1. Writing Research Proposals
Choosing a Topic

2. Picking a research problem..
You should have a personal interest in the
topic.
Pick a topic that you already have some expertise about.
Pick an area on the basis of the interest of the outcome.
Go to talk and read papers outside your area
of interest.

3. Continue... Anticipate the results before doing the first study.
Choose research that is unique.
Think Carefully before you choose a controversial topic.
Pick a manageable topic.
Read, listen, discuss and think critically.
Focus, Focus, Focus.

4. Formulating and clarifying your research topic
The important steps
Identifying the attributes of a good research topic
Generating ideas that help you select a suitable topic
Turning ideas into clear research questions and objectives
Writing your research proposal

5. Attributes of a good research topic (1)
Capability: is it feasible?
Are you fascinated by the topic?
Do you have the necessary research skills?
Can you complete the project in the time available?
Will the research still be current when you finish?
Do you have sufficient financial and other resources?
Will you be able to gain access to data?

6. Attributes of a good research topic (2)
Appropriateness: is it worthwhile?
Will the examining institute's standards be met?
Does the the topic contain issues with clear links to theory?
Are the research questions and objectives clearly stated?
Will the proposed research provide fresh insights into the topic?
Are the findings likely to be symmetrical?
Does the research topic match your career goals?

7. Generating research ideas
Useful Techniques
Rational thinking Creative thinking
Searching the literature Scanning the media
Brainstorming Relevance Trees
Exploring past projects Discussion
Keeping an ideas notebook

8. Rational thinking Examining your own strengths and interests
Looking at past project titles
Discussion
Searching the literature
Scanning the media

9. Creative thinking Keeping a notebook of ideas
Exploring personal preferences using past projects
Relevance trees
Brainstorming

10. Examining own strengths and interests
Having some academic knowledge
Look at those assignments for which you have received good grade.
You may, as part of your reading, be able to focus more precisely on the sort of ideas about which you wish to conduct your research
There is a need to think about your future

11. Looking at past project title
Dissertations;
Theses.
Scan your university’s list of past project titles for anything that captures your imagination
Scanning actual research projects.
You need to beware. The fact that a project is in your library is no guarantee of the quality of the arguments and observations it contains.

12. Discussion
Colleagues, friends, university lecturers, practitioners and professional groups

13. Searching the literature
As part of your discussions, relevant literature may also be suggested. Sharp et al, (2002) discuss types of literature that are of particular use for generating research ideas. These include:
Article in academic and professional journals;
Reports;
Books.

14. Scanning the media
Keeping up to date with items in the news can be a very rich source of ideas

15. Keeping a notebook of ideas
One of the more creative techniques that we all use is to keep a notebook of ideas. All this involves is simply noting down any interesting research ideas as you think of them and, of equal importance, what sparked off your thought. You can then pursue the idea using more rational thinking technique later.

16. Exploring personal preferences using past project
Select six projects that you like
For each of these six projects, note down your first thoughts in response to three questions(if responses for different projects are the same this does not matter);
What appeals to you about the project?
What is good about the project?
Why is the project good?

17. Exploring personal preferences using past project
3. Select three projects you do not like. 4. For each of these three projects that you do not like. What do you dislike about the project? What is bad about the project? Why is the project bad?

18. Relevance tree
You start with a broad concept from which you generate further (usually more specific) topics. Each of these topics forms a separate branch from which you can generate further, more detailed sub branches. As you proceed down the sub branches more ideas are generated and recorded. These can then be examined and a number selected and combined to provide a research idea

19. Brainstorming
Define your problem – that is, the sorts of ideas you are interested in – as precisely as possible.
Ask for suggestions, relating to the problem
Record all suggestions, observing the following rules:
No suggestion should be criticized or evaluated in any way before all ideas have been considered;
All suggestions, however wild, should be recorded and considered
As many suggestions as possible should be recorded.
Review all the suggestions and explore what is meant by each.
Analyze the list of suggestions and decide which appeal to to you most as research ideas why.

20. 11 points to consider in finding and developing a research topic.
Can it be enthusiastically pursued?
Can interest be sustained by it?
Is the problem solvable?
Is it worth doing?
Will it lead to other research problems?
Is it manageable in size?
What is the potential for making an original contribution to the literature in the field?

21. Continue …
If the problem is solved, will the results be reviewed well by scholars in your field?
Are you, or will you become, competent to solve it?
By solving it, will you have demonstrated independent skills in your discipline?
Will the necessary research prepare you in an area of demand or promise for the future?

22. The most successful research topics are narrowly focused and carefully defined
Finding the ideal research problem does not mean simply selecting a topic from possibilities presented by your adviser or having such a topic assigned to you, attractive as this may first appear.
You must go through the process of discovering and then developing a topic with all the initial anxiety and uncertainty such a choice entails. This is how you develop your capacity for independent thought.

23. Evaluate the question!
1. Is your research question clear? With so much research available on any given topic, research questions must be as clear as possible in order to be effective in helping the writer direct his or her research.
2. Is your research question focused? Research questions must be specific enough to be well covered in the space available.
3. Is your research question complex? Research questions should not be answerable with a simple “yes” or “no” or by easily-found facts.  They should, instead, require both research and analysis on the part of the writer.

24. Refining the Topic The topic has to be “sized”!
Generally this means reducing the scope of the topic, occasionally it might be expanded.
Graduate students often select topics that are too broad.

25. Refining the Topic The topic has to be “clarified”!
The topic needs to reworded so that it states clearly and unambiguously the matter to be investigated, the variables to be investigated, and participants, if any, that will be involved.

26. The Triadic Componential Framework
TASK COMPLEXITY
Cognitive factors
TASK CONDITION
Interactive factors
TASK DIFFICULTY
Learner factors
Resource-directing
+ / - few elements
+ / - no reasoning demands
+ / - here & now
Participation variables
open / closed
convergent / divergent
one-way / two-way flow
Affective variables
motivation
confidence
anxiety
Resource-dispersing
+ / - planning
+ / - single task
+ / - prior knowledge
Participant variables
same/different gender
familar/unfamiliar person
power/solidarity
Ability variables
Working memory
Aptitude
Proficiency

27. Example of research topic:
Broad: The effect of Task Complexity on Writing Performance
Specific: The effect of Here-and-Now vs. There-and-then on accuracy, fluency and complexity of Iranian EFL learners

28. Writing Research Proposals
Distinguishing Characteristics of Quantitative and Qualitative Research

29. Qualitative vs. Quantitative Research
Hypothesis: All beans are alike.
NULL: No beans are different.
Method: Count the beans.
QUALITATIVE
Question: What is a bean? What does it mean to be a bean?
Method: Examine “beanness” in the field.

30. Purpose QUANTITATIVE to explain and predict
to test, confirm, and validate theory
QUALITATIVE
to describe and explain
to explore and interpret
to build theory

31. Research Process QUANTITATIVE focused deals with known variables
uses established guidelines
static designs; context-free; objective
QUALITATIVE
holistic approach
unknown variables
flexible guidelines
“emergent” design; context-bound;
subjective

32. Form of Reasoning QUANTITATIVE deductive analysis QUALITATIVE
from general case (“theory”) to specific situations.
QUALITATIVE
inductive analysis
from specific situation to general case.

33. Description of findings
QUANTITATIVE
Numerical data
Statistics
Formal and scientific
QUALITATIVE
Narrative description
Words, quotes
Personal voice; literary style

34. Which approach to educational research should you use?

35. Do you believe that...
There is an objective reality that can be measured?
If so, use Quantitative research.
There are multiple, constructed realities that defy easy measurement or categorization?
If so, use Qualitative research?

36. Is your research question...
Confirmatory or predictive in nature?
If so, use Quantitative research.
Exploratory or interpretive in nature?
If so, use Qualitative research.

37. Is the available research literature...
Relatively large?
If so, use Quantitative research.
Limited or non-existent?
If so, use Qualitative research.

38. Do you have skills in...
Statistics and deductive reasoning, and able to write in a technical and scientific style?
If so, use Quantitative research.
Inductive reasoning, attentiveness to detail, and able to write in a more literary, narrative style?
If so, use Qualitative research.

39. Choosing the “right” method
Different research methods are appropriate for different research questions.
No single approach is best for all the questions that can be asked regarding any particular behavioral phenomenon.

40. Thank you!