Research 2019 Questions.

The idea is to understand the content, not only to answer. This material is testable. All the
answers are in the anthology. They go in a sequential order. To turn in on Thursday. June 13.
1. What are the characteristics of qualitative research?
General approach: qualitative research tends to be synthetic rather than analytic. It attempts
to capture “the big picture “and see how a multitude of variables work together in real world.
Research aim: it is generally heuristic or hypothesis generating. Unlike deductive research, it
does not start with preconceived notions or hypotheses, attempting to discover, understand,
and interpret what is happening in the research context.
Control over the research context: the degree of control over research context is low.
Qualitative research examines naturally occurring behavior, so the investigative methods are
as non-intrusive as possible. The researcher’s effect on the subjects and data is minimal.
Explicitness of data collection procedures: the level of explicitness in data collection
procedures is also low. The data are more impressionistic and interpretive than numerical.

2. Explain what Descriptive Research is.

Descriptive research is a grouping that include many particular research methodologies and
procedures, such as observations, surveys, self-reports, and tests.
The parameters of research will help us to understand more:
General approach: descriptive research may be more analytic. It is often focuses on a particular
variable or factor.
Research aim: descriptive research may also operate on the basis of hypotheses (often
generated through previous, qualitative research). That moves it toward the deductive side of
the deductive/heuristic continuum.
Control over the research context: descriptive research aims to gather data without any
manipulation of the research context. It is also low on the “control or manipulation of research
context” scale. It is non-intrusive and deals with naturally occurring phenomena.
Explicitness of data collection procedures: the data collection in descriptive research is very
explicit. Another characteristic is the type of subjects that studies. Descriptive research may
focus on individual subjects and go into great depth and detail in describing them. Individual
variation is not only allowed for but studied. Because of the data collection and analysis
procedures (such as surveys), descriptive research can also investigate large groups of
subjects. Often these are pre-existing classes. In these cases, the analytical procedures tend
to produce results that show “average” behavior for the group.

3. How can you describe Experimental Research?

It is a kind of research that hold many different types of non-common experiments. Even so,
all experimental research has several elements in common like:
- the division of the subjects into groups (control, experimental, etc.).
- the use of a “treatment” (usually the independent variable) which is introduced into the
research context or manipulated by the researcher.
The parameters of research will help us to understand more:
General approach: experimental research tends to fall on the analytic end. unless it is very
complicated, an experiment typically focuses on a specific element (a " constituent part") of the
larger process of language learning and teaching.
Research aim: virtually all experiments are designed to test hypotheses.
Control over the research context: experiments generally has a high control because they try
to control the research environment to a considerable degree. This can be plus and minimal.
 On the one hand, it allows the researcher to identify a particular variable and focus on it in
order to determine its effect on other variables. Because of this characteristic, only
experimental studies can state to show any degree of causality. On the other hand, control has
many disadvantages:
-it often makes the research situation unnatural, so subjects may not behave normally in an
experiment.
-it is virtually impossible to control all the variables in a research situation involving human
beings.
-controlled experiments often raise serious questions about research ethics.
Explicitness of data collection procedures: the level of explicitness in data collection is high.
Carefully focused instruments (tests, observations, questionnaires, etc.) that generate precise
quantitative data are the norm in experiments. These date can be analyzed using statistical
tests of significance in order to accept or reject the hypothesis.

4. Why do we need variables in Experimental Research?

We need variables to establish cause-and-effect relationship between them.

5. What are the three types of Experimental Research? Explain each.

There are three major types of design:
True-experimental
They must employ the following:
 Random selection of subjects
 Use of control groups
 Random assignments to control and experimental groups
 Random assignments of groups to control and experimental conditions
A true-experimental design must meet the preceding criteria. There some variations in true-
experimental designs, that variation comes in the time(s) that the treatment is given to the
experimental group, or in the observation or measurement.
Advantages:
 Greater internal validity
 Casual claims can be investigated
Disadvantages:
 Less external validity (not like real world conditions)
 Not very practical

Quasi-experimental
Quasi-experimental designs are usually constructions that already exist in the real world. A
quasi-experimental design will have some sort of control and experimental group, but these
groups probably weren’t randomly selected.
Advantages:
 Greater external validity (more like real world conditions)
 Much more feasible given time and logistical constraints
Disadvantages:
 Not as many variables controlled (less casual claims)
 Pre-experimental
Pre-experimental designs are lacking in several areas of the true- experimental criteria. Not
only do they lack random selection in most cases, but they usually just employ a single group.
There is no control group.
Advantages:
 Very practical
 Set the stage for further research
Disadvantages:
 Lover validity

6. What is the difference between a Research Question and a Hypothesis? Which approach
(Qualitative/Quantitative) does not require a hypothesis? Why?
The research question is the driving force behind the research–from beginning to end, and it
also forms the basis for your review of related research literature. In contrast, the hypothesis
is a focused statement which predicts an answer to the research question.
In heuristic research, a hypothesis is not necessary because this type of research employs a
discovery approach (solving problems using your own experience or knowledge).

7. What is Literature Review? Why is it important when you are doing a research study?
A literature review is a formal survey of professional literature that is pertinent to your particular
question. Literature review is very important since it find out exactly what others have learned
in relation to your question. In addition, it also helps to frame and focus your question and move
closer to the hypothesis or focused question.

8. What is a variable? What are the types of variables? Explain each and give an example of
each.
A variable is a measurable characteristic that varies. It may change from group to group, person
to person or even within one person over time. There are six common variable types:
Dependent variables: they show the effect of manipulating or introducing the independent
variables. For example, if the independent is the use or non-use of a new language teaching
procedure, then the dependent variable might be students’ scores on a test of the content
taught using that procedure. In other words, the variation in the dependent variable depends
on the variation in the independent variable.
Independent variables: they are those that the researcher has control over. This “control” may
involve manipulating existing variables (e.g., modifying existing methods of instruction) or
introducing new variables (e.g., adopting a totally new method for some sections of a class) in
the research setting. Whatever the case may be, the researcher expects that the independent
variable(s) will have some effect on (or relationship with) the dependent variables.
Intervening variables: the refer to abstract processes that are not directly observable but that
link the independent and dependent variables. In language learning and teaching, they are
usually inside the subjects’ heads, including various language learning processes which the
researcher cannot observe. For example, if the use of a particular teaching technique is the
independent variable and mastery of the objectives is the dependent variable, then the
language learning processes used by the subjects are the intervening variables.

9. Which variable is the cause in experimental research? Which one is the effect?

10. Read pages 25, 26 and 29-32. After that, do pages 33-37 (anthology).