writing a research proposal in english language education

Marham Jupri Hadi English Language Eduation Unversity of Nahdlatul Wathan Mataram

Supplementary Reading to Writing a Research Proposal and Research Report 1

WRITING A RESEARCH PROPOSAL

IN ENGLISH LANGUAGE EDUCATION

(A draft)

Marham Jupri Hadi, M.Ed

(Presented in Undergraduate Thesis Writing Workshop for Students of English Language

Education, Teaching in Faculty of Teacher Training and Education, University of Nahdlatul

Wathan Mataram. Mataram, April 4 2016)

Abstract

Proposal Writing has been a major issue especially encountered by students at

undergraduate degree. Many of them are unfamiliar with the process of

writing of a research proposal despite the fact that they have done a research

method subjects earlier prior to proposing a research project. Such

unfamiliarity leads to confusion and inability to start writing their proposal

irrespective the availability of thesis supervisors. This article attempts to

highlights some key ideas which are worth learning by those undertaking

undergraduate thesis so that they can start working on their proposal quickly.

Further, this is not meant to replace any available guidance provided by

faculties or universities, rather it acts as an additional reading material which

represents the perspective of the writer.

A. Research Proposal

Research proposal is defined in a number of different ways and each higher education

institution has its own set definition. The following is an example of how University of

Birmingham (2016) has defined a research proposal.

“A research proposal is a concise and coherent summary of your proposed

research. It sets out the central issues or questions that you intend to address.

It outlines the general area of study within which your research falls,

referring to the current state of knowledge and any recent debates on the

topic. It also demonstrates the originality of your proposed research”

The length of proposal might vary from “five pages and certainly no more than fifteen

pages” (McGranaghan, 2014). According to a guideline published by University of

Birmingham (2016), the proposal length should normally around 2,500 words. It could also

range from 1,000 to 3,000 words (The University of Nottingham, n.d)



The primary aim to writing a research proposal is to “to describe what you will do, why it

should be done, how you will do it and what you expect will result” (McGranaghan, 2014)

B. Components of Research Proposals

Your Research proposal should include the following components:

- Title

- Abstract

- Research Context (Background)

- Research Questions

- Significance of Research

- Research Methods

- References

Another explanation regarding what a research proposal contains is provided by the

University of Nottingham in its website (n.d). A research proposal should contain the

following aspects:

an introduction to the proposal, identifying the subject for research in terms of

theoretical issues and relevant empirical applications

a review of relevant literature and theories relating to your proposed research area

that shows you understand the major lines of argument that have been developed and

the ideas and findings of key researchers working on your topic

an indication of the research methods you will use and the form and location of any

empirical work you plan to undertake; where and for how long might you collect any

relevant data? For example:

1. outline the sources of information you might need

2. comment on the geographical area in which the study will take place – what are

the advantages and disadvantages of this choice?

3. discuss the subjects of your research – individuals? Groups? Companies? And

why?

an indication on how you envisage your research will contribute to debates and

discussions in your particular subject area. Will it make an original contribution?

How might it fill gaps in existing work or extend understanding of particular topics?

C. Quantitative Research Proposal

1. Suggested quantitative research proposal

Title page:

Abstract

Acknowledgement

Contents page

Chapter 1. Introduction



A. Background of the Study (Research Context)

B. Problems identification

C. Limitation of Problems

D. Research Questions

E. Research Objectives (aims)

F. Research Significance (contribution)

Chapter 2. Literature Review

A. Definition of Key Terms

B. Relevant (related/ previous) studies

C. Hypothesis

D. Research Framework

Chapter 3. Research Methodology

A. Research Method and Justification

B. Variables

C. Population, and sample

D. Instruments

E. Verifying instruments validity and reliability (optional)

F. Methods of Collecting Data

G. Methods of Analyzing Data

H. Timetable

References

Appendices

2. Structure of Quantitative Research Report

Title page:

Abstract

Acknowledgement

Contents page


A. Background of the Study (Research Context)

B. Problems identification

C. Limitation of Problems

D. Research Questions

E. Research Aims (Objectives)

F. Research Significance (contribution)/ significance of the study

G. Summary (optional)

Chapter 2. Literature Review

B. Definition of Key Terms

C. Relevant (related/ previous) studies

D. Hypothesis

E. Research Framework

F. Summary (optional)




A. Research Method and Justification

B. Variables

C. Population, and sample

D. Instruments

E. Verifying instruments validity and reliability (optional)

F. Methods of Collecting Data

G. Methods of Analyzing Data

H. Timetable

I. Summary (optional)

Chapter 4. Findings / results and discussion

A. Findings

B. Discussion

C. Summary (optional)

Chapter 5. Conclusions

A. Conclusion

B. Recommendation

References

Appendices

D. Qualitative Research Format

1. Suggested Proposal Format for qualitative research proposal

Title

Abstract

Contents

List of Tables

List of figures


A. Background of the study (Research Bacground/ contex)

B. Statement of the problem (Research questions/ research focus)

C. Purposes of the study (Reseach Objectives/ aims)

D. Significance of the study (Research significance/ contribution)

E. Summary (optional)

Chapter 2. Review of related literature (Literature Review)


B. Relevant Studies (Previous Studies)

C. Summary (optional)




A. Research Approach

B. Setting (Description of Setting and Participants)

C. Source of Data

D. Methods for Collecting Data

E. Instrument

F. Methods for Analyzing Data

G. Checking Data Validity and Reliability

H. Timetable

I. Summary (optional)

References

Appendices

2. Suggested format for writing qualitative research report (thesis)

Title

Abstract

Contents

List of Tables

List of figures


A. Background of the study (Research Bacground/ contex)

B. Statement of the problem (Research questions/ research focus)

C. Purpose of the study (Reseach Objectives/ aims)

D. Significance of the study (Research significance/ contribution)

E. Summary

Chapter 2. Review of related literature (Literature Review)


B. Relevant Studies (Previous Studies)

C. Summary


A. Research Approach/ method and Justification

B. Setting (Description of Setting and Participants)

C. Population (types and sources of data)

D. Methods for Collecting Data

E. Instrument

F. Methods for Analyzing Data

G. Checking Data Validity and Reability

H. Timetable

I. Summary

Chapter 4. Findings and Discussion

A. Participants



B. Findings

C. Discussion

D. Summary

Chapter 5. Conclusion

A. Conclusion

B. Recommendation

References

Appendices

E. Research Topics and Titles in ELT

The following are research title instances which employed different research approaches.

1. Qualitative research methods

- Vocabulary Teaching and Learning in Taiwan (Chiu, 1994)1

- An Exploration of Listening Factors & Listening Strategies Used By Chinese

Postgraduate Students in L" Academic Lectures (Ching, 2010)

2. Quantitative research methods

- The use of video in English language teaching: A case study in a Norwegian lower

secondary school (Lialikhova, 2014)

- Boosting speaking skills through English Debating

3. Research and Development (R&D)

Developing Speaking materials for Islamic Boarding Schools

Developing Web Based Lesson

Here are other examples of research topics and titles, adapted from Hadi (2016)

Topic ICT in English Language Teaching and learning

Title - Using blogs to promote writing skill

- Enriching vocabulary through online game

Topic Motivation in Language Learning

Title - Factors discouraging learners to speak English in the classroom

- What encourage learners to keep speaking English outside the class?

Topic Teaching Methods to Improve Language Skills

Title - Promoting speaking skills and high order thinking skills by using debate

- Shadowing Technique to Improve Pronunciation and Speaking Pace

1 Complete list of Masters Dissertations (https://www.essex.ac.uk/langling/documents/research/ma_dissertations.pdf

http://brage.bibsys.no/xmlui/handle/11250/92958/browse?value=Lialikhova,%20Dina&type=author



- Direct feedbacks to Improve Writing Skill

F. Writing Research Questions

It is research questions which “guides and centers your research, thus it should be clear and

focused” (Duke University, n.d), Research questions “often starts with a Why, How, or

What” (Marchant, 2008). The following are some instance of research questions taken from

Borg’s study (2006)

Research title: Research Engagement in English Language Teaching

Research questions:

1. What are the characteristics of ‘research’ according to ELT teachers? 2. To what extent do teachers say they read published research?

a. What impact do they believe this reading has on their practices?

b. Where teachers do not read research, what reasons do they cite?

3. To what extent do teachers say they do research?

a. What are their reasons for engaging in research?

b. Where teachers do not do research, what reasons do they cite?

4. What are teachers’ perceptions of their institutional culture in relation to research?

5. How do these perceptions relate to teachers ‘research engagement?

6. Do teachers’ experience and qualifications relate to the degree of research

engagement they report?

Here is example of research questions adapted from a qualitative study conducted by

Samira Al Hosni (2014). She studied about “Speaking Difficulties Encountered by Young

EFL Learners”. ”. Two questions were asked in this study, namely:

1. What are the main speaking difficulties encountered by grade 5 students in basic

education schools in Oman ?

2. What are the factors that contribute to the existence of these speaking difficulties?

Another example of research questions from Gan’s study (2012) is:

What English speaking problems did one group of ESL learners

experience during an English language education program at a

tertiary teacher training institution in Hong Kong?”

In regards to quantitative studies, the research questions asked by the researchers can be

as follows:

1. To what extent does the Debate Technique develop students’ English speaking ability?

2. What are students’ perceptions towards the use of Debate Technique learning in the

classroom? (Somjai & Jansem, 2015).



However, for research employing mixed methods (quantitative and qualitative

approaches), the research questions can be as the following examples:

1. How did the students find the classroom debate experience?

2. Did the students believe that classroom debate help them improve critical thinking skills

and oral communication ability? (Zare & Othman, 2015)

G. Writing Research Objectives

H. Research Scope

I. What is Literature Reviews

Let us have a look at varied definitions about literature reviews.

A literature review discusses published information in a particular subject

area, and sometimes information in a particular subject area within a

certain time period. A literature review can be just a simple summary of the

sources, but it usually has an organizational pattern and combines both

summary and synthesis. A summary is a recap of the important information

of the source, but a synthesis is a re-organization, or a reshuffling, of that

information. It might give a new interpretation of old material or combine

new with old interpretations. Or it might trace the intellectual progression

of the field, including major debates. And depending on the situation, the

literature review may evaluate the sources and advise the reader on the most

pertinent or relevant (UNC, n.d)2

The review of literature must:

define the key terms and concepts,

describe relevant theories

present earlier research concerning the issue3

Why do we have to write a literature review? The following explanation would answer this question.

Literature reviews provide you with a handy guide to a particular topic. If

you have limited time to conduct research, literature reviews can give you

an overview or act as a stepping stone. For professionals, they are useful

reports that keep them up to date with what is current in the field. For

scholars, the depth and breadth of the literature review emphasizes the

credibility of the writer in his or her field. Literature reviews also provide a

solid background for a research paper’s investigation. Comprehensive

2UNC (2014) Literature Reviews. (Online) Retrieved 31 March 2016. Available at:

http://writingcenter.unc.edu/handouts/literature-reviews/

3 MA in ELT thesis information http://delp.elte.hu/MAinELTthesisinfo.htm



knowledge of the literature of the field is essential to most research papers

(UNC, 2014).

Literature reviews section can be organized into introduction, body and conclusion way

as it is similar to most other academic papers (UNC, 2014).

“Introduction: Gives a quick idea of the topic of the literature review, such

as the central theme or organizational pattern. Body: Contains your

discussion of sources and is organized chronologically, thematically, or

methodologically. Conclusions/Recommendations: Discuss what you have

drawn from reviewing literature so far. Where might the discussion

proceed?

Writing a literature review section would be a challenging task for most students. Wong

(n.d) summarizes some difficulties which students normally encounter when writing a

literature review. These include:

- Lacking organization and structure

- Lacking focus, unity and coherence

- Being repetitive and verbose

- Failing to cite influential papers

- Failing to keep up with recent developments

- Failing to critically evaluate cited papers

- Citing irrelevant or trivial references

- Depending too much on secondary sources

J. Referencing Styles

There are a number of different referencing styles which are commonly used in academic

works. However, American Psychological Association (APA) appears to be the most widely

used to cite sources in social science (Purdue OWL, 2016), including in English Language

Teaching (ELT).

K. Process of Writing Literature Reviews

L. Avoiding plagiarism in citation

M. Selecting a Research method

“The Method section is very important because it tells your Research

Committee how you plan to tackle your research problem. It will

provide your work plan and describe the activities necessary for the

completion of your project”.(Wong, n.d)

N. Timetable



REFERENCES

Al Hosni, S. (2014) Speaking Difficulties Encountered by Young EFL Learners. International

Journal on Studies in English Language and Literature (IJSELL) Volume 2, Issue 6 June

2014, PP 22-30

Borg, S (2006) Research Engagement in English Language Teaching. Teaching and Teacher

Education 23 (2007) 731–747

Duke Universtity (n.d) What Makes a Good Research Question. Retrieved from

http://twp.duke.edu/uploads/media_items/research-questions.original.pdf.

Gan, Z. (2012). Understanding L2 Speaking Problems: Implications for ESL Curriculum

Development in a Teacher Training Institution in Hong Kong. Australian Journal of

Teacher Education Volume 37 Issue 1 http://dx.doi.org/10.14221/ajte.2012v37n1.4

Lialikhova, D. (2014) The Use of Video in English Language Teaching: A Case Study in a

Norwegian Lower Secondary School: A Master Thesis. Retrieved from

http://hdl.handle.net/11250/198779

Hadi, M.J (2016) Cara Mudah Menulis Skripsi (A book Draft). Lombok, Berugak Alam Institute

Marchant, C (2008) A Guide to Writing your Masters Dissertation. School of Management and

Languages. Retrieved from

http://www2.hw.ac.uk/sml/postgraduate/downloads/dissertations/dissertationguide.pdf

McGranaghan, M. (2014) Guidelines on Writing a Research Proposal. Retrieved from

https://www2.hawaii.edu/~matt/proposal.html

Somjai, S.; Jansem, A. (2015) The Use of Debate Technique to Develop Speaking Ability of

Grade Ten Students at Bodindecha (Sing Singhaseni) School. International Journal of

Technical Research and Applications e-ISSN: 2320-8163, PP.27-31

The University of Nottingham (n.d) How to Write a Research Proposal. Retrieved from

https://www.nottingham.ac.uk/pgstudy/how-to-apply/how-to-write-a-research-proposal.aspx

University of Birmingham (2016) How to Write a Research Proposal. Retrieved from

http://www.birmingham.ac.uk/schools/law/courses/research/research-proposal.aspx

Purdue Online Writing Lab (2016) APA Style. Retrieved from

https://owl.english.purdue.edu/owl/section/2/10/

Wong, P. T. P (n.d) How to Write a Research Proposal. Retrieved from

http://www.meaning.ca/archives/archive/art_how_to_write_P_Wong.htm

http://twp.duke.edu/uploads/media_items/research-questions.original.pdf

http://dx.doi.org/10.14221/ajte.2012v37n1.4

http://hdl.handle.net/11250/198779

http://www2.hw.ac.uk/sml/postgraduate/downloads/dissertations/dissertationguide.pdf

https://www2.hawaii.edu/~matt/proposal.html

https://www.nottingham.ac.uk/pgstudy/how-to-apply/how-to-write-a-research-proposal.aspx

http://www.birmingham.ac.uk/schools/law/courses/research/research-proposal.aspx

https://owl.english.purdue.edu/owl/section/2/10/

http://www.meaning.ca/archives/archive/art_how_to_write_P_Wong.htm



Zare, P.; Othman, M. (2015) Students’ Perceptions toward Using Classroom Debate to Develop

Critical Thinking and Oral Communication Ability. Asian Social Science; Vol. 11, No. 9;

2015 ISSN 1911-2017 E-ISSN 1911-2025