ARLENE D.

TALOSA, PhD
CTE Research Coordinator | Campus Information Officer
 UNIT 1: NATURE & CHARACTERISTICS OF
LANGUAGE RESEARCH
LESSON 1. Nature and Concepts of Educational Research
• Definition of Research
• Scientific Process of Research
• Goals of Conducting Research
• Kinds of Researches
LESSON 2: Language Research and Its Process
• The Research Process
LESSON 3: Characteristics of a Language Researcher
• Characteristics of a good researcher
 UNIT 2: ETHICS, STANDARDS AND
CHARACTERISTICS IN LANGUAGE RESEARCH
Lesson 4:
Getting Started: Choosing the
Topic
Research Topics
Considerations in choosing a topic
Fundamentals in writing research
title
Evaluating the Problem
Quick List of Reminder in Titling
UNIT 3: WRITING THE RATIONALE/ INTRODUCTION

Lesson 6: Laying the Foundation in the Introduction

Defining Introduction
Types of Research Gaps
Components of a good rationale

Lesson 7: Framing the Research Questions

The Research Problem and Its Importance
Characteristics of Good Research Questions
Formulating Research Questions
The Statement of the Problem Construction
Research Question and Hypothesis

Lesson 8: Understanding and Defining Research Variables

Understanding Variables
Categorical and continuous variable
Dependent and independent, moderating and intervening variables
Definition of terms
UNIT 4: WRITING THE REVIEW OF RELATED LITERATURE
Lesson 9: The W’s and H’s of Literature
Review Writing
Defining Literature Review
Purpose of Literature Review
Evaluating Internet Sources
Lesson 10: Organizing Literature Review
Organizational Frameworks in
Literature Review
 UNIT 5: DESIGNING THE METHODOLOGY OF LANGUAGE RESEARCH
Lesson 11: Research Approaches and Design
Research according to Design
Quantitative
Qualitative
Mixed-Method
Lesson 12 Sampling of Respondents
Sampling
Sampling methods
Lesson 13 Instrumentation and Data collection
Validity and Reliability
Types of Validity and Reliability
Instrumentation
Types of Research Instruments
Tips in writing the research instrument in proposal
Lesson 14 Data Analysis for Quantitative and Qualitative
Research
Defining Data
Data Analysis Types
Descriptive and Inferential Statistics
Qualitative Data Analysis
RESEARCH DEFINED
• Research is defined as "scholarly or scientific investigation
or inquiry" or as a verb meaning "to examine (something)
carefully" in the American Heritage College Dictionary
(2000). Hence, in its most basic and simplest form,
research is a way of finding out answers to questions.
Research is usually consists of -
o Asking a question that nobody has asked before;
o Doing the necessary work to find the answer; and
o Communicating the knowledge you have acquired to a
larger audience.
• Systematic – The
investigation uses
procedures that
follow a logical
sequence (step-by
step process). In
doing a research.
Controlled – Effects of other factors on the outcome is
minimized or reduced. If it is an experiment, the effect
(changes) of the introduced intervention should be
attributed mainly to it, not to other factors.

For instance, if simulated speaking technique (teaching

strategy) is made to increase speaking ability (expected
change) of the learners, all other factors that contribute
to the increase in speaking ability should be made
constant to all learners.
• · Empirical – Conclusions are based upon hard
evidence (data, information) gathered from
real life experiences or observations. Thus, you
use questionnaires, language tests, interviews,
performance tests to collect evidence to
answer the research questions.
• ·Critical – Process of investigation should be
foolproof and free from any drawbacks. It
means that experts in the same language
discipline will agree to all the steps you set in
the research. Whatever questions they raise
against each step, you have a ready answer
to justify that what you will do or performed is
correct and acceptable.
 Goals of Conducting
Research

DESCRIPTION
CLASSIFICATION

EXPLORATION
PREDICTION
Description – research is the process of giving an account or
explanation of a phenomenon, like why junior high school
learners have poor reading comprehension or what explains
the faulty grammar of senior high school students.

Results of research can describe natural or social phenomenon,

such as its form, structure, activity, change over time,
relationship to other phenomena, etc. The descriptive function
of research relies on instrumentation for measurement and
observations. The descriptive research results in our
understanding of what happened.
Classification – research aims to categorize individuals into
defined groups on the basis of identified characteristics. For
instance, you may want to describe the good readers from the
poor readers or to characterize the high achievers and low
achievers in a certain grade level.
Exploration - an investigation or the study of something or the
consideration and testing of something as possible courses of
action to resolve a problem. For example, Will the conduct of
Saturday classes increase the possibility of producing good
writers? Will the use of cooperative reading increase the level of
participation of readers? Will the asynchronous delivery of
instruction in Cagayan State University improve language
students learning?
Prediction – research strives to make a statement or forming of
an opinion about what will happen in the future.

For example, How much do we know about the

communicative performance score of the learners when we
know their multiple intelligence, self-efficacy, level of exposure
to mass/social media, and their English language grades?
KINDS OF RESEARCHES
 Basic Research: This research seeks to understand and explain, i.e. the
research is interesting in formulating and testing theoretical constructs and
claims that, ideally, generalize over time and space in order to understand
and explain. This kind of study adopts a theory to provide its addition to
knowledge by explaining the phenomenon under examination. The what,
why, and how questions are explored in this research, which is more
descriptive in character.
Along language and language teaching, basic research in speech
and the lateralization of language, is proven to shed light on the difficulties
of reading and some of its limitations. The differences between speech
and reading, or language for the ear and eye, are first highlighted. Despite
the fact that spoken sounds are extremely complex and the optical shapes
of written language are a simple cipher or alphabet on the phonemes, we
all perceive speech easily but read only with difficulty.
2. Applied Research: In order for humans to better govern their
environment, this research aims to aid in understanding the nature
of human problems. In other words, the goal of this kind of research
is to identify potential solutions for human and societal
related problems.

This research is more prescriptive in nature, focusing on HOW

questions.
In educational research, an example that is considered applied
research is determining the best instructional intervention to help
children with reading disabilities. The focus of the study is How to
resolve the problem of children with difficulties to read and
comprehend what they read.
3. Evaluation study (summative and formative) examines the
procedures followed and the results of solutions that have been
tried. While the goal of summative evaluation is to evaluate the
effectiveness of a program, policy, or product, the aim of formative
research is to improve human intervention within particular
conditions, such as activities, time, and groups of people.

In language research, analyzing the results of the English segment of

the National Achievement Test (a summative test) to determine the
strengths and weaknesses of the learners after finishing elementary
or junior high school education is a form of evaluation research.
4. Action Research: Action research aims at solving specific
problems within a program, organization, or community. Patton
(1990) described that design and data collection in action research
tend to be more informal, and the people in the situation are
directly involved in gathering information and studying themselves.
Research of this nature is location-specific and usually classroom-
focused because the intention is to resolve the problems
encountered by the teacher in his/her class. A good example of
study is why learners cannot write grammatically correct sentences.
The teacher can come up with an innovative strategy that he/she
designs and can try it out with his/her own class. If it works, the
intervention is effective in solving the problem in this specific class by
the teacher.
On the other hand, another classification of research is
according to the type of information sought, namely:
quantitative and qualitative research (McLeod, 2019).
THE RESEARCH PROCESS
CTED/GS Research Agenda
RESEARCH THRUSTS KEY AREAS
•Curriculum Assessment
•Evaluation of Educational Policies
•Implementation of Outcomes-Based
Education
Policy Alignment and •Assessment of Teacher Education Programs
Placement •Assessment of Teachers and Pre-Service
Teachers Training and Development
•Evaluation on the Delivery of the Teaching-
learning Process
•Program and Institutional Accreditation
•Pedagogical Approaches
Pedagogical Analysis •Implementation of K-12
•Content Enrichment
 •Classroom Management Style and Instructional Delivery
•Phenomenological Study on the Academic and Social
Experiences of College Students
Educational •Managing Diversity of Learners
Management •Classroom Management Skills of Pre-Service Teachers
•Co-curricular Activities and Academic Achievement

•Enhancement of Instruction through Technology

Integration
Educational •Remote Learning
Technology •Blended learning
•Learning Management system