Research Methods in TESOL - Assignment Example

Research Methods in TESOL Table of Contents Question 4 Strengths of Introduction 4 Weaknesses of Introduction 4 Strengths of Proposed Literature Review 5 Weaknesses of Proposed Literature Review 5 Strengths of Research Questions 6 Weaknesses of Research Questions 6 Strengths of Research Methods 7 Weaknesses of Research Methods 7 Strengths of Context and Participants 8 Weaknesses of Context and Participants 8 Strengths of Analysis 9 Weaknesses of Analysis 9 Other Weaknesses in the Proposal 10 Question 2 11 Simple Random Sampling 11 Systematic Random Sampling 12 Stratified Random Sampling 12 Cluster Random Sampling 13 Question 3 14 Postal Questionnaire 14 Advantages of Questionnaire 15 Disadvantages of Questionnaire 15 Type of Research Where Questionnaire is the Most Appropriate 16 Question 4 17 Value of the Questionnaire as Research Instrument 17 Strengths of the Questionnaire 18 Weaknesses of the Questionnaire 18 18 Suggestions for Improvement of the Questionnaire 19 Question 5 20 Strengths of the Researcher’s Interviewing Skills 20 Weaknesses of the Researcher’s Interviewing Skills 21 Suggestions for Improving the Interview 21 References 23 Question 1 The research proposal is the one to examine the relationship between teachers’ motivation and pupil motivation. In this section, a critique of the research proposal is presented with review towards its strengths and weaknesses. The strengths and weaknesses of each topic mentioned in the research proposal have been presented. Strengths of Introduction The writer has described the reason for the research in a very precise and understandable form. The purpose of ‘introduction’ in a research proposal is to convince the reader that a serious issue has been selected for discussion that holds great importance in the society. The writer has identified the subject from personal experience and holds strong reason to study. The purpose of introduction to show that the writer has undergone sufficient preliminary investigation has been fulfilled in the proposal. The inadequacy of previous research has also been well mentioned (Olk, 2003). Weaknesses of Introduction The clear definition of the statement of problem is missing in introduction part of the proposal. Though the purpose of research has been elaborately described, the ultimate problem has not been mentioned clearly which could provide readers an easy review of the research problem. The description has been completed in a short phase (Olk, 2003). Strengths of Proposed Literature Review Proposed literature review of the writer has shown evidence that research problem has not been created by the writer on his own. There is evidence of previous article on the topic of research. The section has also provided credit to the article that has laid basis for the research. It also has provided that prevailing information about the research topic will be analysed in the research. The description is short but has been kept up to the requirements of the research (Wong, 2006). Weaknesses of Proposed Literature Review The proposed literature review has limited span of description. An in-depth presentation of understanding of the issues related to the research problem has been ignored. There is lack of in-depth focus on the research topic. Descriptions of various issues that have laid the foundation of the present research have not been mentioned. Proposed literature review has to be organised and well versed, but this criterion of a good review has been ignored (Wong, 2006). Strengths of Research Questions The questions that have been mentioned as research questions in the proposal are well related to the problem of the research. Relationship between the questions have been maintained which shows that the research will depict appropriate results relevant to the topic. A wide variety of research questions are there and underlying relationship has been established among them. There is a strong requirement that the research questions should establish relationship between the variables in the proposed research. This requirement has been efficiently fulfilled by the section of research question (Pajares, 2007). Weaknesses of Research Questions There is excess research questions under the heading ‘sub-questions’. General formatting of presenting the research questions have not been followed. Inclusion of so many sub-questions could be deviating from the main purpose of the research. The readers may get diverged from the actual research problem. Choosing of hypotheses would have been a better option for presenting the research proposal as it provides a clear understanding of research object to the reader (Pajares, 2007). Strengths of Research Methods The tools and techniques that will be followed in the methodology section of the research project have been mentioned. The procedures that will be followed for arriving at results have been mentioned. The approaches and methods that will be followed have been stated with their valid reasons (Heath, 1997). Weaknesses of Research Methods The extent of description has been kept very small for the readers to understand the basis of validity on which tools and techniques have been selected. There should be a detailed intention of the entire methodology that will be followed. A proper validation of the techniques is missing. The methods selected for research such as correlation should have been described to a certain extent, although it has been mentioned to be an intention. The description of data collection procedure has been kept less. The convincing ability of the research methods is not so strong because validity or evaluation of them has not been performed. The inclusion of discussion on alternative techniques like interview and survey method is not present. Moreover, discussion on the method of sampling which the researcher would be following has not been mentioned (Heath, 1997). Strengths of Context and Participants The participants who will be reviewed for collecting data have been presented in this part of the proposal. Participants have been well described and their category is also simultaneous with the requirements of the research project. In the study, the participants have been chosen with respect to the objective of the research and there seems to be no deviation from the ultimate purpose. The reasons for selection of participants have also been mentioned clearly (Byers & Wilcox, 1991). Weaknesses of Context and Participants An in-depth description about the selection of participants could have provided better convincing ability from the part of the writer. The characteristics of participants or respondents have not been described. The validation that these respondents will provide the most appropriate data regarding the research questions have not been presented. The readers could be left to a stage of uncertainty regarding proper analytical result of the research (Byers & Wilcox, 1991). Strengths of Analysis The process that will be followed in analysing the data collected from the participants has been mentioned. The planned analysis by the writer has been presented and proper techniques have been mentioned as well. Proper use of the questionnaire results has been depicted that adds reliability on the research proposal (Auburn University, 2010). Weaknesses of Analysis Proper description of analysing the collected data has not been mentioned in the proposal. The steps that will be followed for analysing data should have been explained elaborately. The purpose of such description is to keep the proposal on the safe side from criticism and that has been ignored in the proposal. A precise description is essential for making the readers understand the ability of the researcher to analyse critical data. Proposed analysis seems an extension of research methods portion, whereas a comprehensive reasoning of the data analysis technique should have been presented. The method of using graphical representation during analysis has been ignored (Auburn University, 2010). Other Weaknesses in the Proposal An essential part of a research proposal, which is the conclusion has not been included. In conclusion, readers get to know the probable findings of the research that the researcher expects to find. Thus one major aspect of a research proposal has been ignored totally by the researcher. Another important weakness of the research proposal is the allocation of time in the time table. For example, the time allotted for data collection is just one month whereas for analysis it is four months. Therefore, comparatively, the allocation is not justified. Question 2 The concept which I will discuss here is of Random Sampling. There are four essential types of random sampling which are widely used in researches. They are: simple random sampling; stratified random sampling, systematic random sampling and cluster or multi-stage random sampling. Simple Random Sampling A simple random sample is one which is selected from a large population size in such a way that each sample element has an equal probability of being selected in the sample. This technique of selecting sample is known as simple random sampling. It is comparatively easier but becomes difficult to choose when there is a wide list of all the members in the population. Systematic Random Sampling Systematic Random Sampling is an alternative to the simple random sampling. In this technique, every kth (a specific position in the population) element is selected from the population. The starting point is randomly selected and then the kth elements are included in the sample. This technique overcomes the difficulty in simple random sampling which appears when there is a list of all the elements of population. Here, as every kth element is selected, it increases the flexibility and provides an easy way of selection. But there is a chance of bias in this technique because elements might be arranged in a certain pattern that is unknown to the researcher (Zou, 2006). Stratified Random Sampling Stratified random sampling is a variation of simple and systematic random sampling and is used when there are different subgroups. A sample in this technique is formulated by classification of the population into units known as strata. The strata are formed based on certain common characteristics of the population. In certain cases, population elements vary up to considerable amount and in those cases, it is better to form strata. The advantage of stratified random sampling over simple random sampling is that this technique provides more accurate estimation if a pertinent stratification variable is selected (NEDARC, 2010). Cluster Random Sampling Cluster sampling is extensively used in the present world due to its practical characteristics which are better than that of stratified random sampling. This type of sampling is also known as a plan of random sampling where the population is divided into clusters. In this case there is a less variation among the members of clusters and huge variation among the clusters. With a cluster sampling unit, one or more listing unit is linked; and with the listing units one or more elementary unit is linked. For example, if a school is the cluster sample, then classroom is the listing unit and student is the elementary unit (Georgia Southern University, n.d.). The differences between a stratified sampling and cluster sampling is that in stratified sampling, the population is divided into groups which are different from each other; whereas in cluster sampling, population is divided into comparable groups (Social Science Computing Cooperative, 2010). The disadvantage of cluster sampling is that the number of errors in this case is comparatively higher than that of other methods. The reason is that the listing units tend to possess homogeneous characteristics within the same cluster (Georgia Southern University, n.d.). Question 3 Postal Questionnaire Questionnaire is the most popular technique of data collection when there is large number of respondents spread over a wide geographical area or location. The technique uses certain well designed questions appropriate to obtain results in accordance to the research objectives. Questionnaire, if properly implemented, derives result not only on the overall performance of the test but also on its certain specific elements. Researchers take the highest time in designing a questionnaire because it should be formed as such that all the objectives of research are fulfilled along with basis for analysis. The data collected through the use of questionnaire provides more appropriate results for analysis than any other methods. Certain steps are required to be followed while designing a questionnaire which should include the following: identifying the objectives of research, selecting the sample, formulating the questions, managing the questionnaire and interpreting the results. Questionnaire is the best technique of measurement when money and other resources are less and protection of privacy of the respondents is essential. But the researcher’s hold in postal questionnaire becomes less because physical interactions are absent in this case. Through the use of postal questionnaire, the researcher’s scope broadens due to the inclusion of a large area. The researcher should very tactfully design the questionnaire, and should view the process as a multi-staged one that includes questions starting with the definition of the concept in research and ends with the understanding of the results (Georgia Tech College of Computing, 2010). Advantages of Questionnaire When the questionnaires are in written format, it provides a lot of advantages to a research design. The following are the advantages of a postal/written questionnaire: There is less requirement of staff and there is no “dead time” where researcher has to wait for potential participants. The observer bias will be minimised though preparation of closed ended questionnaire as respondents scope are limited in such case. Secrecy that is assured in questionnaire minimizes social bias and thus the responses are maximised. (Romano, 2010) Disadvantages of Questionnaire Along with the advantages, there are also certain disadvantages associated with questionnaire: If the questions are not phrased properly, they might yield certain undesirable results. Due to absence of physical interaction, the desired results might not be obtained. Postal questionnaire consumes a lot of time as the respondents might feel reluctant to send back the filled questionnaire. (Northern Virginia Community College, 2010) Type of Research Where Questionnaire is the Most Appropriate Questionnaire is such a technique of data collection where both qualitative and quantitative approach can be applied. Thus, in case of descriptive research, questionnaire is the most appropriate one. Descriptive research requires fulfilment of aspects of both qualitative as well as quantitative measures. The questions asked through questionnaire will certainly describe the approach towards the descriptive research and thus is the best technique. The main advantage of questionnaire in descriptive research is that results can be obtained both in the qualitative and quantitative form. Thus, the objectives of descriptive research can be fulfilled by the use of questionnaires in surveys. Descriptive studies are basically in “what is” structure and thus survey methods are often used that includes questionnaire (AECT, 2001). Question 4 Value of the Questionnaire as Research Instrument The research concerned aims to select data from teachers through the process of interview. Furthermore, the questionnaire will also be provided to 60 students in grade 11. From the analysis proposed, it is evident that the writer wants to analyse the results of questionnaires with the help of statistical tools. Thus, a formal standardised questionnaire was required for the purpose. When questionnaire is aimed to be used for collecting quantitative data, they have to be in structured form. In this case, the value of a questionnaire is assessed from the phrases and wordings used along with the order of each question. The value of a questionnaire increases when each respondent receives the same spur. The questions should be presented in well described form to avoid any sort of ambiguities in the minds of respondents. Again the value of the questionnaire will be enhanced if it is presented in an easy format to the respondents with the aim to make them comfortable while answering. The format is also an important aspect for increasing value of a questionnaire. It enables swift completion of the process (Food and Agricultural Organization of the United States, 2010). Strengths of the Questionnaire The questionnaire that has been presented is appropriate for the kind of research the writer wants to conduct. Since it contains both closed as well as open ended questions, therefore, it will serve the purpose of descriptive and exploratory research at the same time. The questionnaire has been formed according to the objectives of the research and depicts a superior understanding of the research problem. It seems well structured and skilfully designed to arrive at findings appropriate to the research situation. Weaknesses of the Questionnaire Though the questionnaire seems to be closed ended, there are still chances that respondents get confused in certain questions whether they should mark agree, unsure or disagree. For example, to answer the question “I modify my teachings to meet students need”, the respondents might be of the view that the modification of teaching style depends on situations. In that case, they will be totally confused as to which option to choose from agree, unsure and disagree. Moreover, in the questionnaire, too many questions have been framed for the teachers. The respondents (teachers) might not feel it productive to spend much time in answering each and every question. The questionnaire was too lengthy. Suggestions for Improvement of the Questionnaire Since the objective of the research is to gather data that can be quantified; closed-ended questionnaire is a better option to choose from many others. But the questionnaire seems to focus more on maintenance of chosen format. Many other forms of closed ended questions could have been used like ‘yes’, ‘no’. Also in certain questions respondents could have been asked to rate certain attributes. The open ended questions, instead of just being included at the end, could have been added at the beginning, too. This helps in removing boredom while answering the questions. The open ended question which asked “Do you know what reflection is?” should have been included at the beginning of the questionnaire. Inclusion of a question asking to describe certain term is not appropriate because respondents might feel the pressure to describe in the most appropriate manner. Question 5 Strengths of the Researcher’s Interviewing Skills The researcher had kept the discussion of the topic limited to the areas of concern or up to the objective of the research which is the most important criterion of designing a semi-structured interview. He had avoided his attempt to lead the interview or tried to convince the interviewee answer in the way he wants. The interviewer had kept his attempt confined towards creating a comfortable environment for the teacher. He started interviewing with a question that made the teacher comfortable. All these are the assumptions of a perfect semi-structured interview and the researcher has tried to maintain them as far as possible. Another important strength of the semi-structured interview conducted by the researcher is that all the questions are inter-linked and it seems that researcher has developed each question by considering the immediate last answer of the teacher or the interviewee (Zorn, n.d.). Weaknesses of the Researcher’s Interviewing Skills The researcher has missed out certain ‘warm up’ questions that are important for a semi-structured interview. These are included to make the interviewee feel more comfortable in the session. The number of questions should have been more in order to have a more inclusive idea of the research subject. The questions should have been more structured. For example, at the beginning, the interviewee was asked to represent his/her ‘focus on this activity’. The question might seem misleading to the teacher because he might get confused over the word ‘this’. The framing of each and every question is important in semi-structured interviews. The researcher should be very careful and focus on the research topic. The researcher did not either ask the interviewee whether he/she is happy to talk over the topic. Interviews are effective when they are conducted by two interviewers or researchers. In the case of this research it was not the case, as the interview was conducted by only one person i.e. the researcher. One should ask the question and the other should take the notes. The closing question is also missing in the interview. It seems that the interview has ended abruptly (Zorn, n.d.). Suggestions for Improving the Interview The non-verbal expression of interviewer is an important aspect of a semi-structured interview. Though it is not possible to understand the posture of interviewer from the written description of the interview, still it is recommended that for gathering more valuable information from the interviewee, researcher should indicate certain favourable non-verbal posture. Researcher should have gradually directed the interviewee towards the main questions in his checklist. There should have been a closing question like “would you like to inform anything more about the concept?” This would have ended the session in a more sensible manner. For making the interview effective and acquire results appropriate to the requirements, the researcher should make a preliminary study about the interviewee and presume as to what could be their answers. This can be either during the interview or by comparing with information gathered earlier about the interviewee. The researcher should also be alert to any signs shown by the interviewee where he gets the feeling that the interviewee is getting bored. At that moment, the researcher can move the discussion a little off the track and create interest in the interviewee (Emergency Food Security Assessment Handbook, 2005). References AECT, 2001. What is Descriptive Research? Edtech. [Online] Available at: http://www.aect.org/edtech/ed1/41/41-01.html [Accessed December 22, 2010]. Auburn University, 2010. The Elements of a Research Proposal. Proposal Guide. [Online] Available at: http://www.auburn.edu/~spencwa/FOUN7206/Proposalguide.pdf [Accessed December 22, 2010]. Byers, P. Y. & Wilcox, J. R., 1991. Focus Groups: A Qualitative Opportunity for Researchers. The Journal of Business Communication. [Online] Available at: http://onlineacademics.org/CA500/Private/ByersQual.pdf [Accessed December 22, 2010]. Emergency Food Security Assessment Handbook, 2005. Conducting Semi-Structured Interviews. Annex G6. [Online] Available at: http://www.who.int/hac/techguidance/tools/manuals/who_field_handbook/g6.pdf [Accessed December 22, 2010]. Food and Agricultural Organization of the United States, 2010. Questionnaire Design. Corporate Document Repository. [Online] Available at: http://www.fao.org/docrep/w3241e/w3241e05.htm [Accessed December 22, 2010]. Georgia Southern University, No Date. Cluster Sampling: An Introduction. Example. [Online] Available at: http://personal.georgiasouthern.edu/~rvogel/PDFs/Chapter%208.pdf [Accessed December 22, 2010]. Georgia Tech College of Computing, 2010. Questionnaire Design. Classes. [Online] Available at: http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest-design/ [Accessed December 22, 2010]. Heath, A. W., 1997. The Proposal in Qualitative Research. The Qualitative Report. [Online] Available at: http://www.nova.edu/ssss/QR/QR3-1/heath.html [Accessed December 22, 2010]. Northern Virginia Community College, 2010. Questionnaire. Home. [Online] Available at: http://www.nvcc.edu/home/elanthier/methods/questionnaire.htm [Accessed December 22, 2010]. NEDARC, 2010. Stratified Sampling. Example. [Online] Available at: http://nedarc.med.utah.edu/statisticalHelp/selectionAndSampling/probabilitySampling/stratifiedSampling.html [Accessed December 22, 2010]. Olk, H., 2003. How to Write a Research Proposal. DAAD Information Centre Accra. [Online] Available at: http://ic.daad.de/accra/download/How_to_write_a_research_proposal.pdf [Accessed December 22, 2010]. Pajares, F., 2007. The Elements of a Proposal. Emory University. [Online] Available at: http://www.des.emory.edu/mfp/proposal.html [Accessed December 22, 2010]. Romano, P. S., 2010. Questionnaire Design. Professor of Medicine and Paediatrics. [Online] Available at: http://phs.ucdavis.edu/downloads/ClinEpi_Romano_Question.pdf [Accessed December 22, 2010]. Social Science Computing Cooperative, 2010. Sampling. Lecture and Notes. [Online] Available at: http://www.ssc.wisc.edu/~oliver/SOC357/Lectures%20and%20Notes/SamplingBigSlides.pdf [Accessed December 22, 2010]. Wong, P. T. P., 2006. Excerpts from “How to Write a Research Proposal”. Trinity Western University. [Online] Available at: http://www.aap.ucla.edu/mentoring/pdf/09_how_to_write_a_research_proposal.pdf [Accessed December 22, 2010]. Zou, J., 2006. Elements of Statistics. Lecture Notes. [Online] Available at: http://www.ams.sunysb.edu/~jasonzou/ams102/notes/notes10.pdf [Accessed December 22, 2010]. Zorn, T., No Date. Designing and Conducting Semi-Structured Interviews for Research. Waikato Management School. [Online] Available at: http://wms-soros.mngt.waikato.ac.nz/NR/rdonlyres/em25kkojrnxofpq3j7avsnl46vkmera63kk2s6nd5ey2pypoxs32ne7dykntjde4u2qhffhpol6bzi/Interviewguidelines.pdf [Accessed December 23, 2010]. Read More