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 was
planned; strength of conclusion
• Reliability =>
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:
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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. cross-sectional
process-product)
• Qualitative
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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)
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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
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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.