Foundations

in EFL
Research

FOUNDATIONS IN EFL RESEARCH

Objective: To understand the terms: Second language classroom research
Deadline: submit this assignment before from August 20 to August 28,
2016
Evaluation criteria: According to the evaluative criteria, this assignment
corresponds to the Learning Strategy One and it will be graded the total
activity on 50 pts.
Resources:
Drnyei, Z. (2007) Research Methods in Applied Linguistics. Oxford
Ellis, R. (2012). Language Teaching Research & Language Pedagogy.
Wiley & Blackwell (Introduction pages 1 to 21 and Chapter 2 Methods
for Researching the Second Language Classroom. Pages 21 to 49)
Griffee, D. (2012). An Introduction to Second Language Research
Methods: Design and Data Dale T. TESL-EJ Publications
Nunan, D. (1990). Second Classroom Research
Language Classroom Research. ERIC Digest.
Retrieved
from
http://virtual20151.ustadistancia.edu.co/plugin
file.php/39518/mod_label/intro/ERIC%20DATA
%20BASESECOND%20LANGUAGE
%20RESEARCH-DAVID%20NUNAN
%20%282%29.pdf
Note: The first reference corresponds to the course textbook
and the other readings are available in the virtual room and
internet

PART ONE: The Theory

Based on the four authors complete the matrix and at the same time make a metacognition and
appropriateness exercise. This will let you make your own deductions, reflections and conclusions
(1.5Pts.)
Griffee,
D.
What is L2
RESEARC
As teachers
should

Ellis, R.
What is L2
RESEARCH
indefines
The author

Nunan,
D.
What is L2
RESEARCH
Second Language

Drnyei, Z.
What is L2
RESEARCH in
This is classroom?
research is called

also be researches
because we need to
do our own research
nobody is going to do
our job for us.
Research and
evaluation are
activities that every
teacher engages in,
except that we do not
usually call it

two methods for

researching in L2.
Practitioner
Research: It is
conducted by
teachers in their own
classrooms
motivated drawing
on the principles of
action research or
exploratory practice.

Classroom research
is research that is
carried out in the
language classroom
for the purpose of
answering important
questions about the
learning and
teaching of foreign
languages.
Classroom research

primary research or
collection of ones own
data. It is particularly
applied to the study of
languages. This research
can contribute
something new to the
understanding of how
languages are acquired
or used because no two
language/learning/use

research is that it is
not enough to know
the way around a
classroom. The
teachers need to be
able to create and
construct their
knowing. They can be
in charge of their
doing which is
teaching.
Teacher research to:

make a direct
connection between
research and
practice motivated:
To seek a
solution to
some problem
with their
teaching or
their
students.
To experiment

Griffee,
D.
The approach
to
ROLE of

Ellis, R.
ROLE of
the
The researchers

Nunan,
D.
ROLE of

Drnyei, Z
ROLE of the
researcher?

The purpose of classroom-oriented

The researcher makes
research is to identify the
the collection of ones
pedagogic variables that
ownmay
information or data.
facilitate or impede acquisition.
Fundamental
The features of
variables may relate toathe
researcher:
learner,
the
Genuine curiosity.
teacher, the instructional
A lot of common
treatment/environment or some form
sense.
of interaction among these factors.
Good ideas.
Discipline,
reliability and

To Think

1. What is research? Based on what you have read and based on the answers define research in L2
classroom. Do not forget to cite authors.
Research in the scientific sense is the organized, systematic search for answers to the questions we ask Hatch
and Lazaraton (1991), citing Drnyei (2007:15). Drnyei (2007) says or in short, research is disciplined inquiry. In
my words, research is a set of systematic process, organized and critical which applied to the study of a particular
issue.
L2 classroom research is research that is carried out in the language classroom for the purpose of answering
important questions about the learning and teaching of foreign languages Nunan (1990). This research can
contribute something new to the understanding of how languages are acquired or used because no two
language/learning/use situations are exactly the same Drnyei (2007).
Finally, I agree with Griffee (2012) who say as teachers should also be researches because we need to do our own
research nobody is going to do our job for us. Research and evaluation are activities that every teacher engages
in, except that we do not usually call it research. In that sense, research is what happens when the teachers do
their normal job. However, I think also requires knowledge, training and passion.

2. Is L2 research in the classroom different from other kinds of research? Explain. Support your answer
from authors
This is a very difficult question to answer but after analyzing I think
L2 classroom research stems from a question or a personal idea as all investigations. Always weve heard
qualitative and quantitative research as if they were the two alternatives research unique. I understood that
this classification refers is about types of data. Ellis (2012) wasnt accordance with this classification, he changed
the terms confirmatory and descriptive. In addition, dividing research into quantitative data (numbers and
statistical analysis) and qualitative data (verbal or narrative reporting) is not helpful. To identify research by the
type of data gathered is confusing and unhelpful. This makes the idea of qualitative and quantitative research
illogical, even impossible since it ignores the possibility of triangulation using multiple types of data Griffe (2012).
Later, appeared the mixed methods research or hybrid research offering various options to collect data, use and
analyze. In addition, I consider as teachers is very important knowledge research to choose the different methods
and research designs, organization and discipline because as Drnyei (2007) says or in short, research is
disciplined inquiry.

PART TWO: The Terminology

Read the provided materials and based on them develop the following workshop. (1.5Pts.)
2. According to Ellis, R., Drnyei, Z., and Griffee, D. define the following terms: Method or Methodology, Design
or Paradigm Strategy or Tradition.

Te
r
m
Method ,
Methodology or
Design

Ellis, R. (2012). Language

Teaching
Research
&
Language Pedagogy. Wiley &
Blackwell (Introduction pages
1 to 21 and Chapter 2
Methods for Researching the
Second Language Classroom.
21 to
49)
InPages
language
teaching
research the
method or methods are different
strategies or general approaches
used in the research to language
teaching.
The earliest researches were
focused in method oriented.
Then, appeared the post- method
and comparative method.
Increasingly,
the
instructional
strategies chosen for study are
derived not from methods but
from theories of language learning
focused on the process features
of L2 classrooms and variety the
different methods.
The studies have drawn on a
variety
of
different
research
methods; interactional analysisdiscourse analysisconversational
analysisthe
ethnography of communication

Drnyei, Z. (2007)
Research Methods in
Applied Linguistics.
Oxford

Due to different nature of

qualitative and quantitative
data, different methods have
been developed in the past to
collect and analyze them,
leading to the differentiation
between
two
research
paradigm,
qualitative
research and quantitative
research.
The method refers to data
collection applied, the nature
of the collect data, and the
method of data analysis used
to process the data and obtain
results.

Griffee, D. (2012). An
Introduction to Second
Language
Research
Methods: Design and
Data
Dale T. TESL-EJ
Publications
Method is frequently used
in close
proximity to other
terms such as paradigm,
quantitative, and qualitative.
Method could refer to a way
of organizing research (in
which case the term design
is preferable), it could refer
to a way of collecting data
(data collection instrument is
better in this case), or it
could refer to a way of
analyzing data.
A research design can be
defined as an operating
model for a research project,
which accounts for internal
reasoning (causality) and
external
reasoning
(generalizability).
If
the
introduction in a research
paper raises the question to

Strategy or
Tradition

Confirmatory Research
(quantitative): Confirmatory
studies of L2 teaching draw on
theories of language teaching and
learning to identifies the variables
(general theoretical construct)
that can be studied. Types
Experimental
Correlational
Descriptive Research
(Qualitative): Classroom
descriptive research aims to
produce qualitative and
quantitative accounts of classroom
processes, the factor that shape
these and their implications for
language learning. Types:
Interactional Research
Ethnographic Research
Hybrid Research: Combination
between confirmatory research

Quantitative
Research
involves
data
collection
procedures
that
result
primarily in numerical data
which
is
then
analyzed
primarily
by
statistical
methods.
Qualitative
Research
involves
data
collection
procedures
that
result
primarily in open-ended, nonnumerical data which is then
analyzed primarily by nonstatistical methods.
Mixed Methods Research
involves different
combinations of qualitative
and quantitative research
either at the data collection or
at the analysis levels.

The
term
qualitative
research is an imprecise
term. Its refers to a type of
data, not a type of research
design.
Furthermore,
the
term assumes the type of
data determines the type of
research.
In addition, dividing research
into quantitative data
(numbers and statistical
analysis) and qualitative
data (verbal or narrative
reporting) is not helpful. To
identify research by the type
of data gathered is confusing
and unhelpful.
This makes the idea of
qualitative and quantitative
research
illogical,
even
impossible since it ignores

PART THREE: From the theory to the practice.

Read ONE of the following tesis analyze it and complete the
matrix below. (2.0Pts.) Tesis 1
Reyes, C. (2010). Connecting Knowledge for Text Construction through the Use of Graphic Organizers* El Uso de
Organizadores Grficos para la
Construccin de Textos y la Creacin de Conocimiento.
Available on line:
http://revistas.udistrital.edu.co/ojs/index.php/calj/article/vie
w/2928/4280

Tesis 2
Soler, S. (2012). Between Dark Black and Light Brown. Discourses and Ethnic Identities among Afrodescendant Boys
and Girls in School Context in Bogot Entre el negro oscuro y el caf claro. Discursos e identidades tnicas entre
nios y nias afrodescendientes en contexto escolar en Bogot. file:///C:/Users/Docente%20Idiomas/Downloads/382616094-1-PB.pdf

T
e
s
i
s
N

Research
Objective &
Research
Question

Research
methodol
ogy or
Design

Role
of the
resea
rcher

Does this
research focus
on EFL teaching
and Learning?
Yes? NO?
Explain

Data
Gatheri
ng &
Analysi
s

Conclusions/
Reflections
&
Contribution
s

Objectives
1 To explore the
use of graphic
organizers while
reconstructing
texts.
2 To examine the
kind of information
students use to
reconstruct texts.

Research
Questions
*How do students
reconstruct their
texts when using
graphic organizers?
supporting
question
*What do written
productions from
students show the
ELT community
about students
connections with
previous
knowledge?

Qualitative
research
with
the inclusion of
descriptive and
introspective
approaches.

The researcher
makes
the
collection
of
own
information or
data with the
purpose
to
experiment
with innovation
in their classes,
in this case
(GOs).
Motivated
to
problem with
her their
students and to
create new
experiences.

Initially, the
research focused
on EFL learning
through the use of
GOs. Its for that
they were capable
of reading,
analyzing,

comprehending
and producers of

their own texts.

Its as a tool for to
facilitate the
In the same way,
the research also
focused in EFL
teaching because
the teacher was
motivated
to answer their
own questions, to
seek a solution to
some problem with
their teaching or
their students and
to experiment whit
innovation in their
classes.

Data gathering
Instruments:
*Focus Groups
(pre-post)
*Graphic
organizers
(GOs)(pre-post)
*Students
documents.

The results of the

study
demonstrated
that students
made connections
with previous
knowledge
acquired at school
as part of the
curriculum or at
home as part of
their daily
experiences.

Analysis
* The
triangulation
technique by
technique
expert rating
approach.
the aim of
triangulation is to
gather multiple
perspectives on
the same
situation being
studied
furthermore, to
have the same

Students can
benefit from using
GOs because they
learn how to
organize
information and
establish
relationships
among concepts.
Is necessary to
have training
periods for both
teachers and
students in order
to learn how to
create and use
different kinds of

References
Drnyei, Z., (2007). Research Methods in Applied Linguistics. New York. Oxford University.
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. John Wiley & Sons. Oxford.
Griffee, D. (2012). An Introduction to Second Language Research Methods: Design and Data Dale T. TESL-EJ Publications.

Nunan, D. (1990). Second Language Classroom Research. ERIC Clearinghouse on Languages and Linguistics Washington DC.