University of La Salette

THE GRADUATE SCHOOL

Santiago City

ADVANCED RESEARCH DESIGNS AND RESEARCH PUBLICATION

NAME : ____________________________________________
COURSE : ____________________________________________

ACTIVITY 1: NARROWING DOWN THE TOPIC

Instructions: In my recorded lecture, I have tasked you to trim down specific

topic for your research paper. Specifically, you will need to edit this graphic
organizer and show me the relationship of the broad, narrowed down, and main
topic that you want to delve into your paper.
 1. State your reason why you are choosing that topic. Use the three criteria to
describe your reason/s.

_______________________________________________________
_______________________________________________________
_______________________________________________________

2. What sources did you consult? Provide a paragraph (from each source) that talks
about your prospective topic. 

_______________________________________________________
_______________________________________________________
_______________________________________________________

ACTIVITY 2: PROPOSED WORKING TITLE

Instructions: Write your proposed working title in relation to your narrowed

down topic, which you accomplished in activity
1. 

ACTIVITY 3: LITERATURE MATRIX (TRIAL 1)

 Instructions: In my recorded lecture, I have mentioned about the importance of a
literature matrix before writing your manuscript. Your task is to make a literature
matrix (trial) in relation to your topic. Here are the steps that you need to undergo: 
1. Look for 10 credible journal articles (empirical studies) from the databases that
you know.
2. Be sure that these papers are somehow related to your chosen SPECIFIC TOPIC. 
3. Dissect each of the articles using the matrix. 

Research Topic:
_____________________________________

SAMPLE: 
REFEREN What key What was/were  What What were  What was
CE (APA concepts the was the the the conclusion
format) about objectives/resea research findings/res derived?
Note: List your topic rch questions of design of ults of the  What did
the were the study/ the study? the study
references highlighte study? recommend?
alphabeticall d?  Who
y.  were the
What was participa
the nts?
research  What
gap/ gap data
in gatherin
literature g tools
s were
reviewed used?
by the
author/s?
1. Manzano, B. CONCE It is hoped DESIGN There was CONCLUSION
(2018). PT/S that the To address a moderate AND/OR
Researcher current study the research agreement IMPLICATIONS
and non- Materials would extend questions, between
researcher Evaluatio our the current the two First, although it
teachers’ n understanding study used a groups of is desirable to
evaluation of how descriptive evaluators. have both the
of ELT RESEA researcher and mixed Within researchers and
Materials: RCH non- method each practitioners as
Converging GAP/S researcher- approach. group, the materials
or teachers This means findings evaluators,
diverging? No study evaluate ELT that this showed evaluation from
Iranian yet has materials. paper that the non-researcher-
Journal of compared Given the focused on non- teachers may be
Language the exploratory observing researcher- sufficient to
Teaching evaluatio nature of the the teachers ensure that ELT
Research, n of ELT current study, measurable tend to materials
6(2), 23– materials I do not aim to aspects of agree more integrate the
38. by generalize materials with each principles and
researche findings but evaluation other than theories in
r and only to provide the language teaching
non- a framework PARTICIP researcher- and learning
researche for future ANTS teachers. because they can
r- large-scale The integrate both
teachers. studies on participants The least theoretical and
materials in this study agreement practical
evaluation. involved five among knowledge during
non- evaluators evaluation.
researcher- occurred
teachers when Second, the
(i.e., not evaluating findings revealed
active in the that there exists
research) coherence variability in
and five of the attention that
researcher- materials. evaluators pay to
teachers This was different aspects
(i.e., active attributed of materials.
in research). to the fact
that RECOMMEND
Researcher- coherence ATIONS
teachers, on is not There might also
the other directly be a need to
hand, are observable revisit the
defined as and constructs for
those who requires evaluating
have been recursive materials since
teaching in reading some of them are
ESL context among sensitive to
for at least evaluators. variability.
10 years in a
university, Future studies
with may include more
experience participants of
in evaluating varying cultural
ELT background using
materials or multiple data
textbooks, collection
specialized methods such as
in language interview, focus
teaching, group discussion,
have been and observation to
involved in obtain a clearer
research picture of the
projects, and phenomena being
have investigated.
published at
least five Future
 research researchers may
articles on also explore the
applied factors that
linguistics influence the
and/or evaluation
TESOL in processes and
the last five practices of both
years. the researcher and
non-researcher-
DATA teachers.
GATHERI
NG TOOLS
The sample
materials
were
subjected to
evaluation
using a two-
part
questionnair
e

BEGIN HERE
REFEREN What key What was/were  What What were  What was
CE (APA concepts the was the the the conclusion
format) about objectives/resea research findings/res derived?
Note: List your topic rch questions of design of ults of the  What did
the were the study/ the study? the study
references highlighte study? recommend?
alphabeticall d?  Who
y.  were the
What was participa
the nts?
research  What
gap/ gap data
in gatherin
literature g tools
s were
reviewed used?
by the
author/s?
1. CONCE DESIGN CONCLUSION
PT/S AND/OR
IMPLICATIONS
PARTICIP
RESEA ANTS
RCH RECOMMEND
GAP/S ATIONS
 DATA
GATHERI
NG TOOLS

ACTIVITY 4: SPOTTING RESEARCH GAPS 

Instructions: Visit the three links below. Extract the research gap/s that were
addressed by each study. Do that by copying the paragraph/s that articulate the gap/s
and pasting them in each box. 

1. LINK: https://drive.google.com/file/d/1nevILkEdYmsHwnJSw6fSYl1UG-
6kfbRu/view?usp=sharing 
2. LINK:
https://drive.google.com/file/d/1qW3dlufnP9g00zT2ohroFVB9EJy8TEXd/view
?usp=sharing 

3. LINK: 
https://drive.google.com/file/d/11abM-
djubZnRKkDlhSYV7VnZGFtOeuSy/view?usp=sharing 
 ACTIVITY 5: WRITING THE INTRODUCTION (TRIAL 1) 
Instructions: You now know the components of an introduction. Your task is to write
the first version of your introduction. Ensure that all the essential components are
present, including the objective/s and the research questions. Be wary of the parallelism
of the gap, objective, and research questions.