COLEGIO DE SAN ANTONIO DE PADUA

De La Salle Supervise School

Ramon M. Durano Foundation Compound
Guinsay, Danao City

MODULE II
IN
LANGUAGE
EDUCATION
RESEARCH
This course develops skills in applying principles and
approaches in research to find answers to questions in
language learning and teaching.

ANA MARIE LEONES-MONTE

amleones12@gmail.com
 Table of Contents

Module Page Date

No.

Module II – CONCEPTUALIZATION OF RESEARCH 1

Lesson 1 – Topic Selection and Review of Related

Literature and Studies

Learning Experience/Content 1 Sept. 28- 31,2020-

08-07

Learning Activities 5 Oct. 1-6,2020

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Self-Assessment Oct. 7-8, 2020

Lesson 2 – Components of Research

Learning Experience/Content

7 Oct. 9-14,2020-
Learning Activities 08-07

11 Oct. 15-20,2020-
Self-Assessment 08-07

12 Oct. 21, 2020

 MODULE II: CONCEPTUALIZATION OF RESEARCH
In this module, the early stage of doing research is introduced, from the selection of the topic to
the importance of the review of literature and studies and its parts and a research plan is
suggested to use in making a language research.

 Lesson 1: Topic Selection and Review of Related Literature and Studies

 identify the four characteristics of good research topics

 discuss the importance of handbooks, encyclopedias, yearbooks and reviews
when identifying a research topic
 apply strategies for narrowing a research topic
 make a formal statement of quantitative and qualitative research studies
 explain the process and purpose of Review of Related Literature and Studies
 identify and explain the parts of review

Learning Content

In doing research, identifying the topic is difficult to decide. The following are the steps
in selecting a good topic.

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 discussed in many ways by
identifying the research question, the research problem and the purpose of the research.

Main sources of topics. The four main sources of topics are: (1)theorywhich is 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; (2) personal
experience; (3) replication; and (4) 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 departments 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 initially while qualitative 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 nature of the
participants, and describes the specific relationship between variables. Qualitative research topic
emerges over the course of the study. It begins as an initial statement that tends to be stated as a

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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 to “questions” which are matters of
opinions.

 Review of Related Literature and Studies

The review of the literature involves the systematic identification, location and analysis of
documents containing information related to the research problem.

It is the process of collecting, selecting and reading book, journals articles, reports,
abstracts and other reference materials, including electronic sources about the problem under
investigation.

Referring to various sources, the following information may be collected:

 Background information about the problem and related concepts.

 Theories that explain the existence of the problem and the possible connection
between certain factors and the problem.
 Data that confirm the existence and seriousness of the problem.
 General and specific findings of studies related to the problem.
 Recommendations for further study given in related studies.

1. The Need for a Review of Literature and Studies

A review of literature and studies is a must in research. It aids the researcher in many
ways:

a. It helps the researcher identify and define a research problem. A new problem may
arise from vague results, conflicting findings, or the inability of the study variables to adequately
explain the existence of the problem.

b. It helps justify the need for studying a problem. When findings of related studies are
not clear or do not provide adequate/conclusive answers to certain issues or questions, then
conduct of a study is justified.

c. It helps prevent unnecessary duplication of a study. There are many research problems
that are already “over studied” and yet, similar studies are still being conducted. If a researcher
has adequately reviewed related literature about his/her study, unnecessary duplication can be
avoided.

d. It can be a source of a theoretical basis for the study. Correlation studies usually use or
generate theories to explain the research phenomenon under study. Researchers may use or adopt
the same theory or theoretical framework used in the related studies.

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 e. It enables the researcher to learn how to conceptualize a research problem and properly
identify and operationally define study variables.

f. It provides a basis for identifying and using appropriate research design. It also helps in
the formulation or refinement of research instrument.

g. Results related studies provide lessons for data analysis and interpretation. Findings of
a study can be compared to findings of related studies.

2. Functions of a Review

A review of related literature and studies links the study to any underlying assumptions
and theories related to the initial research question. It assess the researcher’s preparedness to
conduct the study, identifies potential gaps in the literature, suggests promising educational
practices, refines the initial research question and embeds the research questions in “guiding
hypotheses”. Specifically, the review seeks to:

a. determine what has been done already;

b. provide insights necessary to develop a logical framework into which the topic fits;

c. provide the rationale for the hypotheses being investigated and the justification of the
significance of the study;

e. facilitate the interpretation of the results.

3. General guidelines for the scope of the review

When considering the scope of one’s review, the researcher should be reminded of the
following guidelines:

a. bigger does not mean better.

b. heavy researched topics provide enough references to focus only on the major studies.

c. lesser researched topics require reviewing any study related in some meaningful way
even if this means searching related fields.

4. Stages of conducting a review

The review of literature and studies often follow certain stages:

a. Identifying key words to guide the search. It is important to experiment with several
key words and combinations of them. “Legal” key words may also be used for particular data
bases like ERIC Thesaurus which can be accessed through the ERIC homepage.

b. Identifying sources. Sources may be classified as primary and secondary or empirical

and opinion. It is important to use secondary sources such as handbooks, encyclopedias and
reviews early in the review process because they broaden and narrow keyword searches. Three
important Boolen operators may be used in the search: AND and NOT narrow a search while OR
broadens a search. A search may be narrowed by focusing date of publication, specific authors,
titles, etc.

The following resources can facilitate the researcher’s search: For books, use electronic
databases of university libraries and keyword searches; for journals or papers, use ERIC; for
indices, access them more easily through the library using EBSCO or other search tools such as

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Education Index, Psychological Abstracts, Dissertation Abstracts and Readers’ Guide to
Periodical Literature; for the web, the search engines are Google, Excite, HotBot, the subject
directories are Yahoo!, Web Crawler, Lycos and meta search engines are Dogpile, Mamma,
Vroosh; for educational sites, access the following; ERIC, Ingenta, New Jour, Education Week,
National Center for Education Statistics , US dept. of Education, Developing Educational
Standards, Education Resource Organization Directory. For evaluating the quality, honesty,
bias and authenticity of web sites, check Thinking Critically about WWW resources, Critically
Analyzing Information Sources.

c. Abstracting the information found in the references. To summarize references, there

are seven steps suggested: 1) read the article abstract; 2) skim the entire article; 3) record
complete bibliographic information; 4) classify and code the article; 5) summarize the article: 6)
identify thoughts about the article you believe important; and 70 indicate direct quotes properly.

The following are certain strategies used in abstracting: 1) begin with the most recent
references anmove toward the most dated; 2) record all bibliographic information such as author,
date of publication, title, journal name or book, pages, library or website name , volume and
issue, pages, library call number or URL; 3)identify direct quotes and record page numbers; and
4) identify main ideas.

d.Analyzing, organizing and reporting. Having abstracted the information needed, the
next stage is to analyze, organize and report the information gathered. This is the time to make
important decisions regarding the following: the outline of the review, and the technical nature of
reporting which includes the use of formal language and adherence to prescribed style (e.g.,
APA)

The review may be grouped by topics, analyzed for similarities and differences within
subheadings, and discussed from the most relevant studies, to the least relevant studies. It must
include a discussion on the implications related to the research problem.

 Parts of the Review

After gathering notes from the different sources reviewed, the researcher prepares the final
review. Most literature reviews consist of the following parts:

1. Introduction. The introduction briefly describes the nature of the researcher problem
and explains what led the researcher to investigate the question. The summary presents the main
topics covered in the literature review section.

2. Body. The body of the review briefly reports what experts think or what other
researchers have found about the research problem. Studies done on one key element or factor of
the research problem are reviewed under that topic followed by studies done on other aspects of
the problem. The common findings of several studies are summarized in one or two sentences
and only when necessary, some specific findings of each study may be presented.

3. Summary/synthesis. The summary/synthesis of the literature review “ties together”

the major findings of the studies reviewed. It presents a general picture of what has been known
or thought of abut the problem to date. It points out similar results, as well as conflicting
findings.

4. Conclusion. This part presents the course of action suggested by the literature. Based
on the state of knowledge revealed by the literature, the researcher could further justify the need
for his/her study.

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 Activity 1

Name: ________________________________________

Course &Yr: __________________ Score: __________

Instruction: Answer the following briefly.

1. What are the stages in conducting review? Explain each then give examples.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. Why there is a need to review related literature and studies?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. How to narrow a research topic?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity 2

Name: ________________________________________

Course &Yr: __________________ Score: __________

Instructions: Compare and contrast “Related Literature” and Related Studies” and give
examples each.

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 Activity 3: iSEARCH

Name: ________________________________________

Course &Yr: __________________ Score: __________

Instructions: Search for a sample related literature and studies for the following topics. Use the
parts of review in finalizing the note gathered from different sources.
 The Use of Simulated Recall Methodology in Language Teaching
 The Relationship of Academic Reading and Modern Technology

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 *SELF- ASSESSMENT*

Name: _____________________________
Course&Yr: ________________
Score: ________

Instructions: Narrow the following topics to make a sample research title. Follow the steps
in narrowing a research topic.

1. Listening Comprehension

2. Phonological Awareness

3. Communicative Language Teaching

4. Gaming as an Instructional Strategy

5. Information Technology in Teaching Language Arts

6. Critical Thinking

7. Traditional and Formal Approach in Language Teaching

8. Literature Instruction

9. Teaching in the New Normal

10. New Normal Literacy

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  Lesson 2: Components of Research

 describe the purposes and benefits of a research plan

 explain the use of research plan in conducting educational research
 make a research plan
 define variable
 discuss the types of variables
 define hypothesis
 explain the functions and types of hypotheses

Learning Content

1. Research Plan and its necessity

A research plan is a detailed description of the procedures that will be used to investigate
your topic or problem. It is a justification for the hypotheses or exploration of the research
problem. It is a detailed presentation of the steps to be followed in conducting the study.
Moreover, it forces the researcher to think through every aspect of the study. It facilitates the
evaluation of the proposed study and provides detailed procedures to guide the conduct of the
study.

A well thought out research plan saves time, provides structure to the study, reduces the
probability of costly mistakes and generally results in a higher quality research study.

2. Qualitative Research Plans

Qualitative studies are characterized by open-ended, emergent designs. Research plans

must be responsive to the context and setting as well as the flexibility of the design. Prior
fieldwork influences the research plan of qualitative studies. The authors recommend pre-
proposal fieldwork to help understand the socio-cultural context of the setting. Alternatives
include drawing on one’s own experiences or the literature.

3. General Issues to Consider When Developing a Research Plan

There are 3 important issues to consider in a research plan which are ethics of research,
general considerations and legal restrictions.

The five ethical principles are: (a) beneficence and non- malfeasance, (b) fidelity and
responsibility, (c) integrity, (d) justice, and (e) respect for people’s rights and dignity

Ethical Issues in Qualitative Research

Unique emerging nature of qualitative designs increases the likelihood of unanticipated

and unreviewed ethical issues. Unique personal involvement with participants raises issues such
as: (a) objective collection and interpretation of data, (b) possibility of observing potentially
illegal or unprofessional behavior, and (c) aligning professional and personal ethical
perspectives.

The general considerations concern the cooperation of the participants starting from
gaining entry to the research site where approval is needed at several levels, for instance from the
site, administrators, teachers, and students. There are certain strategies to enhance cooperation
from participants; (a) clearly explain the benefits of the study; (b) afford stakeholders the

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opportunity to review drafts of the report for their approval; (c) brief stakeholders on the
findings; and (d) provide professional development sessions for stakeholders.

Some research topics have legal restrictions. For example, a study that will require
interviewing prisoners will be subject to legal constraints. The researcher has to decide if he/she
has the time and resources to pursue a study that may be hindered by legal provisions before
he/she embarks on it.

 Variables

A variable is a concept that stands for a variation within a class of objects or persons. It is
a characteristic or property that can take different values or attributes. Variables are the basic
elements which are measured in a study. They are observable and measurable. Some researchers
cannot answer their research questions because they don’t have clear measures of their variables.
A variable must be operationally defined according to how it is used in the study, so that it can
be properly measured.

The operational definition gives a specific meaning to the variable. It specifies how
variable or a term is interpreted in the study and also sets the procedure for measuring variable.
The definition clarifies how a variable or a team is used and measured in the study. A variable
must be defined in terms of events/ units of measurement that are observable by the senses.
These events/units of measurement serve as indicators of the variable. An operational definition
of a variable used in one study may differ from that employed in another study.

Types of Variables

a. Dependent Variables. It is the “assumed effect” of another variable. It is the change

that occurs in the study population when one or more factors are changed or when an
intervention is introduced. Usually dependent variable is the problem itself.

b. Independent Variable. It is the “assumed cause” of a problem. It is an assumed

reason for any “change” or variation in a dependent variable. An independent variable is
sometimes treated as “antecedent” variable (the variable before). Likewise, an “antecedent”
variable may be treated as an “independent” variable.

c. Intervening Variable. It is a factor that works “between” the independent and

dependent variables. It can weaken (decrease) or strengthen (increase) the effect of the
independent on the dependent variables. It is also called a “facilitating variable”, “moderator” or
a “control variable”.

d. Antecedent Variable. It is a factor or characteristic which is found before (ante) the

independent variable. It is expected to influence the independent variable/s. It is usually
irreversible.

 Hypothesis

Researchers make educated guesses to tentatively answer the research questions. Usually
they make many tentative answers to the research questions. From these, they select the more
logical and theoretically sound guesses. These tentative answers to the research question/s are
called hypotheses.

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 A hypothesis is defined as an educated guess or tentative answer to a question. It is a
statement about an expected relationship between two or more variables that can be empirically
tested.

It is a researcher’s tentative prediction of the results of the research formulated on the

basis of knowledge of the underlying theory or implications from the literature review. Testing a
hypothesis leads to support of the hypothesis or lack thereof.

Two views of hypotheses

a. Inductive a generalization made from a number of observations. It is typical of

qualitative studies

b. Deductive derived from theory and aimed at providing evidence to support, expand, or
contradict aspects of that theory and is typical of quantitative studies.

Functions of a Hypothesis

a. A single hypothesis might state that an independent variable is associated with a

dependent variable.

b. Sometimes a hypothesis specifies that, under certain condition(x,y and z), variable A is
associated with or can influence variable B.

c. Some hypotheses may state that a particular characteristic of a person or object varies
according to another variable.

Types of Hypotheses

Hypotheses can be classified either as nullor alternative hypothesis, directional or non-

directional hypothesis and quantitative or qualitative hypothesis.

a. Null vs Alternative Hypothesis

A null hypothesis is a negative statement which indicates the absence of a

relationship/correlation between two variables, an absence of a significant difference between the
proportions of two groups of people or objects possessing a particular characteristic or an
absence of difference between or among the means of two or more groups with respect to a
particular variable.

An alternative hypothesis, also called research hypothesis, is the positive form of null
hypothesis. It may state the presence of a significant relationship between the independent and
dependent variables, or the presence of a significant difference between two means or two
proportions.

A null hypothesis is a statistical statement that states that no statistically significant

relationship or difference exists between variables.

b. Directional vs Non-directional Hypotheses

A directional hypothesis states whether the relationship between two variables is direct or
inverse or positive or negative. A positive or direct relationship is present when the value of one
variable increases with the increase in the value of another. The relationship is negative when the
value of one variable increases as the value of another decreases.

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 Directional hypothesis is a statement of the expected direction of the relationship or
difference between variables.

A non-directional hypothesis does not specify the direction of relationship between

variables. It merely states the presence or absence of a relationship between two variables or that
one variable influences another or there is a significant difference in the mean values of the two
variables.

c. Quantitative vs Qualitative Hypothesis

A good quantitative hypothesis is based on sound reasoning. It provides a reasonable

explanation for the predicted outcome. It clearly and concisely states the expected relationships
between variables. It is testable.

A qualitative hypothesis is explanatory or contextual. It has research bias since it is from

participant’s perspective. It is a generating hypothesis.

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 Activity 1

Name: ________________________________________

Course &Yr: __________________ Score: __________

Instructions: Answer the following briefly.

1. What is the importance of a “research plan”?

2. What is the purpose of “variables” in language research?

3. Explain the significance of “hypothesis” in research?

Activity 2

Name: ________________________________________

Course &Yr: __________________ Score: __________

Instructions: Go back to your answers in Activity 3 from the previous lesson (lesson 1). Choose
3 language research topics. Write a hypothesis and identify the variables for each research topics
then tell the type of hypothesis used. Justify your answers.

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 Activity 3: iSEARCH

Name: ________________________________________

Course &Yr: __________________ Score: __________

Instructions: Among the given general educational research issues, choose one of these issues
and narrow it to a reasonable topic in your major areas of specialization then state a specific
hypothesis.(1) instructional leadership ; (2) instructional strategies ; (3) technology in the
classroom ; (4) high stakes testing

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 *SELF- ASSESSMENT*

Name: _____________________________
Course&Yr: ________________
Score: ________

Instructions: Answer the following questions with justifications.

1. Which of the following is a non-directional hypothesis?

A. Teachers receiving holistic stress reduction training will be less stressed than teachers
who do not receive such training.
B. Teachers receiving holistic stress reduction training will have the same levels of stress
when compared to the teachers who do not receive such training.
C. Teachers receiving holistic stress reduction training will have significantly lower
levels of stress when compared to teachers who do not receive such training.
D. Teachers receiving holistic stress reduction training will have significantly higher
levels of stress when compared to teachers who do not receive such training.

ANSWER:

2. Which of the following is a null hypothesis?

A. Teachers receiving holistic stress reduction training will be less stresses than teachers
who do not receive such training.
B. There will be no difference in the stress scores of teachers receiving holistic stress
reduction training and those not receiving such training.
C. Teachers receiving holistic stress reduction raining will score significantly lower on a
stress test than teachers who so not receive such training.
D. Teachers receiving holistic stress reduction training will score significantly higher on
a stress test than teachers who do not receive such training.

ANSWER:

B. Identify the components for each of the hypotheses that follow.

1. Children taught by the vocabulary method will learn more than children taught by the
experimental method.
2. The greater one’s retention ability is the more one’s learning from the related prose will
increase.
3. Given equal prior learning corrective and non-corrective instruction are likely to produce
different levels of achievement among fourth-grade students

ANSWERS:

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