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Session 1 Getting started with classroom research DAVID NUNAN

Session 1 Getting started with classroom research

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Session 1 Getting started with classroom research. DAVID NUNAN. Aims of Session 1. gain an understanding of what we mean by ‘ research ’ as well as as the key concepts reliability, validity, variable, and construct. - PowerPoint PPT Presentation

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Page 1: Session  1  Getting started with  classroom research

Session 1 Getting started with classroom research

DAVID NUNAN

Page 2: Session  1  Getting started with  classroom research

Aims of Session 1

1. gain an understanding of what we mean by ‘research’as well as as the key concepts reliability, validity, variable, and construct.

2. understand similarities and differences between the psychometric, naturalistic and hybrid traditions

3. discuss first steps in the research process

Page 3: Session  1  Getting started with  classroom research

Getting started

In groups, complete the following statements: 

Research is………………………………………Research is carried out in order

to…………… 

Page 4: Session  1  Getting started with  classroom research

What is research?

1. Questions, problem, hypothesis 2. Data, 3. Analysis / interpretation 4. Publication 5. Reliability 6. Validity

Page 5: Session  1  Getting started with  classroom research

the psychometric research tradition Aim: To test the strength of relationships between variablesResearch design: Experimental

Type of data: Quantitative Type of analysis: Statistical

“Questions in search of data.”

Page 6: Session  1  Getting started with  classroom research

Variables and data types

Nominal Ordinal Interval

Page 7: Session  1  Getting started with  classroom research

ConstructsA psychological construct is a theoretical label that is given

to some human attribute or ability that cannot be seen or touched because it goes on in the brain. (Brown 1988: 103)

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Discussion: Which of these are variables? Which are constructs?proficiencygender motivationnative languageaptitude

attitude intelligenceattention deficit

disorderpubertybilingualism

Page 9: Session  1  Getting started with  classroom research

the naturalistic research tradition

Aim: To obtain insights into the complexities of teaching and learning through uncontrolled observation and descriptionResearch design: Non-experimental

Type of data: Qualitative Type of analysis: Interpretive

“Data in search of questions.” 

Page 10: Session  1  Getting started with  classroom research

research questions1. What are the classroom experiences of trainee teachers in

inner-city classrooms?2. Is a deductive approach to teaching grammar superior to

an inductive approach?3. What do learners believe about the nature of language and

learning?4. Do beginning learners of Spanish as a foreign language

who have an initial period of intensive listening before speaking outperform those who are required to speak from the first lesson?

5. What happens when teachers increase ‘wait time’ (the time between asking a question and then either reformulating the question or answering it)?

Page 11: Session  1  Getting started with  classroom research

Combining traditions: quantitative collection / quantitative analysis

Comparing statistical comparisons of learners’ test scores to see if there are any statistically significant differences between groups taught with different methods.

Page 12: Session  1  Getting started with  classroom research

Combining traditions: quantitative collection / qualitative analysis

Categorizing language students as advanced, upper-intermediate, intermediate, or lower-intermediate on the basis of learners’ test scores

Page 13: Session  1  Getting started with  classroom research

Combining traditions: qualitative collection / qualitative analysis

Summarizing written field notes to yield prose profiles of various teachers’ teaching styles in an observational study

Page 14: Session  1  Getting started with  classroom research

Combining traditions: qualitative collection / quantitative analysis

Tabulating the observed frequencies of certain errors in students’ writing samples

Page 15: Session  1  Getting started with  classroom research

Getting started on classroom

research: initial questions

What aspects of classroom teaching and learning am I interested in, and what specifically is it about this issue that I really want to know?

Does anybody else have an answer to my question?

How do I get started?

What kinds of data will be relevant to my research interest and question?

How will I gather those data?

What techniques exist for analyzing my data?

How can I make my research available to anyone else who might be interested?

Page 16: Session  1  Getting started with  classroom research

Research areas and topics: examples

Teacher questions

Direct instruction Error correction

and feedbackClassroom

management

Student interaction

Task analysisLearning

strategiesThe affective

domain

Page 17: Session  1  Getting started with  classroom research

Phases in formulating a research plan

Phase 1: Formulating the general research area or topic

Phase 2: Turning the research area into a question

Phase 3: Deciding on a research paradigm

Phase 4: Developing a detailed plan

Page 18: Session  1  Getting started with  classroom research

DiscussionThe next step: secondary

research

What is a literature review?What is the purpose of doing a literature

review?

Page 19: Session  1  Getting started with  classroom research

Discussion

Reflect on your own classroom, or a classroom with which you are familiar.

Come up with a research area that interest you and formulate it as a question.