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Research Methods
Interview

Survey

Case Studies

Diary/ Essays/ Portfolio/ Logs

Focus Group

Psycholinguistic Techniques

Corpus Studies

Action Research

Intervention Study

Ethnography

Secondary Data/ Primary Data

Meta-analysis

Critique Analysis

Discourse Analysis

Research Methods 1
 How Do We Do a Research?
Observation/ Literature Review/ Topic
↓
Research Questions/ Research Gap
↓
Methods
↓
Data Collection/ Data Analysis
↓
Results/ Findings/ Discussion
↓
Defense/ Publication/ Sharing Your Results

intervention
Selectivity

*Research Gap: Something that uncovered yet

A Sample Research Question

RQ: What are the beliefs of Taiwanese English Teachers about
foreigner language teaching and acquisition?
belief → Narrow this down. Are you going to use the text book or not? Are
you going to teach English for Test purpose or Communicate Purpose?

Taiwanese English Teacher → Narrow it down by Age, Gender, Area…

foreigner language teaching and acquisition? → Narrow it down. English

language teaching for Specific Learner. Acquisition is like talking about
learning. That’s another topic.

Research Methods 2
 Operationalizability of Your Research Question
Should not be too broad or general

Can be more than one or a series of questions

What are the Beliefs of UK Primary School Teachers about Foreign Language
Teaching and Acquisition?

Do French Teacher working in UK? Does primary schools agree with the
teaching of French to year 6 primary school children?

What reasons do French teachers..

Research Question & Hypothesis

RQ: What are the borrowing practices of UK Primary Schools Year 6 Girls and
Boys in Terms of Fiction and Non-Fiction?

Hypothesis: In terms of school library use, boys in Year 6 of UK primary

school.. borrow (a) more works of non-fiction than fiction..

A Good Research Question(For Research)

identifying a gap in previous research(the importance of literature review!)

whether the research question is both worthy of investigation(is it still

interesting and original?) and operationalizable.

replicating another study under a different context or a different method.

Research Questions and Literature Review

Research Methods 3
 Practice
Topic: Immersive vs. non-immerse approach in English Teaching?

What is a possible research question?

What are Effects for Students between EMI Teaching

and Bilingual Teaching in CLIL for Taiwanese
Students in Elementary School Stage?

Based on your research question, what should you include in

your literature review?
To effectively address your research question in your literature review, you
should include the following components:

1. Introduction to CLIL and Language Teaching Methods: Provide an

overview of Content and Language Integrated Learning (CLIL) and its
significance in educational contexts, particularly in Taiwan. Explain the
difference between EMI (English as a Medium of Instruction) teaching and
bilingual teaching, highlighting their objectives and methodologies.

2. Language Learning Theories: Discuss relevant theories and frameworks of

language acquisition, such as the Input Hypothesis, the Interaction
Hypothesis, and the Sociocultural Theory, to provide a theoretical basis for
understanding how language learning occurs in different instructional
contexts.

3. Studies on EMI Teaching: Review research literature on the effects of EMI

teaching on students, particularly in elementary school settings. Highlight
studies that investigate the impact of EMI on language proficiency,
academic achievement, cognitive development, and socio-cultural factors.

4. Studies on Bilingual Teaching: Similarly, review studies on bilingual

teaching approaches and their effects on students in elementary schools.
Compare and contrast findings from studies that examine bilingual
programs in various contexts, including their impact on language
development, academic outcomes, and cognitive skills.

Research Methods 4
 5. CLIL Implementation in Taiwan: Provide an overview of CLIL
implementation in Taiwanese elementary schools, including the historical
background, government policies, and current practices. Discuss any
existing research on CLIL programs in Taiwan and their effectiveness in
promoting language learning and content knowledge.

6. Comparative Studies: Identify studies that directly compare the effects of

EMI teaching and bilingual teaching within the CLIL framework. Examine
findings related to student language proficiency, academic performance,
motivation, and attitudes towards language learning.

7. Challenges and Considerations: Discuss challenges and considerations

associated with implementing EMI and bilingual teaching in CLIL programs,
such as teacher training, curriculum development, language proficiency
requirements, and cultural factors.

8. Research Gaps and Recommendations: Identify gaps in the existing

literature and propose areas for future research. Suggest recommendations
for educators, policymakers, and researchers to enhance the effectiveness
of CLIL programs for Taiwanese elementary students.

By incorporating these elements into your literature review, you can provide a
comprehensive overview of the effects of EMI teaching and bilingual teaching
in CLIL programs for Taiwanese elementary students, thus contributing to a
deeper understanding of language education in Taiwan.

March 13

RQ: What makes some people successful readers and others

unsuccessful?

What may be a better research question?

Research Methods 5
 What factors contribute to the reading success of non-English speaking
graduate students when it comes to academic papers, and what barriers
hinder others from achieving similar levels of success?

Based on your research question, what should you include in

tour literature review?
In your literature review, you should include a comprehensive analysis of
existing research and scholarly works related to the reading success of non-
English speaking graduate students in academic contexts. Here are some key
elements you might consider including:

1. Introduction to the Topic: Provide an overview of the importance of

academic reading proficiency for graduate students, especially those who
are non-native speakers of English.

2. Theoretical Framework: Discuss any theoretical frameworks or models

relevant to understanding reading comprehension and language acquisition
among non-native speakers.

3. Factors Influencing Reading Success: Identify and discuss factors that

have been found to influence the reading success of non-English speaking
graduate students, such as language proficiency, prior educational
background, motivation, reading strategies, and cultural factors.

4. Effective Reading Strategies: Review studies that have examined effective

reading strategies for non-native speakers, including pre-reading activities,
vocabulary acquisition techniques, text structure analysis, and
summarization techniques.

5. Technology and Reading Support: Explore the role of technology in

supporting reading comprehension for non-English speakers, including the
use of digital tools, online resources, and language learning applications.

6. Barriers to Reading Success: Discuss common challenges and barriers

faced by non-English speaking graduate students in academic reading,
such as limited vocabulary, unfamiliar academic discourse, cultural
differences, and lack of access to resources.

7. Interventions and Support Programs: Evaluate the effectiveness of

interventions and support programs designed to improve the reading skills

Research Methods 6
 of non-native speakers in academic settings, such as language courses,
academic writing workshops, and peer tutoring programs.

8. Cultural Considerations: Consider how cultural background and identity

may impact reading comprehension and academic performance among
non-English speaking graduate students.

9. Research Gaps and Future Directions: Highlight any gaps or limitations in

the existing literature and suggest areas for future research to further
understand and support the reading needs of non-native speakers in
academia.

10. Conclusion: Summarize the key findings from the literature review and
discuss implications for practice and research in supporting the reading
success of non-English speaking graduate students.

Ensure to critically evaluate and synthesize the literature, drawing connections

between different studies and identifying overarching themes or trends in the
field. Additionally, provide proper citations for all sources referenced in your
literature review.

RQ: What factors contribute to non-English speaking junior high school

students a good speakers while a bad readers in terms of word recognition
ability?

LR:

Introduction to the topic.

Discuss some theoretical framework or models relevant to understanding

reading comprehension in terms of word recognition ability among non-
native speakers.

Discuss how word recognition ability influence reading skills.

Find the commonalities of those students in regard to their previous

education history.

Research Methods 7
 Find research gaps in the existing literature. And provide existing related
research results in this topic or area.

Conclusion: Summarize the key findings from literature review.

Hypothesis

Make some assumption what makes a non-native students a good speaker

while a bad reader.

Outlier, data is skewed (not normally distributed)

What topics can be examined via classroom research?

Factors Contributing to Low Self-Esteem and Learned Helplessness Among
Taiwanese Students When Learning English, and Strategies for Improvement in
Taiwan’s English Education.

In Taiwan, some elementary school students attend English cram schools after
regular
classes, while others do not. This creates a growing disparity in English test
scores,
leading to lower self-esteem and a sense of helplessness among students without
cram
school education. The praise given to high achievers exacerbates these feelings,
leaving
others feeling overlooked and demotivated. This divide poses a significant
obstacle to
their English language learning journey.

Research Methods 8
 🗓️ Mar. 20

Elementary school students in cram school

Focus on form:
I am taking a shower. My sister is taking a bath. Teacher Cherng is asking you
to make sentences.

→ Using a bunch of sentence and also ask students to make sentence in the
same form of

present beginning.

Focus on forms:
beV + Ving, beV + Ving, present beginning, beV + Ving, beV + Ving

→ Using a memorable song to make students acquire the form of present

beginning without

looking at a book and memorize it.

🗓️ Apr. 10 - Week 8

Today you’re going to learn a lot. Keep it up, Cherng;-) You’ve

Comprehension Tasks

Research Methods 9
 Comprehension: Understanding

Comprehension Skills
Skinning and scanning(reading comprehension)

Vocabulary

Listening skill - intonation, accent, tone(listening comprehension)

Grammar comprehension

Paraphrasing - production skill

Critical thinking skill

Comprehension Tasks
grammar

reading

listening

Questions

What are some types of grammar comprehension tasks?

Sentence Completion: Filling in blanks in sentences with the correct word or

form of a word.

Error Correction: Identifying and correcting grammatical errors in sentences

or paragraphs.

Sentence Transformation: Rewriting sentences to change their form without

altering the original meaning, often focusing on a specific grammatical
structure.

Multiple-Choice Questions: Choosing the correct option from a list to

complete or correct a sentence.

Paraphrasing Sentences: Rewriting sentences or short texts using different

words or structures while keeping the original meaning.

Research Methods 10
 Matching: Pairing sentences with grammatical rules or matching parts of
sentences that fit together correctly.

Identifying Parts of Speech: Marking words in sentences according to their

parts of speech (noun, verb, adjective, etc.).

Re-organize the sentence

Combine the sentences

Translation

Correcting Punctuation: Fixing punctuation errors to improve sentence clarity

and correctness.

Where can you find materials for grammar tests?

The British Council's LearnEnglish website

Offers a comprehensive suite of grammar learning resources, including clear
grammar explanations and practice exercises across different English proficiency
levels (A1-C1). It's an excellent platform for both self-study and structured
learning, providing opportunities to practice grammar in a safe and inclusive
environment. You can choose specific grammar points to work on and receive
immediate feedback on interactive exercises, helping you to improve your English
grammar little by little each day (LearnEnglish - British Council).

Test-Guide.com
Provides a variety of free English grammar practice tests designed to help you
write and speak with confidence. These tests cover fundamental aspects of
grammar, including parts of speech, punctuation, and common grammar mistakes.
The practice tests are suitable for those preparing for standardized tests like the
ACT, SAT, GMAT, or GRE, or for anyone looking to improve their grammar skills.
The site also recommends additional resources for grammar practice and study
guides (Test-Guide.com).

Cambridge English

Research Methods 11
 Offers extensive exam preparation materials for its range of English qualifications.
The resources include sample papers, worksheets, vocabulary lists, and exam
guides freely available for download. These materials are tailored to various
Cambridge English exams, catering to learners from pre-A1 to C2 levels of the
Common European Framework of Reference for Languages (CEFR). This makes it
a valuable resource for those specifically preparing for Cambridge assessments
or anyone interested in improving their English (Cambridge English).

Grammar Monster

Oxford Grammar Worksheet

Prescriptive Grammar: Text book Grammar

Descriptive Grammar: Native Grammar

Practice

How do you test if English learners learn that the -s suffix is

required for verbs in the third person present tense singular?

Fill in the blank with only ONE word for each question.
Peter ______ a piece of pizza yesterday. (eat)

Gary told me you always ______ to see a movie with your friends whenever you feel
sad. (go)
Harry ______ with his doll every night. This makes him feel less lonely. (sleep)

Cherng ______ to school on foot every morning to gain points for exchanging gifts.
(walk)
Peter and Johnson ______ out and play with May last weekend. (come)

Piloting your test

To ensure your test actually work.

Research Methods 12
 The number of your participants for piloting depends on each study.

🗓️ Apr. 17 - Week 9

Production Tasks
Writing Tasks Speaking Tasks
Argumentative/ problem- Conversation/ dialogue/
solution/ cause-effect essay interviews
writing
Q&A/ Brainstorming/ Short
ESP(English for specific questions
purpose) writing
Presentations/ Speeches
Picture story narrative
Speaking out loud/ Shadowing/
Translation Intonation & Accent &
Pronunciation Practices
Paraphrasing & Re-
paraphrasing Role play

Poets writing Information gap

Mock writing Summarizing

Book reports/ reflection/

evaluation/ journal writing/
portfolio

Q: What can be a production task for testing English definite/

indefinite articles in terms of Speaking and Writing Tasks?
Conversation Speaking Task (X) (not suitable: not a
production task)
Conversation I.

Research Methods 13
 A: Can I borrow the pen?
B: Which one?
A: The red one, thank you!
B: Pleasure!
Conversation Il.

A: Can I borrow a pen?

B: Here you are!
A: Sorry, could I get the red one?
B: Sure! Here you are!
A: Thank you!
B: No problem!

Please Note That: That and This is not indefinite articles

In English grammar, "that" and "this" are not indefinite articles; they are
demonstrative pronouns or demonstrative adjectives, depending on
their usage in a sentence. They are used to point out specific objects or
entities in relation to the proximity or distance from the speaker.
"This" refers to something that is physically or metaphorically close to
the speaker, while "that" refers to something that is more distant. For
example:

As pronouns: "This is my book" (near the speaker). "That is your

car" (far from the speaker).

As adjectives: "This book is interesting" (book is near the speaker).

"That car looks fast" (car is away from the speaker).

Indefinite articles in English are "a" and "an," which are used to refer to
non-specific items or entities. For example:

"I saw a bird in the tree."

"She wants an apple from that basket."

These articles are used when the exact identity of the noun is unknown
or when it's not unique or specific in the context it's being mentioned.

Research Methods 14
 🗓️ Apr. 24 - Week 10

What are some topics you can examine with

surveys/questionnaires
Motivation

Teacher’s belief in teaching

Attitudes in terms of teaching strategies.(Bilingual Teaching or EMI teaching)

Do you like apples? Yes or No?

Which one is not a American singer?

(A) Billie Eilish (B) Taylor Swift (C) Olivia Rodrigo (D) Post
Malone

Who is your favorite Singer, why?

What do you call it a healthy life-style?

🗓️ NO CLASS - Week 11 (Instructor out of town)

🗓️ May 8 - Week 12

Topic: Examining Taiwanese English Teachers’ beliefs

in grammar teaching
Method: A questionnaire

Research Methods 15
 1. Do you believe teaching grammar for real-world communication
or standardize test?
real-world communication

standardize test

both

2. Which one do you think is the best way to learn grammar in

your belief?
a. Memorizing every single grammar rules.
b. Learn the basic grammar rules, and then use logical way to
learn the others.
c. Acquiring from real-world communication without memorizing
any rules.
a

3. When do you think it is the best time for student starting to

learn about grammar?
Kindergarten (Age: before 6 years old)

Elementary school (Age: 6-11 years old)

Junior high school (Age: 12-15 years old)

Senior high school (Age: 16-18 years old)

4. How do you assess students’ grammar acquisition?

open-ended question

🗓️ May 22 - Week 14

Research Methods 16
 What are some characteristics of case studies?

🗓️ May 29 - Week 15: Individual Meeting for Final Paper

🗓️ June 5 - Week 16

Research Topic: English Learning in Study Abroad - Case Studies

of Taiwanese Students in the US

How can you conduct a case study based on this topic?

Semi-constructed interview

Journal log

Questionnaire

Difficulties

Perception

Self-awareness

Self-value in terms of race

Do cultural differences influence your language learning

EMI vs CLIL (immersion teaching vs bilingual teaching)

Factors contributed to your English learning

Research Methods 17