Theory and Practice in Language Studies, Vol 1, No 6 (2011), 698-706, Jun 2011
doi:10.4304/tpls.1.6.698-706

A Short Analysis of the Fundamental Issues in Language Teaching Research

Mohammad Zohrabi

Abstract


The design that is selected for any study is like a skeleton which supports the different parts of the research. It is the research design which determines how the data should be collected, analyzed and interpreted. This article attempts to delineate the different research approaches: qualitative, quantitative and mixed methods design. At this juncture, the crucial issue is the gathering of information in order to get an understanding of the problem more deeply and find appropriate ways of dealing with it. Therefore, the data collection discusses the different types of data that should be obtained. After collecting the necessary data, the researcher should analyze them in detail. Thus, the data analysis is dealt at length. It is crucial that before carrying out the real study, the researcher ensure that the research design, data collection instruments and data analysis work well. Therefore, the pilot study comes to the aid of the researcher to help approach the actual phase of the research more confidently. Finally, every researcher should consider the rights of the participants and take heed of some rules during and after the research process. Therefore, the ethical issues explain how the researcher should act in conducting a study.


Keywords


research design; data collection & analysis; pilot study; ethical issues

References


Alderson, J. C. (1996). Guidelines for the evaluation of language education. In J. C. Alderson & A. Beretta (Eds.), Evaluating second language education. Cambridge: CUP, 274–304.

Alderson, J. C. & Scott, M. (1996). Insiders, outsiders and participatory evaluation. In J. C. Alderson & A. Beretta (eds.), Evaluating second language education. Cambridge: CUP, 25–60.

Blaxter, L., C. Hughes & M. Tight. (2006). How to research. Berkshire: Open University Press.

Brown, J. D. (1989). Language program evaluation: A synthesis of existing possibilities. In R.K. Johnson (ed.), The second language curriculum. Cambridge: CUP, 222–241.

Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, Mass.: Heinle & Heinle Publishers.

Brown, J. D. (2001). Using surveys in language programs. Cambridge: CUP.

Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: CUP.

Burns, R. (2000). Introduction to research methods. London: Sage.

Cohen, L. & L. Manion. (1994). Research methods in education. Fourth ed. London: Routledge.

Creswell, J. W. (1994). Research design: qualitative and quantitative approaches. Thousand Oaks, CA: Sage.

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Second ed. Thousand Oaks, CA: Sage.

Dane, F. C. (1990). Research methods. California: Brooks/ Cole Publishing Company.

Dudley-Evans, T. & M. J. St John (2000). Developments in English for specific purposes: A multidisciplinary approach. Cambridge: CUP.

Elley, W. B. (1989). Tailoring the evaluation to fit the context. In R. K. Johnson (ed.). The second language curriculum. Cambridge: CUP, 270-285.

Flick, U. (2006). An introduction to qualitative research. London: Sage.

Fraenkel, J. R. & N. E. Wallen. (2003). How to design and evaluate research in education. Fifth ed. New York: McGraw-Hill.

Huberman, A. M. & M. B. Miles. (1994). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (eds.), Handbook of qualitative research. Thousand Oaks, CA: Sage Publications, 428–444.

Hutchinson, T. & A. Waters. (1987). English for specific purposes: A learning-centered approach. Cambridge: CUP.
doi:10.1017/CBO9780511733031

Long, M. H. (1984). Process and product in ESL program evaluation. TESOL Quarterly, 18.3, 409–425.
doi:10.2307/3586712

Lynch, B. K. (1996). Language program evaluation: Theory and practice. Cambridge: CUP.

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.

Miles, M. B. & A. M. Huberman. (1984). Qualitative data analysis: A sourcebook of new methods. Beverly Hills, CA: Sage.

Miles, M. B. & Huberman, A. M. (eds.). (1994). Qualitative data analysis. Second ed. Thousand Oaks, CA: Sage.

Murphy, D. F. (1985). Evaluation in language teaching: Assessment, accountability and awareness. In J. C. Alderson (ed.), Evaluation. Oxford: Pergamon Press, 1–17.

Murphy, E. & R. Dingwall. (2001). The ethics of ethnography. In Atkinson, P., Coffey, A., Delamont, S., Lofland, J. & Lofland, L. (eds.), Handbook of ethnography. London: Sage, 339-351.

Nunan, D. (1999). Research methods in language learning. Eighth printing. Cambridge: CUP.

Palmer, A. (1996). Issues in evaluating input-based language teaching programs. In J. C. Alderson & A. Beretta (Eds.) Evaluating second language education. Cambridge: CUP, 141-164.

Patton, M. Q. (1990). Qualitative evaluation and research methods. Second ed. Newbury Park, CA: Sage.

Richards, J. C. & R. Schmidt. (2002). Longman dictionary of language teaching and applied linguistics. London: Longman.

Seliger, H. W. & E. Shohamy. (1989). Second language research methods. Oxford: OUP.

Slimani, A. (1996). Evaluation of classroom interaction. In J. C. Alderson & A. Beretta (eds.), Evaluating second language education. Cambridge: CUP, 197–220.


Full Text: PDF


Theory and Practice in Language Studies (TPLS, ISSN 1799-2591)

Copyright @ 2006-2012 by ACADEMY PUBLISHER – All rights reserved.