Language Research

Institution Name of Institution Date Last Revised

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Department Semester Adopted
Vision Mission

College Goals

Program Outcomes (from CMO No. 75, s. 2017 p. 4):

6.3.1.a. Possess broad knowledge of language and literature for effective learning.
6.3.1.e. Show competence in employing innovative language and literature teaching approaches, methodologies, and strategies.
6.3.1.h. Display skills and abilities to be reflective and research-oriented language and literature.

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Course Information
Course Name Language Research Course Code
Pre-requisite Subject Course Credit 3 units, 3 hrs./wk. (18 weeks, 54 hrs. total)
Course Requirements

Grading System

Course Description BTIs

covered
This three-unit course develops the pre-service English teachers’ skills in applying the principles and approaches in conducting
research, an independent investigation, to find answers to questions concerning contemporary and relevant issues in language 1.2.1
education. The emphasis is on the evaluative aspects of language research and its scientific preparation. In addition, it provides 1.3.1
them with an avenue to learn how the critical review of extant literature in the field can aid in conceptualizing their research
topics. Considerably, their content knowledge on the fundamental aspects of language teaching and learning shall be bases of a
scholarly language research.

Course Learning Outcomes BTIs

covered
At the end of the course, the pre-service teachers should be able to:

A. organize research-based information of an identified pressing issue and problem in language teaching and learning to arrive 1.2.1
at a concept paper;
B. show skills in the positive use of ICT to obtain, to organize, and to present relevant information into a scholarly language 1.3.1
research proposal; and
C. conduct research concerning the teaching and learning of English language. 1.2.1

Time Intended Learning Outcomes BTIs Content Suggested Teaching Learning Suggested Assessment BTIs
Allotment (ILOs) Activities
Weeks 1- At the end
service t of these weeks, the 1. Fundamentals of Language
2 to: preeacher (PST) should be Education Research
able
• • Summary Paper 1.2.1
a. 1. What Makes a Good The students develops a summary
Language Research Literature Circles
1.2.1 The class will be grouped and of the salient points through a
discuss the importance of 2. Concepts in Language summary paper. A scoring rubric
understanding the key (A) they will be given the time to: -
Education Research will be used to rate the students’
concepts, theories, methods discuss the fundamentals of a
3. Identifying a Research papers.
specific to language language research for them to
Topic develop and to demonstrate an
b. education research through a
summary paper; 4. Parts of a Language understanding of the systematic • Let’s be critical!
justify the choice of the topic Research Paper process of research; Tasks: 1.2.1
for research by using the -explain the systematic process 1.Offer critical suggestions to
concepts specific to of constructive inquiry by fellow class members on the
c.
language teaching; and describing the aspects, stages choice of a research topic. 2.
submit a concept paper of and process of developing and Formulate and present
the chosen topic. writing an educational research; probable research topics
and 3. Submit a concept paper of the
-identify qualities of quality chosen topic.
papers.
•
Organizing and Presenting
Each group presents the
concepts in a unique way. Input
and feedback shall be embedded
within the small and big group
sharing.

Task: Explain the fundamental

linguistic phenomena specific to
the teaching of English
Weeks 3- At the e nd of these weeks, the pre- 2. Writing the Rationale/
4 Speaker’s Note
service t eacher (PST) should be able Introduction 1.2.1
• An Introduction to a Research Paper
to:
A speaker/ resource person (A three-page introduction of the
1. Parts of a Rationale
comment on a given maybe invited to talk about the students’ chosen research topic)
a. 2. Organizing the Rationale
sample rationale/ 1.2.1 essentials in writing the -A scoring rubric will be used to rate the
introduction apply the (A) rationale/introduction to a research
b. students’ work.
principles and concepts in paper.
writing a rationale of a
pedagogic research in The teacher may start with a
language education; and sample rationale and have the
class examined it for comments
focusing on the parts: a general
 c. justify an effective introduction to the topic and the
rationale/introduction of their thesis statement.
chosen topic.
The students may also be directed
to visit
http://www.crlsresearchguide.org/
17_Writing_Introduction.asp and
https://explorable.com/how-
towrite-an-introduction to find
answers to
1. Why do it?
2. When do I do it?
3. How do I do it?

Open forum/ Sharing of Inputs/

Rationalizing the concepts and
essentials in writing an Introduction

Guided Writing and Editing of the

Submitted Paper

Weeks 5- At the end of these weeks, the 3. Writing the Literature Review
6 to:
preservice teacher (PST) should be
1. Purpose of a Literature • • Time to Write!
a. Facilitated Learning
Review 1.2.1
The class, using metacards,
2. Organizing the Review defines a ‘literature review’. To assess the depth of the
use critical reading skills 1.2.1
(A) 3. Synthesizing the Related • Learning Corners students’ knowledge and
and ability in the use of
Literature The students will be assigned understanding of the basic
b. seminal and current 1.3.1
literature to support the 4. Citing and referencing with a subtopic to be presented in guidelines for successful academic
chosen topic; present ways their assigned learning corners. writing, they will write their
1.3.1
c. and techniques in working (B) 1. Purpose of a Literature Literature Review.
with electronic texts; justify Review
the areas of literature that 2. Evaluating Sources A scoring rubric will be used to rate
d. supports the research topic; 3. Organization of Related the students’ work.
and Literature and Studies
synthesize the related 4. Elements: Descriptive The focus of the assessment task
literature and studies and Interpretive The is to evaluate the students’ ability
observing proper in-text
class may visit, to access and extract relevant
citation.
https://www.youtube.com/watch?v information from secondary data
=70n2-gAp7J0 and sources, to complete an initial,
https://www.youtube.com/watch? cursory review of related literature
v =9la5ytz9MmM to read about and studies, and to narrow the list
 Academic Writing: Writing the observing thematic presentation
Literature Review of ideas and concepts.
As an enrichment task, they may illustrate
the structure (with techniques) in
organizing the relevant literature and
studies. In so doing, they may show
evidence of their understanding of how to
conduct a literature review of a
chosen topic
Guided Practice: Writing a preliminary
literature review for the proposed
research topic.

Weeks 7-8 At the end of these weeks, the 4. Methodology in Language •

preservice teacher (PST) should be Education Research
able to:
• Methods, Methodology
1. Design
a. articulate the importance of 2. Locale Given the time to learn and the
understanding the elements 1.2.1 1.2.1
3. Participants class activities to do, the
(A)
and parts of a research 4. Instruments students submits the completed
Learning Together
methodology; and 5. Data Collection research methodology’ of their
b. complete the research 6. Data Analysis approved concept paper.
1.3.1 To jumpstart, the class may watch,
methodology part of their 7. Ethics in Research
(B) Report Writing Made EasyResearch
paper. A scoring rubric will be used to
Methodology from
rate the students’ work.
https://www.youtube.com/watch?v =- 1.3.1
_Q0ylcj1ek.

The class will have one session to

discuss within their groups the important
sections in Research Methodology part.
They may be given time to read in
advance in some of the sites that offer
helpful information. Suggested sites
include:

https://libguides.usc.edu/writinggui de

https://www.macmillanihe.com/stu
dentstudyskills/page/choosingappropriate-
researchmethodologies/
1. Students may also watch a TED
Talk (of their choice) on research and
research methods.
 2. Group Sharing/ Topic
Presentation (on the assigned part of a
research methodology)

3. Note: The class maybe given an

extra time to work on their paper
after the discussion

Weeks 9- At the end of these weeks, the 5. Conducting the Language •

14 preservice teacher (PST) should be Education Research
able to:
•
1. Components of Data Research Proposal 1.2.1
a. demonstrate understanding Collection
1.2.1 Given the time and the input, the
of the components, rigor 2. Rigors in Research Group Dynamics •
(A) students shall submit their 1.3.1
and collection of data by 3. Collection of Data completed research proposal.
sharing their insights and 4. Data Treatment Students will be assigned to read and
realizations; present their Data-gathering
b. submit a full research 1.3.1 realizations/insights through planning and The class will gather the data 1.2.1
proposal; and (B) conducting a symposium in the needed to answer the problem
c. gather the data needed to classroom. Group tasking/task posed in the study.
address the research assignments will be done by the students.
question/objective. 1.2.1
(A) (The class maybe given more time to
complete their research proposal.)

• Data-gathering

With the instruments/tools being checked,

the class will embark on a data-collection.
Periodic and regular follow-up will be
done to ensure timely submissions of
output
Weeks 15- At the end of these weeks, the 6. Writing and Presenting the
18 preservice teacher (PST) should be Research Report
able to: I/We did it!
• Lecture: •
APA Format (reference: APA 6th The students will submit their
a. employ the guidelines and ed)
principles in writing and 1.3.1 completed research paper. A 1.3.1
(B) www.apa.org checklist will be used to initially
presenting the research
report; and check the completeness of
Making Sense of Data information/sections in their paper.
b. display positive use of ICT Academic Writing Note: Categories for checking
and proper presentation 1.2.1 Writing Effectively may include introduction/ thesis,
skills to organize and to (C) Coherence and Paragraphing content knowledge: quality of 1.2.1
present the research report. 1.3.1
• Roundtable discussion (Preparing research, content application:
(B)
support of thesis and analysis,
for the Oral Presentation) conclusion, and writing.

This is the moment.

The class shall organize an oral
presentation of their researches. A scoring rubric will be used to
•
Guests and other teachers may be rate the students’ skills and 1.3.1
invited to give comments and competence in presenting their
feedback. research to an audience.
Guidelines as to the number of (Note: See sampled of rubric for
power point slides, presentation oral presentation of research
time and dress code shall be paper.)]
given prior to the conduct of the
oral presentation.

Suggested References
Allison, D. (2002). Approaching English language research. Singapore: Singapore University Press.

Brown, J. D., & Rodgers, T. S. (2002). Doing second language research. Oxford: Oxford University Press.

Dörnyei, Z. (2007). Research methods in applied linguistics: quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.

Ellis, R., & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University Press

Mackey, A., & Gass, S. M. (2012). Research methods in second language acquisition: a practical guide. Chichester: Wiley Blackwell.

Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.

Paltridge, B., & Phakti, A. (Eds.) (2010). Continuum companion to research methods in Applied Linguistics. London: Continuum https://edubirdie.com/blog/research-paper-
introduction. How to write an introduction to a research paper

https://explorable.com/how-to-write-an-introduction. How to write an introduction

http://www.crlsresearchguide.org/17_Writing_Introduction.asp. Writing an Introduction
https://www.youtube.com/watch?v=9la5ytz9MmM. Literature Review. Organizing Your Social Sciences Research Paper: 6. The Methodology
http://libguides.usc.edu/writingguide/methodology

https://www.slideshare.net/mellatimandasari/language-research-method-45369998
http://www.tesl-ej.org/pdf/ej60/sl_research_methods.pdf https://www.llas.ac.uk/resources/paper/2372 http://npu.edu.ua/!
e-book/book/djvu/A/iif_kgpm_Mackey_Second%20Language%20Methodology%20and%20Design..pdf