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The research proposal EDGT991: Researching TESOL perspectives and practices Dr Mark Fraser Autumn session 2017

Edgt991 week2 aut_2017

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The research proposalEDGT991: Researching TESOL perspectives and practicesDr Mark FraserAutumn session 2017

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Research proposalwhats its job?Helps plan your researchGuides your researchArgues your case for your researchWhere do we begin?Like all good things it begins with an idea.

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Sowhats your area of interest?

From experience, perception, knowledgeWhat are your thoughts on teaching and learning?Now you start to focus

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Try thisChoose a topic area and write 3 -4 questionsStudent motivationLearning strategiesTeacher questionClassroom textGroup workTeaching grammarTeaching writingTeaching listeningTeaching speakingTeaching reading

Work individually then groups of 34

Time to get personalYour taskOne person to explain their research idea to the others in the groupAs the research idea is being explained, the others take notesNow the others provide the speaker with a summary of what they heard; the speaker takes notesRepeat with the others in the group

Now spend 5 minutes on your own to complete the following:The aim of my project is Im interested in this area because ...Theory/ies that may help is/are ...The question that I want to answer is ...

Share with the class5

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The research questionAccording to Punch (2005, p.37), research questions:Organise the project, and give it direction and coherence.

Delimit the project, showing its boundaries.

Keep the researcher focused during the project.

Provide a framework for writing up the project.

Point to the data that will be needed. 6

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Same, same, but different7

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Mapping the projectWhat are the general aims of the research?

Who is the likely audience for the research?

What are the constraints on the research?

What is the time frame for the research?

What ethical issues need to be dealt with in undertaking the research?

What resources are required for the research?

1. Orienting decisions

Orienting decisions: this refers to setting up the project and making strategic decisions about the project and its operation. Questions that frame this stage include:What are the general aims of the research?Who is the likely audience for the research?What are the constraints on the research?What is the time frame for the research?What ethical issues need to be dealt with in undertaking the research?What resources are required for the research?

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2. Research design and methodologyWhat is the main methodology of the research?How will validity and reliability be dealt with?What kinds of data will be gathered, and how will it be gathered?Who will undertake the research?

3. Data analysisWho will be the audience for the report?When will the report be written?Where will the report be shared?How will the data be presented?

Mapping the project4. Presenting and reporting the result

Research design and methodology: basically how will you collect data to answer your research questions.What is the main methodology of the research?How will validity and reliability be dealt with?What kinds of data will be gathered, and how will it be gathered?Who will undertake the research?

Data analysis: inductive by nature in qualitative research. That is drawing conclusions from observations. Looking for patterns and trends.

Presenting and reporting the resultWho will be the audience for the report?When will the report be written?Where will the report be shared?How will the data be presented?

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Over to youSpend this time to work on developing your proposal.

You should have a clearer idea of your research area and draft of your research questions.Time to work on your proposal

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Next week: Approaches to qualitative research

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QualitativeQuantitative

What was the nature (linguistically and socially) of the recurring events selected for focus?Did students who received the background knowledge or the previewing treatment comprehend better than those who did not receive these treatments?

How did the ESL children participate in these events designed for native speakers?Did students who received a combined treatment that included both background knowledge and previewing comprehend better than those who received only one treatment?

How did their participation change over time as their competence grew?Were any of the treatments superior to the other?