2. Pre-service teachers’ interest in ELT research Haedong Kim Hankuk University of Foreign Studies (Korea)

3. Content 1. Introduction 2. Literature Review 3. Research Method 4. Results Conclusion 5. Conclusion

4. The definition of research Research is a process of formulating questions, problems, or hypothesis; collecting data or evidence relevant to these questions/ problems/ hypothesis; and analyzing or interpreting these data.

5. Why are you doing research? Pair Work..

6. A career move. Personal interest. Following someone’s example. Because other people expect you to do research. Avoiding the real world. Because you can’t find a job, or know it’s going to be hard to get one. Developing your skills and abilities. You enjoy doing research. Pure vanity! Because you like working with the unknown.

7. Textbooks on ELT research Brown, J.D. (1988). Understanding Research in Second Language Learning: A Teacher's Guide to Statistics and Research Design. Cambridge: CUP. Nunan, D. (1992). Research Methods in Language Learning. Cambridge: CUP McDonough, J. and McDonough, S. (1997). Research Methods for English Language Teachers. London: E Arnold. These books introduces research methods which are appropriate for relevant research in English language teaching (ELT). Quantitative and qualitative approaches, and the notion of the teacher-researcher are discussed.

8. Quantitative research Qualitative research Facts or cause of social phenomena Objective Inferential, deductive Outcome oriented Reliable Generalization: multiple case studies Reality= stable Understanding human behaviors. Subjective Descriptive, inductive Process-oriented Validity : rich, deep, real data No generalization: single case studies Reality = dynamic

9. Chandron’s 4 types of research Psychometric: data from an experiment Interaction analysis: recorded speech data Discourse analysis: classroom transcripts Ethnography: real world setting

10. Grotjahn’s research paradigm There are three variables. 1)Method of data collection (experimentally or real world setting) 2) The types of data (quantitative or qualitative) 3) The types of analysis (statically or interpretative)

11. Method of data collection The types of dataThe types of analysis Analytical- nomological paradigm Experimental,quantitative data, statistical analysis Exploratory interpretive paradigm Real world setting, qualitativeinterpretative analysis,

12. Van Lier’s parameters Linguistic research can be analyzed in two parameters. 1)intervention parameter 2)selectivity parameter

13. Parameters in research design

14. Brown’s Research Categorization Secondary Research Primary Research -case study / statistical study Systematic research logical research tangible research replicable research reductive research

15. Wallace: Action Research focused on individual or small –group professional practice Action research(user- friendly) concerned with making general statements Conventional and traditional types of research

16. 3. Focus 2.Topic4.Product 8.refocusin g/fine- tuning 6.Timing 7.Resources 5.Mode 1. Purpose Selecting and developing a research topic

17. Needs Analysis on ELT research No research has attempted to identify why and what teachers really want in relation to research.

18. Research Method Question -naire Analysis Subject: 57 Reporting Application

19. Backgrounds: Subjects Male – 4 (7.7%), Female – 48(92.3%) Below 30 – 38 (73%), Over 31 – 14 (27%) No teaching experience – 16 (31%), less than 3 years – 10 (20%), over 3 years – 6 (12%) primary school – 3 (6%), middle school – 3 (6%), high school – 7 (14%), University – 4 (8%)

20. Questionnaire Content 1. Reasons for studying research 2. Needs: Skills in writing 3. Type of research method 4. Data collection method 5. Statistical knowledge

21. Reason for studying research method

22. How to write …

23. Research methods

24. Data Collection Method

25. Statistical analysis

26. What makes good research? Pair Work..

27. –I–Interest, Originality, –S–Specificity, Publication, –S–Sensitivity, Objectivity, –V–Validity, Reliability, –F–Falsifiability, Replicability, –G–Generalizability, Utility, Ethics

28. Research Training Things participants should know more about (knowledge – theory): Layout of an MA thesis (or an article) of an ELT investigation Ways of finding and manipulating written sources for literature review Relationship between the questions/hypotheses being researched Measurement techniques and research designs Ways of assessing reliability and validity of instruments Statistical analysis appropriate for the resulting figures

29. Research Training Things participants should be able to do better (skill – practice): Identifying researchable questions and hypotheses and formulating them Criticizing ELT research studies done by others (or reported in journals) Evaluating measuring instruments and designing a piece of research

30. Research Training Things participants should be able to do better (skill – practice): Identifying what graph and statistical techniques are appropriate in particular research Using basic functions of the SPSS program confidently to make graphs and relevant statistics Writing up accounts of work in professional reporting style

32. Thank you! Enjoy the ASIA TEFL conference! Thank you! Enjoy the ASIA TEFL conference!