Summary of the important topics of research in English language teaching

1. Typical
research paper
format
Title page
Abstract
Body
introduction
Method
Participants
Materials
Procedures
Analysis
Result
Discussion /
Conclusion
Notes
References
Appendices

2. Chapter 1: introduction
Chapter 2: literature review
Chapter 3: methodology
Chapter 4: data collection and analysis
Chapter 5: results, conclusions and recommendations

3. is a type of prediction
found in many experimental studies
is a statement about what we expect to happen in a study
two types of hypothesis:
Null hypothesis (H0)
Research hypothesis(H1)
Hypothesis

4.  There is no relationship / There is no effect .
There will be no difference between the
performance of the French group and the
Japanese group on a posttest.
Null hypotheses (H0)

5. nondirectional or two-way hypothesis. E.g.:
There will be a difference between the performance of the French-
speaking group and the Japanese-speaking group on a posttest.
directional or one-way hypothesis. E.g.:
The French-speaking group will perform better on a posttest than the
Japanese-speaking group.
Hypotheses (H1)

6. 1. Teacher’s reading aloud does not have any significant impact on Iranian
EFL learners in Pre-intermediate levels of English proficiency.
2. There is no significant effect on the Iranian EST students, earning
vocabulary through using translation technique and visual aids for teaching
vocabulary with concrete meanings.
3. German learners of Russian will outperform Spanish learners of Russian in
the acquisition of case marking.
4. There will be more instances of relative clauses production by Hindi
learners of French than by Japanese learners of French.
5. There will be difference between Hindi learners of French and Japanese
learners of French in the amount of relative clause production.
6. Students in a lab setting will show more evidence of circumlocution than
those in a classroom setting.

7. Variable
types
Independent
Variable
Dependent
Variable
Intervening
Variable
Moderator
Variable
Control
Variable
Operationalization
allow measurement

8. Types of Validity
Validity of
instruments (tests)
Content validity
Face validity
Construct validity
Criterion-related
validity
Predictive validity
Internal validity
Participant characteristics
Language
background
Language
learning
experience
Proficiency
level
Instrumentation
and test effect
Equivalence(Sameness)
between pre-and post-tests
Giving the goal of the study
away
Instruction/questions
Participant
mortality
Data collection:
Location and
Collector
Participant
inattention and
attitude
Participant
maturation
External validity
Sampling
Representative
ness and
Generalizability
Collecting
Biodata
information

9. sampling
Random
sampling
Simple random
Stratified random
sampling
Cluster random
sampling
Non-random
sampling
Systematic
sampling
Convenience
sampling
Purposive sampling

10. Reliability
Rater Reliability
Interrater reliability
Intrarater Reliability
instrument reliability
equivalence of forms
of a test (e.g., pretest
and posttest)
internal consistency
split-half
Kuder-Richardson 20
and 21
Cronbach's atest-retest

12. Research
design types
Correlational
(Associational)
Research
Experimental and
Quasi-Experimental
Research
Counterbalancing
Control Group
Design
Comparison Group
Design
Measuring the Effect of
Treatment
Pretest/Posttest
Design
Posttest-Only
Design
Repeated Measures
Design
Factorial Design
Time-Series Design
One-Shot Designs