Research in Language

Learning and Teaching

Short introduction to
research
and its planning

What is research?
A systematic process of inquiry
consisting of three elements or
components: (1) a question, problem
or hypothesis, (2) data, and (3)
analysis and interpretation.
(Nunan 1992, 3)

Basic vs. applied

research
Basic research:
acquire knowledge for the sake of knowledge
get more complete understanding of world.

Applied research:
Deals with human and societal problems in
the hopes of finding solutions to real-world
problems.
Not trying to postulate theory but trying to
find answers for a specific time, place and
context.
(McKay 2006, 4)

Fundamentals in
research
Research should be able to meet the tests
of:
Validity
Success of measuring what
=>

Reliability
=>

was planned; strength of

conclusion
Research is repeatable

and, according to Nunan, be published

(publish in the broad sense of to make
public) (Nunan 2005, 225)

Research paradigms
Paradigm is a set of basic beliefs
Three dominant paradigms:
Positivsm
Constructivism
Critical Theory

Paradigm wars of the 70s and 80s over

More pragmatism reigns now but getting
an overview still daunting for new
researchers

Fork in the road

Although the days of crude
alternatives in research have passed
and combinations are possible, a
choice in language learning research
normally has to be made for:
Empirical research
or
description (of pedagogical practice) (textualhermeneutic studies)

Research: What?
Strictly speaking anything in language teaching.
General areas:

Language policy
Syllabus, curriculum
Materials, textbooks, etc.
Technology
Methodology
Specific skills
Teaching of grammar, vocabulary, etc.
Language for specific purposes
Culture
Motivation, affective factors
Etc.

Overall Methodology
Approach to research:
Quantitative research (e.g. crosssectional process-product)
Qualitative

Ethnographic
Action research
Case study
Etc.

Mixed method research

Etc.

How: Methods (Tools?)

Means of gathering data with certain procedures:
Observation (sound, video, note-taking, material handed out)
Survey/Feedback:
questionnaire,
interview (formal or informal)

Conversation analysis
Tests
Verbal reports
Learner diaries
Ethnographic methods e.g. observation (multiple sources of
data) and participation by researcher
Case study
Linguistic survey
Corpus-based research
Text-based research
Etc.

Research: Who?
Researchers:

Teachers
Learners (why not?)

Being researched:

Learners (individuals, grades, groups: age,

proficiency, etc.)
Teachers
All teaching material
Teaching situation
Texts
---> combinations possible or necessary

Research: Steps of
research

Determine general research area/topic

Do survey of literature, i.e. research the topic
Formulate research question or hypothesis
Determine aim of research
Describe theoretical basis
Determine research design:
Methodology
Tools

Collect data
Describe process and results
Discussion and Conclusion

Pilot study or prototype

Useful before a large research
project to test feasibility of
hypothesis, planned methods, use of
technology, etc.
It is much smaller study than
eventual project.

Tip on collecting sources

Any photocopy you make or any good
statement you write down, ALWAYS write
the source down, i.e. where you found it.
That means:
1. author,
2. date of publication,
3. title of book/journal article/website/, place of
publication and publisher (for book) OR title of
journal, edition and number, page(s) (for
journal) OR URL, date viewed (for website)

In closing
As researcher be aware of:
your own assumptions on language
learning and teaching
the exact aim of research
boundaries of research (or put differently:
what you are NOT researching)
choosing appropriate methods for the
research
the fact that research of language teaching
and learning is about humans! Protect
them and let them benefit. (McKay 2006, viii)

Bibliography
Hinkel, E. (ed.). 2005. Handbook of research in second
language teaching and learning. London: Routledge.
Available on Google Books: http://books.google.co.za .
(This book is highly recommended.)
McKay, S. 2006. Researching second language classrooms.
London: Routledge. Available on Google Books. (This
book is highly recommended.)
Nunan, D. 1992. Research methods in language learning.
Cambridge, UK: Cambridge University Press.
Nunan, D. 2005. Classroom Research. In: E. Hinkel (ed.).
Handbook of research in second language teaching and
learning. London: Routledge. 225-240. Available on
Google Books.
Richards, K. 2009. Trends in qualitative research in
language teaching since 2000. Language Teaching,
42(2): 147-180.