Grace Mission College

Catiningan, Socorro, Oriental Mindoro

Subject: EL 110 Language Education Research

Teacher: Mrs. Marilou B. Panagsagan
Weeks: 1-2

FUNDAMENTALS OF LANGUAGE EDUCATION RESEARCH

MODULE OVERVIEW

This module presents topics on the paradigm of Language Research whose objectives will be for
students to be familiar with the parameters of language research through illustrations; for you to prepare a
plan for a selected topic and eventually, acknowledge the importance of a paradigm plan to the successful
conduct of the study.

MODULE LEARNING OBJECTIVES

At the end of these weeks, the pre-service teacher (PST) should be able to:
a. discuss the importance of understanding the key concepts, theories, methods specific to
language education research through a summary paper;
b. justify the choice of the topic for research by using the concepts specific to language
teaching; and
c. submit a concept paper of the chosen topic.

LEARNING CONTENTS
1. What Makes A Good Language Research

FRAMEWORK OF LANGUAGE RESEARCH

According to Seliger and Shohamy (1989), research on language must be defined by
four parameters: approaches, objectives, research design, and data collection/ analysis. The first
two are conceptualized in the planning stage; the last two are actualized in the operational stage.
Parameter 1: Approaches
Approaches refer to how views the language research to be conducted. It may be viewed in general
or specific perspective. A general view considers language as whole in order to get a clearer picture of the
relationship of the parts. For instance, the researcher is interested in finding out the general difficulties of
Chinese students in learning the English language or an aspect of the language, like its phonology. A
specific perspective considers one small part of the language with a view of fitting it into a coherent view
of the whole problem. In the study on the difficulties of Chinese students in learning the phonology
of English, the researcher may want to target only the vowel system, or the consonant system of English.
Parameter 2: Objectives
Objectives are concerned with the purpose of the research. It may aim to discover a certain language
phenomenon and postulate a theory about it afterwards or it may test an already existing theory, proving or

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Catiningan, Socorro, Oriental Mindoro

disproving it later. The former is hypothesis-generating; the latter is hypothesis-testing. A study

investigating the difficulties of Chinese students in learning the English phonology may later show specific
sounds that the students find difficult in general. From the findings, the researcher may later postulate a
theory that Chinese students find pronouncing certain English sounds difficult.
Parameter 3: Research Design
Research design establishes the method used in conducting the study. It deals with the handling of
factors such as scope, variables, form, and writer’s point of view. These, in effect, are influenced
by approaches and objectives. A study using general approach aimed at generating hypothesis may deal
with abroad scope, few variables, less attention to form, and an objective point of view. For instance, going
back to the earlier example of a research on the difficulties of Chinese students in pronouncing English
sounds, the scope is broad because the approach is general; the variables are limited only to age, and first
language; the form includes all English sounds, and the researcher relies mostly on his/ her interpretative
abilities, making subjectivity high.
In contrast, if the study’s approach is specific, aimed at testing hypothesis, it will deal with a limited
scope, more variables, more attention to form and subjective point of view. Using the same example,
are search on the difficulties of Chinese students in pronouncing the English vowels with the aim of testing
the hypotheses on the influence of the native language on the learning of a foreign language, the
investigation is restricted only to the pronunciation of vowel sounds of English; the variables should include
age, sounds of first language, and sounds of the second language; the forms should consider comparison
of the vowel sounds of English and their equivalents in the Chinese language; the researcher relies more
on other tools such as taped conversations or oral activities of the subjects rather than his/ her subjective
interpretative skills.
Parameter 4: Data Collection and Analysis
Data in language research may constitute behaviors such as language performance, written or oral;
information provided by subjects of the study, such as attitude, beliefs, perceptions; records of language
proficiency from tests, class ratings, etc. A study on the language learning styles of college students will
comprise mainly of the observed different learning strategies they employ in an English class. After
identifying the data needed to pursue the study, the researcher proceeds to identifying the method/s of
collecting and analyzing these data. The tools commonly used in gathering language data are tape,
observation, attitude questionnaire, and metalinguistic test. Tape and observation are used for behavior
documentation, attitude questionnaire for identifying beliefs and perceptions, and metalinguistic test for
language proficiency.

LEARNING ACTIVITY 1
Answer the following questions:
1. What constitute a language research paradigm? How do the parameters of the research relate to
one another?
2. Differentiate general from specific approaches; hypothesis-generating from hypothesis-testing
objectives.
3. What constitutes a language research data? What are the common tools for gathering language
data?

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 Grace Mission College
Catiningan, Socorro, Oriental Mindoro

LEARNING CONTENTS
2. Concepts in Language Education Research

NATURE OF LANGUAGE RESEARCH

Language research, just like researches in other disciplines, is a complex process. Undertaking
this type of research requires consideration of many factors such as language use, type of users,
acquisition process, setting, research methodology, and related disciplines.
Language use determines primarily whether the language is first, second, or foreign to the speaker.
A research on the acquisition of either one of these three uses of language will greatly vary from one
another. Within each use, there are many sub-functions of language. For instance, a second language
may be regarded as a medium of personal enhancement, social prestige, professional growth,
or political and economic alliance. Each function can be a rich source of research.
The type of users takes into accounts the age and characteristics of the learners. These are closely
tied up with the language acquisition process. It is a common belief that the young leaner acquires language
faster than the adult. However, a strongly motivated learner can acquire language also fast.
Language setting identifies the environment within which language is acquired. A native speaker
acquires it in a natural environment- at home, with family members, with playmates; a second or foreign
language learner acquires it in the classroom under the supervision of a teacher.
Research methodology is determined by the researcher’s philosophy, motivation for conducting
the research, and conditions under which the research is conducted. If a teacher-researcher believes that
attitude very much influences acquisition of a foreign language (philosophy), and wants to find out if it
affects his/ her students’ learning of the language (motivation) required in their curriculum (conditions),
he/ she might want to conduct a study on the students’ attitude towards the foreign language and its effect
on their learning of the language. A study like this will use tolls such as survey questionnaire, and interview.
Related disciplines pertain to areas that influence language study like education,
psychology, sociology, anthropology, and others. A language acquisition research may consider pedagogy
(education), students’ motivation (psychology), the role of language in society (sociology), or the origin
and development of the language (anthropology).

LEARNING ACTIVITY 2

Answer the question:

1. How different is language research from other kinds of researches? Why is it a complex
process?

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 Grace Mission College
Catiningan, Socorro, Oriental Mindoro

LEARNING CONTENTS
3. Identifying a Research Topic

A. TOPIC SELECTION
1. Identifying a Research Topic
Identifying a Topic. A research topic focuses the study to a defined, manageable size. It
provides structure for the steps in the scientific method and is discusses in many ways by identifying the
research question, the research problem and the purpose of the research.
Main sources of topics. There are four main sources of topics: a) theory – an organized body of
concepts, generalizations and principles that can be subjected to investigation. It provides
conceptually rich topics and confirmation of some aspects of the theory; b) personal experience; c)
replication; d) library immersion.
2. Narrowing Topics
Problems encountered with broad topics enlarging the scope of the review of the literature beyond
reason, complicating the organization of the review of the literature itself, and creating studies that are too
general, too difficult to carry out, and too difficult to interpret. To help narrow the topics, it might help to
talk to experts in the field like professors in college or department or researchers known, or to read
secondary sources that provide overviews of the topics such as handbooks and reviews of literature. There
is a difference between narrowing quantitative from qualitative studies. Quantitative studies tend to narrow
the topic throughout the research process itself.
3. Making a Formal Statement of Quantitative and Qualitative Research Studies
Quantitative research topic identifies the variables of interest and the nature of the participants,
and describes the specific relationship between the variables. Qualitative research topic emerges over the
course of the study. It begins as an initial statement that tends to be stated as a general issue or concern and
becomes focused as more is learned about the context, participants, and phenomena of interest. It is typically
stated late in a written study.
4. Formulating Researchable and Non-researchable Topics
Researchable topics can be investigated through the collection and analysis of data. They have theoretical
or practical significance and have been conducted ethically. They contribute to the educational processes
and can be adequately researched given the expertise, resources, and time constraints of the researcher.
Non-researchable topics address philosophical or ethical issues. They cannot be resolved through the
collection and analysis of data. They address “should” questions. Ultimately, these are matters of opinion.

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Catiningan, Socorro, Oriental Mindoro

LEARNING ACTIVITY 3
Multiple Choice: Choose the correct answers.
1. Which of the following is an excellent source for a research topic?
I. Library searches
II. Personal experience
III. Replication of prior research
A. I only
B. II only
C. III only
D. I, II, and III
2. Dr. Roland wanted to narrow his topic from “classroom assessment”. Which strategy would you advise
him to follow?
I. Talk to a researcher familiar with the literature and the issues in this area.
II. Consult a good secondary source for an overview of this area.
III. Choose an aspect of classroom assessment that relate to his expertise.
A. I only
B. II only
C. III only
D. I, II, and III
3. Which of the following is NOT a characteristic of a good research topic?
A. It can be investigated through the collection and analysis of data.
B. It focuses on a philosophical or ethical issue.
C. It is theoretically or practically significant.
D. It is ethical.
4. What is the reason for consulting handbooks, yearbooks, encyclopedias, or reviews in the initial stages
of identifying a research topic?
A. They are readily available.
B. They provide an overview of the issues related to a topic.
C. They are primary sources.
D. They avoid reporting statistical data so one can interpret the results more easily
5. Which of the following is NOT a legitimate research problem as stated?
A. What is the relationship between the number of books children read and theirreading scores?
B. Should competitive games be banned from elementary schools?
C. What does it mean to be a special needs child “included” in Ms. Pierre’s fourth grade class?
D. What are the major legal principles applied to educational cases decided by the Philippine
Supreme Court?
5. Which of the following is NOT a legitimate research problem as stated?
A. What is the relationship between the number of books children read and their reading scores?
B. Should competitive games be banned from elementary schools?
C. What does it mean to be a special needs child “included” in Ms. Pierre’s fourth grade class?
D. What are the major legal principles applied to educational cases decided by the Philippine
Supreme Court?

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 Grace Mission College
Catiningan, Socorro, Oriental Mindoro

LEARNING CONTENTS
4. Parts of a Language Research Paper

A. Parts of a Language Research Paper

1. Chapter 1 describes the problem and its setting and is subdivided into the following headings:
a. Introduction.
This provides general information about the topic chosen, its role or importance in society
and discusses the reason why the researcher became interested in the study. For example, if the
study pertains to Social and Cultural Implications of Name-Calling in the Philippines, it must
include a background of the name-calling practices of Filipinos where, when, and how they
originated, and why was the writer interested in the phenomenon.
b. Setting of the Study.
It specifically gives information regarding the location of the study, which may include
the country, the province, the city, or the institution where the study was conducted.
Example:
This study was conducted in Centro Escolar University, Manila. CEU is a private
institution which just celebrated its first 100 years. The university houses 12 buildings that are used
in catering to the educational needs of an average of 15, 000 students per year. Considered as one
of the most stable institutions in the country, CEU has pursued academic excellence in its
course offerings by continuously raising quality standards, upgrading facilities, updating
curricula, and developing a highly professional and dynamic teaching force and university staff.
Centro Escolar University was established on June 3, 1907 by Doña Carmen
de Luna for the instruction and training of the youth in all branches of the arts and sciences.
With some benches, a single blackboard, and a few books, the two educators steadfastly nurtured
a dream of establishing a nationalistic center of learning Filipino women. The first college, that of
Pharmacy, opened in 1921. The colleges of Liberal Arts, Education and Dentistry followed one
after another, and three years later, the College of Optometry was established. Today it has a total
of 10 schools/ colleges in Manila, Makati and Malolos campuses.
c. Theoretical/ Conceptual Framework.
It presents the theoretical basis of the study which may be an established learning, principle
of the theory. The conceptual framework shows the process followed in the conduct of the research.
Examples:
Theoretical Framework (A study on students’ oral communication needs with the goal
planning a course to address these needs may adopt Paul Nation’s (2000) Model of Course Design
Process.)
Paul Nation considers course design as a process consisting of sub-process.
This process is illustrated in Figure 1 showing a model course design which this study adopted
as paradigm.

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 Grace Mission College
Catiningan, Socorro, Oriental Mindoro

The Figure consists of three outside circles and a subdivided inner circle. Both circles make
up the curriculum. The inner circle (subdivided into Content and Sequencing, Format and
Presentation, Monitoring and Assessing with Goals at the center) represents the syllabus. The outer
circle (Principles, Environment, Needs) represent the practical and theoretical considerations that
guide the process of course production. These considerations constitute the sub-process of the
design.

Conceptual Framework. One of the most commonly used paradigms to illustrate the process
followed in the conduct of a study is the IPO (Input-Process-Output) Model for the program designing
(Lewis & Smith, 1994)
The IPO Model comprises of three basic elements: (1) recognition that all organizations operate in
an environment that can influence the success or failure of the organization, (2) an identifies organization
mission, and (3) a transforming process that involves output into the organization from external
environment, throughputs or the actual techniques and outputs represented by the product and service
provided to the members of the external environment.
In this study , the input consisted of the student’s grades in basic English. These data were assessed
in the process or throughput yielding the output which is the academic performance of students in English.
The output would be the basis for actions that would be taken to improve English instruction in the
University.

INPUT PROCESS OUTPUT

Reference: https://www.studocu.com/ph/document/pangasinan-state-university/bsed-english/el-110-sg-1-fundamentals-of-
language-education-research/19895486