Course Title: Research Methodology in English Education Course No. : Eng. Ed. 445 Nature of the course: Theoretic...
Course Title: Research Methodology in English Education
Course No. : Eng.
Ed. 445 Nature of
the course: Theoretical and Practical
Level: B. Ed. Full
marks: 100(T=50; P=50)
Year: Fourth Pass
marks: T= 35, P=40
Periods per week:
6
Total periods: 150
1.
Course
Description
This course has been designed to
help students understand the basic concepts and processes of doing and writing
research in English language education. The first unit of the course is focused
on helping students conceptualize the definition, characteristics, paradigms
and types of research. The second unit
deals with the basic components of research. In this unit, students will be
engaged in the process of identifying research problems, framing research
questions and objectives, writing literature review, specifying research
methods and data analysis procedure and writing reports. The third unit is
focused on the methods of data collection while the fourth and the fifth units
deal with research designs and data analysis/interpretation, respectively. The
final unit aims at engaging students in writing research reports.
2.
General
Objectives
The general objectives of this course
are as follows:
·
To acquaint the students with a general
understanding of the nature and characteristics of research methodology in
language education.
·
To familiarize the students with the research
problems, questions.
·
To
enable the students to design different types of research relevant to language
education.
·
To engage students in doing basic research in
language education.
·
To develop students’ competencies in analyzing and
interpreting data.
·
To enhance students’ skills in writing research
reports.
3.
Specific
Objectives and Contents
|
Specific Objectives |
Contents
|
|
·
Define research and
discuss its characteristics, rationale and application. ·
Discussion the paradigms
of research. ·
Provide an overview of
the types of research. |
Unit I: Introduction (15) 1.1 Defining
the concept of research 1.2 Characteristics of research 1.3 Rationale/purposes of doing research 1.4 Application of research 1.5 Paradigms of research: Positivist/ quantitative and
post-positivist/qualitative 1.6 Types of research: overview |
|
Unit 2: Basic components of research (20) 2.1 Research problem 2.2 Research questions 2.3 Research objectives 2.4 Literature review 2.5 Sampling procedure 2.6 Data collection: Methods and
tools 2.7 Data analysis and
interpretation 2.8 Reporting (Project
work: Teachers should engage students
in identifying research problems, research questions and objectives, and write
a literature review. They should also work together to specify the methods
and data analysis procedures for their study. Students should write a report
of all these.) |
|
Unit 3: Methods of data collections (30) 3.1 Questionnaire • Purpose • Types • Design • Techniques/process 3.2
Interview • Purpose • Types • Design • Techniques/process 3.3
Observation • Purpose • Types • Design • Techniques/process 3.4 Test
items • Purpose • Types • Design • Techniques/process (Project work: Students will develop the tools to collect
data by using above research methods). |
|
Unit 4: Research designs (20) 4.1 Qualitative vs quantitative 4.2 Survey research 4.3 Experimental
research 4.4 Action
research 4.5 Case study 4.6
Interactional research (Project work: Students will be engaged in
designing research and collect data by using appropriate methods and tools.) |
|
Unit 5:
Data Analysis and Interpretation (30) 5.1
Identifying the appropriate tools 5.2
Transcribing data (for qualitative) 5.3 Thematizing
the data (for qualitative) 5.4 Running
statistical tools (for quantitative) 5.5
Presenting data 5.6
Interpreting data: triangulation process (Project work: Students are engaged in
analyzing and interpreting data by using statistical tools and the process of
theme building. The analysis and interpretation should be based the actual
data students have collected.) |
|
Unit 6:
Writing research (35) 6.1 Following
the step wise process 6.2
Organizing the data 6.3 Writing
the report 6.4 Citation
and referencing styles (Project Work: Students will write a
compete research report based on their study.) |
4.
Instructional
Techniques
The instructional techniques for this course are
divided into two groups. First group
consists of general instructional techniques applicable to most of the units.
The second group consists of specific instructional techniques applicable to
specific units
4.1 General instructional techniques:
·
Lecture
and discussion
·
Demonstration
·
Teacher-guided
self-study
·
RDWS
(read-discuss-write-share)
·
Group/pair
work
4.2 Specific instructional
techniques
The major
instructional approach for this course include a research-based collaborative
approach in that both teachers and students work together to design and carry
out research. Rather than focusing simply on understanding of concepts,
students will be engaged in exploring issues, designing research methods, data
collection, analysis and interpretation and writing research report through
project work and other related techniques. For this purpose, the teachers
design both individual and collaborative activities with the students.
5. Evaluation
and Time Allotment
The course is for one academic
year and it carries 100 marks. The distribution of marks and time allotment for
each unit is as follows:
o Theory: 50%
o Practical: 50%
Unit Marks
Time
I T:
6 10%
II T:
10; P: 10 15%
III T: 10; P: 10 15%
IV T:
8; P: 10 20%
V T: 8; P:
10 20%
VI T: 8; P:
10 20%
6.
Assessment
Technique
6.1
Written examination: 50 marks
The
students will be assessed through annual examination held by the Office of
Controller of Examinations. The types and number of questions in the annual
examination paper are given in the following table:
|
Nature of questions |
Total questions to be asked |
Number of questions to be answered |
Weighing |
|
Group
A: Multiple choice items |
10 questions |
10x 1 mark |
10 Marks |
|
Group
B: Short answer questions |
6 questions with 2 ‘or’ questions |
6 x 5 marks |
30 Marks |
|
Group
C: Long answer questions |
1 question |
1 x 10 marks |
10marks |
6.2 Evaluation scheme for practical part: 50
marks
For the practical assessment, students should
keep a portfolio of their project work for each unit. Teachers should design
appropriate project works that requires writing at least 2000-3000 words.
Teachers should provide feedback to the students on their work. The portfolio
will be assessed by an external appointed by the office of the Controller of
Examinations. The division of marks is as follows.
|
Activities |
Internal |
External |
Total |
|
Attendance and participation |
5 |
- |
5 |
|
Collection of
documents |
5 |
5 |
10 |
|
Quality of report |
5 |
10 |
15 |
|
Presentation in
seminar |
5 |
- |
5 |
|
Viva-voce |
5 |
10 |
15 |
|
Total |
25 |
25 |
50 |
7. Recommended Books and
References
Recommended Books
Kumar, R. (2011). Research methodology (3rd
edition). New Delhi: Sage.(All Units)
McDonough,
J., & McDonough, S. (1997). Research methods for English language
teachers. London: Arnold. (Units II & III)
Nunan, D. (2008). Research
methods in language learning. Cambridge: Cambridge University Press. (All units)
Wallace, M. (2000). Action
research for language teachers. Cambridge: Cambridge University Press.(Unit
IV)
References
Burns, A. (2010). Doing Action
Research in English Language Teaching. New York: Routledge.
Cohen, L. Manion, L. and
Morrison, K. (2007). Research Methods in
Education. London: Routledge.
Paltridge,
B. and Starfield, S. (2007). Thesis and dissertation writing in a second
language. Routledge: London.
Seliger,
H. W. & Shohamy, E. (1999). Second
language research methods. Oxford: Oxford University Press.
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