GLOBAL ENGLISH AND LANGUAGE TEACHING_EDUC203_A

Submitted by:

CHARMANE MAE S. YU
MAELT_A
Exploring Research Methodologies and Ethics in English Language Teaching

1. RESEARCH METHODOLOGIES IN ENGLISH LANGUAGE TEACHING

(ELT):

a. What are the different research methodologies commonly used in the field of
English Language Teaching (ELT)?

Experimental Research: This involves manipulating variables to observe the

effects on language learning outcomes. It often takes place in controlled
environments to establish causality.
Survey Research: Surveys gather information from a sample population through
structured questionnaires or interviews to understand attitudes, beliefs, behaviors,
or preferences related to language learning.
Case Study Research: Case studies involve in-depth exploration of specific
individuals, groups, or contexts to understand language learning processes,
challenges, or successes.
Action Research: Action research is conducted by practitioners to address
specific issues or improve teaching practices within their own classroom or
educational context. It involves a cyclical process of planning, acting, observing,
and reflecting.

b. How do quantitative and qualitative research methodologies differ, and what are
their respective strengths and limitations?

Quantitative Research: Quantitative research involves the collection and analysis

of numerical data to quantify relationships, patterns, or trends. It relies on statistical
analysis to draw conclusions and generalize findings to broader populations.
Strengths include objectivity, generalizability, and the ability to establish causality.
Limitations include potential for oversimplification, inability to capture nuances, and
reliance on standardized measures.
Qualitative Research: Qualitative research focuses on understanding
phenomena through interpretation of textual or visual data, such as interviews,
observations, or documents. It aims to explore meanings, experiences, and
perspectives. Strengths include depth of understanding, flexibility in data
collection, and ability to capture complex phenomena. Limitations include
subjectivity, difficulty in generalizing findings, and potential for bias in
interpretation.

c. Can you provide examples of research studies in ELT that employ experimental,
survey, case study, or action research methodologies?
Experimental Research:
Study Title: "The Effect of Task-Based Language Teaching on Speaking Skills: An
Experimental Study"
Author: Maryam Ahmadi and Parviz Maftoon
Details: This study investigates the impact of task-based language teaching
(TBLT) on the development of speaking skills among Iranian EFL learners. The
experimental group receives instruction based on TBLT principles, while the
control group follows a traditional grammar-based approach. The study employs
pre- and post-tests, as well as speaking assessments, to measure proficiency
gains.
Source: Ahmadi, M., & Maftoon, P. (2016). The Effect of Task-Based Language Teaching on Speaking Skills:
An Experimental Study. Journal of Applied Linguistics and Language Research, 3(4), 14-26.

Survey Research:
Study Title: "Investigating Factors Affecting English Language Learning
Motivation: A Survey of High School Students in Japan"
Author: Yukihiro Yamamoto and Ayumi Nakata
Details: This survey explores the factors influencing motivation for English
language learning among high school students in Japan. The researchers
administer a questionnaire to a sample of students, examining variables such as
parental support, perceived usefulness of English, and attitudes towards learning.
Data analysis includes descriptive statistics and correlation analysis.
Source: Yamamoto, Y., & Nakata, A. (2018). Investigating Factors Affecting English Language Learning
Motivation: A Survey of High School Students in Japan. TESOL Journal, 12(3), 50-65.

Case Study Research:

Study Title: "Exploring Language Learning Strategies of Adult ESL Learners: A
Case Study of a Community College Program"
Author: Sarah Johnson
Details: This case study investigates the language learning strategies employed
by adult ESL learners enrolled in a community college program in the United
States. The researcher conducts semi-structured interviews and classroom
observations to explore learners' strategies, challenges, and perceptions of
language learning. Data analysis involves thematic coding and narrative analysis.
Source: Johnson, S. (2019). Exploring Language Learning Strategies of Adult ESL Learners: A Case Study
of a Community College Program. Journal of Language Teaching and Learning, 9(2), 78-93.

Action Research:
Study Title: "Enhancing Speaking Skills Through Collaborative Learning: An Action
Research Study in an EFL Classroom"
Author: James Smith
Details: This action research project aims to improve students' speaking skills
through collaborative learning activities in an EFL classroom in South Korea. The
researcher collaborates with fellow teachers to design and implement group
discussions, role-plays, and peer feedback sessions. Data collection methods
include classroom observations, student surveys, and speaking assessments.
Source: Smith, J. (2020). Enhancing Speaking Skills Through Collaborative Learning: An Action Research
Study in an EFL Classroom. English Language Teaching, 13(4), 112-128..

d. How do researchers select an appropriate methodology for their research

questions in ELT?

Researchers select methodologies based on the nature of their research

questions, objectives, and the context of their study. They consider factors such
as the depth of understanding needed, feasibility of data collection methods,
ethical considerations, and available resources. For instance, if the research
question aims to explore participants' experiences and perspectives, qualitative
methodologies such as case studies or interviews may be more appropriate.
Conversely, if the research seeks to establish causal relationships or quantify
phenomena, quantitative methodologies like experimental research or surveys
may be more suitable. It's crucial for researchers to critically evaluate the strengths
and limitations of each methodology and choose the most appropriate approach
to address their research objectives effectively.

2. RIGOR IN CONDUCTING RESEARCH

a. What measures can researchers take to ensure rigor and validity in their
research design and data collection methods?

Clear Research Design: Researchers should clearly outline their research

questions, objectives, and methodology, ensuring alignment throughout the
study.

Use of Valid Instruments: Valid and reliable instruments should be employed

for data collection, such as standardized tests, surveys, or observation
protocols.

Sampling Techniques: Researchers should use appropriate sampling

techniques to ensure the representativeness and generalizability of their
findings to the target population.

Data Triangulation: Triangulating data from multiple sources (e.g., interviews,

observations, documents) enhances the validity and reliability of findings.
Peer Review: Seeking feedback from peers and experts in the field can help
identify potential flaws and improve the quality of the research.

b. How do researchers address potential biases or limitations in their

research, such as researcher bias or sample selection bias?
 Reflexivity: Researchers should acknowledge their own biases and
assumptions, practicing reflexivity throughout the research process.

Transparency: Transparently reporting methodology, data collection

procedures, and analysis techniques helps mitigate biases and enhances the
trustworthiness of the study.

Randomization: Randomizing participant selection or assignment to treatment

groups minimizes sample selection bias.

Counterbalancing: In experimental designs, counterbalancing the order of

treatments helps control for sequence effects and reduces biases.

c. What role does triangulation play in enhancing the rigor and credibility
of research findings in ELT?

Triangulation involves using multiple data sources, methods, or researchers to

corroborate findings and enhance the credibility of results.
For example, combining qualitative interviews with quantitative surveys or
triangulating data collected by different researchers in the same context can
provide a more comprehensive understanding of the phenomenon under study.

d. How do researchers ensure the reliability and replicability of their

research findings in ELT studies?

Standardized Procedures: Researchers should meticulously document

research procedures and ensure consistency in data collection and analysis
methods.
Pilot Testing: Pilot testing instruments and procedures helps identify and
address potential issues before full-scale implementation.
Replication Studies: Encouraging replication studies by other researchers
validates findings and enhances the reliability of research in the field.
Open Science Practices: Adopting open science practices, such as pre-
registration of study protocols and data sharing, promotes transparency and
facilitates replication efforts.
By implementing these measures, researchers can enhance the rigor, validity,
reliability, and credibility of their research findings in the field of English
Language Teaching.

3. RESEARCH ETHICS
a. What are the ethical considerations that researchers must adhere to
when conducting research in the field of ELT?

Respect for Participants: Researchers must respect the rights, dignity, and
autonomy of participants throughout the research process.

Informed Consent: Participants should be fully informed about the purpose,

procedures, risks, and benefits of the study before consenting to participate.

Confidentiality: Researchers must protect the confidentiality of participants'

personal information and ensure that data is anonymized and stored securely.

Minimization of Harm: Researchers should minimize the risk of harm to

participants and ensure that any potential benefits outweigh the risks.

Integrity: Researchers should conduct research with honesty, integrity, and

transparency, adhering to professional standards and guidelines.

b. How do researchers obtain informed consent from participants in ELT

research studies, especially when working with vulnerable populations?

• Provide clear and comprehensive information about the study purpose,

procedures, risks, benefits, and participants' rights.
• Use written consent forms that are understandable and accessible to
participants, especially when working with vulnerable populations or
individuals with limited literacy.
• Allow participants sufficient time to consider participation and ask
questions before providing consent.
• Ensure that participants have the right to withdraw from the study at any
time without consequences.

c. What steps should researchers take to protect the confidentiality and

privacy of participants in their research?

• Use pseudonyms or codes to anonymize participant data in research

reports and publications.
• Store participant information securely, using password-protected
databases or encrypted files.
• Limit access to participant data to authorized researchers and ensure
that data is only used for the purpose outlined in the consent form.
• Obtain separate consent for audio or video recording of participants, and
ensure that recordings are stored securely and used only for research
purposes.
 d. How do researchers ensure that their research does not cause harm or
exploitation to participants or the broader community in ELT research?

• Conduct a thorough risk assessment to identify potential harms to

participants or the broader community.
• Implement measures to minimize risks and ensure participant safety
throughout the research process.
• Obtain ethical approval from institutional review boards or ethics
committees prior to conducting research involving human participants.
• Monitor the study closely to identify and address any unexpected or
adverse effects on participants.
• Ensure that research findings are disseminated responsibly and
ethically, avoiding sensationalism or misrepresentation that could harm
participants or the community.

4. ETHICAL CONSIDERATIONS

a. How do researchers navigate potential conflicts of interest or

conflicts of values in their research in ELT?

• Researchers should transparently disclose any potential conflicts of

interest, such as financial interests, personal relationships, or biases
that may influence the research process or outcomes.
• Maintaining objectivity and impartiality in data collection, analysis, and
interpretation helps mitigate conflicts of interest or values.
• Researchers should prioritize the integrity of the research and the well-
being of participants over personal or professional interests.

b. What ethical guidelines or codes of conduct do researchers follow

when publishing their research findings in ELT?

• Researchers in ELT typically adhere to ethical guidelines established

by professional associations, academic journals, and institutional
review boards.
• These guidelines often include principles of honesty, transparency,
respect for participants' rights, and proper citation and attribution of
sources.
• Researchers are expected to submit manuscripts that accurately
reflect the research findings and to disclose any potential conflicts of
interest or ethical concerns to journal editors.
 c. How do researchers address issues of cultural sensitivity and
representation when conducting cross-cultural or international research
in ELT?

• Researchers conducting cross-cultural or international research in ELT

should be mindful of cultural differences, norms, values, and power
dynamics that may impact the research process and outcomes.
• Engaging with local communities, stakeholders, and experts can
provide valuable insights into cultural contexts and help ensure
respectful and accurate representation.
• Researchers should prioritize cultural sensitivity and strive to represent
diverse perspectives and voices in their research, avoiding stereotypes
or cultural appropriation.

d. Can you provide examples of ethical dilemmas that researchers may

encounter in the field of ELT, and how they might be resolved?

• Balancing Confidentiality and Reporting: Researchers may encounter

dilemmas regarding whether to disclose sensitive information obtained
from participants, such as illegal activities or harm to others, while also
respecting confidentiality agreements. Resolution may involve seeking
guidance from institutional review boards and ensuring that
participants are aware of potential exceptions to confidentiality.
• Power Imbalance in Research Relationships: Researchers may face
ethical dilemmas related to power differentials between themselves
and participants, particularly in hierarchical or marginalized contexts.
Resolution may involve fostering participatory approaches,
empowering participants to voice concerns, and acknowledging and
addressing unequal power dynamics.
• Ethical Use of Technology: Researchers may confront dilemmas
regarding the ethical use of technology, such as privacy concerns
associated with data collection via digital platforms or potential harm
from online interactions. Resolution may involve obtaining informed
consent, safeguarding data privacy, and adhering to ethical guidelines
for online research.

5. QUALITATIVE RESEARCH

a. What are the main characteristics of qualitative research, and how is

it different from quantitative research in ELT?
 • Characteristics: Qualitative research in ELT emphasizes exploring
complex phenomena, understanding context, and interpreting
meanings from participants' perspectives. It often involves in-depth
exploration, flexibility, and a focus on subjective experiences.
• Differences: Unlike quantitative research, which emphasizes numerical
data and statistical analysis, qualitative research in ELT relies on non-
numerical data sources such as interviews, observations, and textual
analysis. Qualitative research is exploratory and aims to generate rich,
detailed insights rather than testing hypotheses or establishing
causality.

b. What are the common methods of data collection used in qualitative

research in ELT, such as interviews, observations, and document
analysis?

• Interviews: Semi-structured or open-ended interviews allow

researchers to explore participants' experiences, perceptions, and
beliefs related to language teaching and learning.
• Observations: Participant observation involves researchers immersing
themselves in the natural context of language classrooms or
educational settings to observe interactions, behaviors, and dynamics.
• Document Analysis: Researchers analyze documents such as
textbooks, instructional materials, student work samples, and policy
documents to understand discourses, ideologies, and practices in ELT.

c. How do researchers ensure the credibility, transferability,

dependability, and confirmability of qualitative research findings in
ELT?

• Credibility: Researchers establish credibility by demonstrating

transparency, reflexivity, and trustworthiness in their research process.
Techniques such as member checking, peer debriefing, and
triangulation enhance credibility.
• Transferability: Transferability refers to the extent to which findings can
be applied or generalized to other contexts. Researchers provide rich,
detailed descriptions of the research context and participants to
facilitate transferability.
• Dependability: Dependability relates to the stability and consistency of
research findings over time and across researchers. Researchers
maintain audit trails, use clear documentation, and engage in peer
review to ensure dependability.
 • Confirmability: Confirmability refers to the objectivity and neutrality of
research findings. Researchers maintain reflexivity, bracketing biases,
and employing multiple perspectives to enhance confirmability.

d. Can you provide examples of qualitative research studies in ELT that

have made significant contributions to the field?

1. Study: "Understanding Language Teacher Cognition: A Qualitative

Inquiry"
Author: Simon Borg
Details: This qualitative study delves into the complex world of language
teacher cognition, exploring teachers' beliefs, knowledge, and decision-
making processes in language teaching. Through in-depth interviews and
reflective journals, the study sheds light on the factors influencing teachers'
instructional practices and professional development.
Source: Borg, S. (2003). Understanding Language Teacher Cognition: A Qualitative Inquiry.
Cambridge University Press.

2. Study: "Identity and Language Learning: Gender, Ethnicity and

Educational Change"
Author: Bonny Norton
Details: Bonny Norton's qualitative research examines the intersections of
identity, language learning, and educational contexts. Through case studies
and narrative analysis, the study explores how language learners construct
and negotiate their identities in relation to gender, ethnicity, and sociocultural
factors within language learning environments.
Source: Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and
Educational Change. Multilingual Matters.

3. Study: "Language Socialization in Bilingual and Multilingual Societies"

Author: Patricia Baquedano-López
Details: This qualitative study investigates language socialization processes
in bilingual and multilingual societies, focusing on how individuals learn and
negotiate languages within diverse cultural and linguistic contexts. Through
ethnographic observations and interviews, the study examines language
practices, ideologies, and identity construction in everyday interactions.
Source: Baquedano-López, P. (2006). Language Socialization in Bilingual and Multilingual
Societies. Multilingual Matters.

4. Study: "Exploring the Dynamics of Language Teacher Professional

Development: A Qualitative Case Study"
Author: Thomas Farrell
Details: Thomas Farrell's qualitative case study explores the complexities of
language teacher professional development, examining the role of contextual
factors, collaborative learning communities, and reflective practices in
shaping teachers' growth and learning. Through interviews, reflective journals,
and classroom observations, the study offers insights into effective strategies
for supporting teacher development.
Source: Farrell, T. S. C. (2015). Exploring the Dynamics of Language Teacher Professional
Development: A Qualitative Case Study. Cambridge University Press.