Week 2_Apllied Llinguistics.pptx research quest

Learn about applied linguistics

1. Research Questions and Ethnographic Research Design in Applied linguistics Aigerim Kazhigaliyeva PhD candidate MA in Multilingual Education

2. Today’s agenda Developing research purpose and research questions in quantitative and qualitative research in applied linguistics.

3. Identifying a research problem in applied linguistics involves a series of steps aimed at pinpointing a specific issue or question that is both significant to the field and feasible for study. Understand the Field of Applied Linguistics : Familiarize yourself with the broad areas of applied linguistics, such as language learning and teaching, language policy, sociolinguistics, language assessment, and second language acquisition. Stay updated with current trends and debates in these areas. Conduct a Thorough Literature Review (use google scholar) : Investigate existing research in your areas of interest. Look for studies that mention "further research is needed" or identify gaps in the current knowledge. Pay attention to new developments and emerging questions in the field.

4. Identify Gaps or Unresolved Issues : From your literature review, note any recurring themes or questions that haven't been fully addressed. Consider areas where there is a discrepancy in findings or a lack of consensus among researchers. Align with Personal Interests and Expertise : Choose a problem that aligns with your own interests and expertise, as this will keep you motivated and engaged. Consider how your unique perspective or skills can contribute to resolving this problem. Reflect on Practical Relevance : Consider the practical implications of the research problem. How does it affect language learning, teaching practices, policy making, or understanding of language use in society? Think about the potential impact of your research on the field and beyond.

5. Formulate the Research Problem : Clearly define the problem. It should be specific enough to be manageable but broad enough to be significant. Ensure that it is researchable – that is, it can be investigated through empirical methods.

6. Qualitative Research in an EFL Classroom Research Purpose: To explore the experiences and perceptions of EFL learners regarding the use of storytelling as a language learning tool in an adult education class. Research Questions: How do adult EFL learners perceive the use of storytelling in language learning? What are the learners' experiences regarding engagement and motivation when storytelling is integrated into EFL instruction? Example Study: This qualitative study might involve conducting in-depth interviews or focus group discussions with adult EFL learners who have been part of a storytelling-based language learning program. The study would seek to gather detailed insights into their personal experiences, feelings, and perceptions about this learning method.

7. Writing research questions & subquestions in qualitative and quantitative research No hypotheses No variables/comparisons Often about experiences or processes or perceptions of participants, e.g. “What are the Uzbek speaking minority students’ experiences of social and academic integration in Kazakh and Russian medium programs in Kazakhstani HEIs?” Element of the research question Quantitative Qualitative Hypotheses Often, but not always, necessary NEVER; though in the statement of the research problem you can mention what MIGHT be happening/COULD happen that needs to be studied Variables Items to measure and compare/contrast. Usually 1 dependent and 1 independent variable, or multiple independent variables NEVER; instead the focus is on the central phenomenon (subquestions focus on elements of the phenomenon) Theory Tested through the analysis of the relationship among variables A lens which frames the understanding/exploration of the central phenomenon Key words Why; influence; impact What; how; explore; experiences; proceses

8. Research Questions What are the discourses* about English language instruction at the university? *Blommaert, 2005; Gee, 2011; Hornberger, 1995; Pennycook, 2010; van Dijk, 1993

9. Research Questions 2. What is the day-to-day reality of English language instruction at the university? What is the ecology of language in English-language classrooms? Are classes conducted only in English or are other languages present? Which language(s) are used by whom for what purposes?

10. Research Questions 2. What is the day-to-day reality of English language instruction at the university?

11. Research Questions 3. How are English and English-language classroom practices situated in or reflective of the larger language ecology of the university?

12. Research Questions 3. How are English and English-language classroom practices situated in or reflective of the larger language ecology of the university?

13. Research Questions 4. How is English language education practically and discursively connected with: KZ language policy, international education policy, and goals of economic development or integration?

14. Homework Read Chapter 14 (Creswell, 2012) p.461 Read 3 publications Hornberger et.al (2018), Translanguaging Case study 1 and Case study 2 Analyze 3 papers (prepare a poster or a ppt).