segment of a text. These moves are
shown in the succeeding table:

Table 1. Rhetorical moves in the introduction

Move Sub-Moves Sample Language

Move 1: Establishing a
Research Territory a) Show that the research area is a) Evidence suggests that X is among the
important, problematic, or relevant in most important factors for …
Describes the current some way Existing research recognizes the
state of knowledge and critical role played by …
research on the topic. b) Introduce and review previous b) Data from several studies suggest that
research in the field Extensive research has shown …

Move 2: One or more of these are included:

Establishing a Niche
a) Claim something is wrong with the
Establishes motivation previous research
for the study. Usually b) Highlight a gap in the field
this move is short, and c) Raise a question where research in
can be addressed in just field is unclear
one or several sentences. d) Contribute something additional to
the field
a) Smith’s analysis does not take into
account …
b) Previous studies on X have not dealt
with …
c) Research on the subject has been
unable to specify whether …
d) This study seeks to obtain data which
will help to address these research gaps.

Move 3: One or more of these are included:

Occupying the Niche
a) Outline your purposes and state the
Shows how your nature of your research
research fills the niche b) State your hypothesis or research
and brings new question you seek to answer
perspectives to the field. c) Share your findings
d) Elaborate on the value of your
research
e) Outline the structure that the
research paper will follow
a) The purpose of this investigation is to
explore the relationship between…
b) We investigate the following research
question: …
c) This study provides new insights
into...
d) The present research explores, for the
first time, the effects of …
e) This paper has been divided into four
parts. The first part deals with …

Source: https://writingcenter.gmu.edu/guides/imrad-reports-introductions
 42

EXAMPLES:

NICHE 1: Establishing a Territory

Show that the research area is important, problematic, or relevant in some way
Teachers often provide students advice on how to improve language skills. Teachers’
suggestions will be more effective if they have a comprehensive knowledge of students’ learning
strategies. As Fleming and Walls (1998) would put it, an understanding and awareness of
learning strategies on the part of the teachers and students may provide valuable insights into the
process of language learning.

Introduce and review previous research in the field

Research supports the effectiveness of using L2 learning strategies. More so, various
studies have shown that successful language learners often use strategies in an orchestrated
manner, which Oxford (2011) termed as strategy chain. Successful language learners select
strategies that work together in a highly-orchestrated way that fit the requirements of the language
task. A combination of strategies often has more impact than single strategies. When used together,
language strategies improve proficiency or level of achievement in specific language tasks. More
so, certain strategies are linked to particular skills or tasks. For example, L2 writing uses strategies
of planning, self-monitoring, deduction and substitution.

NICHE 2: Establishing a Niche

Highlight a gap in the field

In spite of the vast research made in this area of L2 learning, LLS is still a relatively new
research area in the Philippines, as there seems to be limited local literature and studies. More so,
some LLS areas are relatively unexplored, one of which is LLS used in combinations, which
experts termed as LLS orchestration. The limited studies on strategy orchestration prompted this
researcher to explore the considerable potential in investigating the topic

NICHE 3: Occupying a Niche:

Outline your purposes and state the nature of your research

… With more than 30 years of research history, Greenfield and Macaro (2007) noted that
language learning strategy is still a young field; as several areas of LLS have remained not fully
explored, including the topic of this research. Many experts have claimed that several factors
influence LLS choice and use. Some learners are more successful than others; more successful
learners develop better strategic behavior. Language strategic behavior involves employing either
a single strategy or a set of strategies. Better strategic behavior has to do with ability to orchestrate
certain strategies either in a cluster or chain. Thus, this study will identify the strategic behaviors
of students in completing reading-writing tasks. It is hoped that documenting LLS orchestration
will result to a better understanding of L2 learning.
 43

III. METHOD
In this section you describe what was done in the study. Use simple past tense to refer to
work that was done. Method is quite similar to Chapter Two of the Germanic format. In this section
you sufficiently describe the materials or tool used, of data gathering procedure in a logical order
and details so that procedure can be reproduced. If your study is quantitative, describe the statistical
tools used to analyze data.

Example:
Since the study’s main concern was to determine the degree of relationship between
vocabulary learning attitudes and choice of vocabulary learning strategies, correlational
descriptive design was used. Researchers investigated one group of respondents, students of
Purposive Communication course and collected quantitative data of two variables to determine if
there is significant statistical correlation between them.
The respondents of the study were selected from college freshmen enrolled in Purposive
Communication during the period of the study, first semester of SY 2018-2019. Two hundred
forty-two (240) students were chosen from the population based on the following parameters:
Population : 650 college freshmen
Confidence level : 95%
Confidence interval : 5

The respondents were taken from 14 sections handled by three professors. From each
section, 17 or 18 respondents were randomly selected through lottery technique. Random sampling
was chosen to remove any bias asevery member of the population had an equal chance to be
selected as respondent.
Data were collected through a self-report questionnaire or a survey form designed with two
five-point Likert scales. The first scale adopted from Kulikova (2015) contained 26 items on
vocabulary learning attitudes. A few items were rewritten to address the concern on culture as the
original survey tool was intended for learners of Russian. Respondents were asked to indicate their
level of agreement on English vocabulary learning using the response anchors suggested by Vagias
(2006).

Table ___. Response anchors for vocabulary learning attitudes

Response Interpretation
1 Strongly disagree
2 Disagree
3 Neutral
4 Agree
5 Strongly agree

The second scale was for vocabulary learning strategy use, adopted from Kapipour and
Naveh (2011). The five-point interval scale is composed of 40 items grouped according to the VLS
type; the breakdown of which is shown below:
Table ___. VLS types
 44

VLS Type Number of

items
1. Determination strategies 7
2. Social strategies 5
3. Memory strategies 16
4. Cognitive strategies 7
5, Metacognitive strategies 5
Total 40

Although the data gathering tool was adopted, it needed to be validated as it was derived
from two survey tools and some items were revised. Face validation was gone as a panel of experts
commented and recommended improvements on the survey tool. After which pilot testing was
conducted. The results of the pilot test were tabulated as principal consistency analysis and internal
consistency were computed. The Cronbach alpha reliability estimate of the scale was adequate
towards excellent at 0.975.
Data collected from the survey were subjected to appropriate statistical tools for analysis
and interpretation. First, weighted mean was computed to determine the vocabulary learning
attitudes and VLS use and choice. Analysis of variance (ANOVA) for independent means was
calculated to find out if the reported type of VLS use and choice (determination, social, memory,
cognitive and metacognitive strategies) are significantly different or not. Furthermore, to
determine if vocabulary learning attitudes correlates with VLS use and choice, the Pearson r
correlation was calculated.

IV. RESULTS
The Results section presents the data, the facts – what you found, calculated, discovered,
or observed. Simple past is used to report what was found or observed. You may use tables and
figures to summarize data. Make sure that all tables and figures are labeled and numbered
separately. Captions go above tables and beneath for figures.

Table ___. Collegiate enrolment for 1st semester, AY 2019-2020

This is the most important part of your report, which involves two parts:
 The report
 The comment
 45

The report section is written in the following manner:

1. Refer to your table or figure and state the main trend

Example: Table ___ shows that female enrollees outnumbered male enrollees.
2. Support the trend with data
Example: On the average females outnumbered males by 7% in programs surveyed.
3. (IF needed) Note any additional, secondary trends and support them with data.
Example: This trend was noticed for the past five years in the report published by the
Commission on Higher Education (CHED)
4. (IF needed) Note any exceptions to your main trends or unexpected outcomes.
Example: However, this enrollment trend was not observed in the Criminology Program.

On the other hand, the comment section, may be written this way:

1. (IF needed) Provide an explanation

Example: This trend can be explained by . . .
2. (IF needed) Compare to other researches
Example: This is consistent with the findings by Dela Cruz (2018) in her study
3. (IF needed) Evaluated whether the findings support or contradict a hypothesis
Example: The findings align with the hypothesis forwarded by Garcia (2018)
4. State the bottom line: what does the data mean?
Example: These findings overall suggest that

Comments are sometimes called hedging or qualifying of claims. In academic and

scientific writing. It is important to distinguish facts from claims. Hence, writers often use
tentative language called hedging. Here are a few of hedging words you may use:
Modal verbs: might, may, could
Lexical verbs: appear, suggest, seem, imply
Modal adverbs: probably, possibly, apparently
Modal nouns: possibility, estimate

Now let’s put together the textual explanation of Table 1, showing the report and comment
sections.

Table ___ shows that female enrollees outnumbered male enrollees 1,500 to 1,350. On the
average, females outnumbered males by 10% in all schools surveyed. This trend was reported by
the Commission on Higher Education (CHED, 2018) for the period of 2013-2017. Former CHED
Chairperson, Patricia Licuanan (Quisimundo, 2018) observed that more females finished college
than males. However, this enrollment trend was not observed in the criminology program as there
were 346 males and 125 females. This is consistent with the findings by Dela Cruz (2018) in her
study when she surveyed the attitudes of Filipino adolescents on college education. Her study
pointed that female adolescents reflected a more positive attitude that their male counterparts on
completion of college degrees. The findings align with the hypothesis forwarded by Garcia (2018)
 46

that suggest the country’s positive perspective on gender equality in education. Education is for
all, regardless of gender.

V. DISCUSSION

The discussion shows the relationships among the facts as you put the results of your
research in context of previous researches. You should use the present tense to emphasize on
established knowledge and present your results. This section should include:

 Trends, relationships, generalizations shown by the results

 Any exceptions,
 outlying data and why
 How your results agree/ disagree with previous studies and why

Organization of this section typically follows the following rhetorical moves:

MOVE 1: Points to consolidate the research space

MOVE 2: Indicate the limitations of the study
MOVE 3: Identify useful areas of further research

These expressions can be used to compose MOVE 1:

• On the whole,
• Overall,
• In the main,
• With certain exceptions

Example:
Overall, findings research indicated the respondents’ general positive outlook on
research. Studies have shown (Bakar, 2010 & Remes, Helenius & Sinisaari, 2000) students are
more likely to put effort into studying research methods and statistics when they possess positive
attitude towards the subject.

Move two is important to acknowledge limitations of your research. This is important for
the following reasons:
 Not to overstate what the result means (hedge)
 How much weight can be attached to the findings
 Not meant to detract one’s own work

You may use any of the following expression to state your limited research scope
 It should be noted that this study has examined only . . .
 This analysis has concentrated on . . .
 The findings of this study are restricted to . . .
 This study has addressed only the issue of. . .
 However, the findings do not imply . . .
 47

 Unfortunately, the data was not able to reveal the . . .

Example:
However, it should be noted that the study did not include the Hotel andRestaurant
Management program as Thesis 1 is taken by the students during the second semester of the
academic year. The study was conducted during the first semester of the said academic year.
Move 3, identify useful areas of further research, emphasize your research may have
found an area that has yet to be explored, or a problem might have presented itself that needs to
be resolved.

Example:
Further researches on gender and research design used as factors to over-all research
attitude should be conducted to validate the results of this study.
Now, let’s put the three moves together:

Overall, findings research indicated the respondents’ general positive outlook on research.
Studies have shown (Bakar, 2010 & Remes, Helenius & Sinisaari, 2000) students are more likely
to put effort into studying research methods and statistics when they possess positive attitude
towards the subject. However, the study did not include theHotel and Restaurant Management
program as Thesis 1 is taken by the students during the second semester of the academic year. The
study was conducted during the first semester of the said academic year.To validate the results of
this study, further researches on gender and research design used as factors to over-all research
attitude should beconducted.

However, in most cases, conclusion and implications are incorporated in the discussion
section; hence the table below, summarizes a more detailed and comprehensive discussion.

Table 2. Rhetorical moves in the discussions

Move Sample Language

Restating the aims of the study
The aim of the present research was to examine
…
The purpose of the current study was to
determine …
The main goal of the current study was to
determine …

Summarizing main research findings These experiments confirmed that…

X made no significant difference to…
This study has shown that…
 48

Suggesting implications for the field The results of this study indicate that …
of knowledge These findings suggest that in general …
The findings of this study suggest that …

Explaining significance or The study contributes to our understanding of …

contribution of the study These results add to the rapidly expanding field
of …
The contribution of this study has been to
confirm …

Acknowledging limitations A major limitation of this study is…

Being limited to X, this study lacks …
The small sample size did not allow …

Providing recommendations for future More research using controlled trials is needed to
research …
A further study could assess the long-term
effects of …
Considerably more work will need to be done to
determine …

Offering recommendations for Greater efforts are needed to ensure …

practice or policy These findings suggest several courses of action
for …
Continued efforts are needed to make X more
accessible to …
Source: https://writingcenter.gmu.edu/guides/imrad-reports-conclusions

Examples of the rhetorical moves shown in the table above are given below:

Restating the aims of the study

The main goal of this study is to explore processes of vocabulary acquisition of college
freshmen students’ vocabulary learning beliefs and vocabulary learning strategies use, and the
relationship between their beliefs and strategies.

Summarizing main research findings

Among the important results of the study, this discussion highlights three important
variables to faculty research productivity, which are institutional and peer support peer, personality
traits and academic qualification. In fact, Schulze (2008) underscored the importance of
 49

institutional support as the single best predictor of faculty scholarly activities. That is, support
from the school enhances quality research among teachers.

Suggesting implications for the field of knowledge

Clearly, the results of the study imply a need to address the attitudes of undergraduate
students toward research, although most of the respondents agreed on the need to conduct research,
their attitudes can be furthered improved. Undertakings can be instituted to achieve this objective.
First, factors that comprise students’ attitude towards research should be identified. Furthermore,
thesis advisers should strengthen discussions about the importance of learning research and its
relevance on making academic and professional career choice.

Explaining significance or contribution of the study

The study confirms the importance of peer support l to positive research attitude since more
likely, teachers work directly with peers than with supervisors and managers. Peer recognition in
the workplace can be an effective way to both encourage behaviors that shape culture and to
identify people who are higher performers or who have greater influence across the organization

Acknowledging limitations

At this juncture, limitations of this study need to clarified. First, the study did not
investigate many the intervening factors that affect LLS choice and use. The study did not correlate
respondents’ demographic profile, as done in previous researches. Several studies have already
indicated correlations, of different magnitudes, between language learning strategy use and choice
and gender, age, language proficiency, learning environment and other factors stated in the review
of related literature A more refined LLS use and choice environment can be created once these
other factors are investigated.

Providing recommendations for future research

Finally, future researches on VLS can be conducted on different areas and concerns.
Nyikos and Fan (2007) observed that not enough VL researches have been conducted on learners
learning preferences and their characteristics, and proficiency level, learning environment, nature
of tasks and materials studied, effectiveness of VL strategy instruction, and development of
methodological models.

General Checklist:

This checklist guides undergraduate thesis students and faculty researchers in

documenting their investigation. However, for external publication, please refer to the author’s
guide provided by the organization or publication.
 50

 Word length: 7,000 – 7,500 words excluding reference list, authors’ bio profiles and text
of tables and figures
 MS Word format
 Text spacing is 1.5 between lines
 12-point font Times Roman
 Paper has no plagiarism
 Some tables, diagrams and figures may be included, accompanied by headings. Table
headings are above the table and figure heading below.
 Referencing should by APA style 6th edition
 References should be not less than 20
 Related studies should be within the last five years (2014-2018)
 Related literature should be within the last ten years (2009 – 2018)
 Continuous pagination placed on the lower right corner of the paper.
 All URL addresses in the reference list can be activated
 All permissions have been cleared for any copyrighted material (i.e. data gathering tool,
figures, diagrams

About author’s profile: It should not more than 50 words highlighting the most important
scientific investigation, knowledge contribution and academic achievements. Do not include
personal information (i.e. age, address, hobbies)

References:

Bakar KA, et. al (2010). Relationships between university students’ achievement, motivation,
attitude and academic
performance in Malaysia. Procedia- social and behavioral sciences 2(2) 4906 – 4910

Cohen, A. D. (2007). Coming to terms with language learner strategies: surveying the experts. In
Language learner strategies, A. Cohen and E. Macaro, editors. Oxford: Oxford University
Press. pp. 29-45
Discussion Sections in Scientific Research Reports (IMRaD). Retrieved from
https://writingcenter.gmu.edu/guides/imrad- reports-conclusions

Grenfell M. & Macaro, C. (2007). Claims and Critiques. In A. Cohen and E. Macaro, (Eds),
Language learner strategies, 9-
28. Oxford, England: Oxford University Press

Introduction Sections in Scientific Research Reports (IMRaD). Retrieved from

https://writingcenter.gmu.edu/guides/
imrad-reports-introductions

Kafipour, R. and Naveh, M. (2011). Vocabulary learning strategies and their contributions to
 51

reading comprehension of EFL undergraduate students of Kerman Province. Europe

journal of social science 23:4, 626 – 647

Kulikova, O. (2015). Vocabulary learning strategies and beliefs about vocabulary learning: A
study of beginning university
students of Russian in the United States. (doctoral dissertation from University of Iowa)
from http://ir.uiowa.edu/etd/1868

Nyikos, M. & Fan, M. (2007). A review of vocabulary learning strategies: Focus on language
proficiency and learner voice.
Language learner strategies. A., Cohen and E. Macaro, ed.

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