Sociology - week 3
Tbagc64
TSL55017FAMicek1.pdf
OHIO DOMINICAN UNIVERSITY
TSL 550-01, TESOL Research Methods 17/FA
Meeting Day and Dates: Wed, Aug 30, Sep 13 and 27, Oct 11 and 25, Nov 8 and 29, and Dec 13
Time: 6-8:50 PM
Place: SA 222
Make-up Day and Date: TBA; Time: TBA; Place: TBA
Instructor: Dr. Micek
Office: Sans 133, Hours: Wednesday 4:30-5:30 and by appointment; Phone: 251-4675
ODU Fax: 252-0776 (251-4590 or myODU for class cancellations)
E-mail: [email protected]
I. Course Goals This course has three main goals. The first goal is to acquaint candidates with the basic
principles and practices of doing TESOL research, both qualitative and quantitative. The
second goal is for candidates to design their own research. The final goal is for candidates
to develop confidence in their ability to address problems in TESOL through research.
II. Instructional Objectives
A. Knowledge Candidates will
1. understand basic methods of qualitative and quantitative research 2. understand appropriate uses of qualitative and quantitative research 3. be knowledgeable about the data collection process 4. be aware of ethical concerns in conducting research on human subjects B. Skills Candidates will
1. develop appropriate research questions 2. determine appropriate methods for addressing research questions 3. develop systems for documenting observations 4. develop a research proposal appropriate for ESOL teaching and learning C. Dispositions Candidates will
1. appreciate the value of doing research in TESOL 2. gain confidence in their ability to address educational issues through research
III. Instructional Procedures A. A variety of procedures will be used, including presentation, discussion, and
workshopping. Students will collaborate on some assignments.
B. Grades will be assigned on the following basis: 1. Chapter worksheets (2/3, 4, 5, 6, 7, and 8) 30%
2. Pre-assignments for research proposal (RI, WB, NC, Outline, etc.) 05%
2
3. Introduction, including review of literature 10%
4. Method 10%
5. Research proposal, including method 30%
6. IRB application 05%
7. Class participation 10%
IV. Student Requirements A. Candidates must complete worksheets, exercises, and related assignments.
Worksheets will get full or partial credit depending upon how completely questions
are answered, especially the last, reflective question.
B. Candidates must complete pre-assignments for the introduction to their research proposal. These assignments include writing about current research interests, a
working bibliography, note cards, and an outline with tentative thesis.
C. Candidates must submit the introduction to their research proposal, including a review of literature. The review should be from three to five pages long and include
10-15 sources. The review should begin with an introduction stating the problem to
be investigated, include a summary of the studies reviewed, and end with a research
question. Citations must be used and a reference list attached in APA format.
D. Candidates must submit the method section of their research proposal. In this section, candidates should describe the method they will use to address their research
question(s). This section should describe the participants, materials, procedures, and
analyses; it should be from one to two pages long. This section should include any
instruments candidates will use: pre- and post-tests, surveys (questionnaires and/or
interview schedules), etc.
E. Candidates must submit a proposal to research an issue of significance in TESOL today. The proposal should have a title page; an introduction, including a review of
literature with at least 10 sources, and a clearly stated research question; a detailed
methodological design; and a list of references. Candidates may do their proposal
alone or with other candidates. The proposal will be evaluated according to Young’s
(2004) criteria listed below.
In their introduction, candidates should argue for their study on the basis of existing
research, summarizing at least 10 studies directly related to their topic in their review
of literature. Candidates should consider what the literature says and does not say
about their topic. The introduction should end with the research question(s) and be
from three to five pages long.
In the method section, candidates should describe the method they will use to address
their research question(s). This section should describe the participants, materials,
procedures, and analyses; it should be from one to two pages long.
In the list of references, candidates should list the works they refer to (and no others)
in their proposal; it should be approximately one page long.
The proposal should be written in APA style; it should be typed, double-spaced, in
12-point font; Times New Roman is an appropriate one.
Different types of research proposals are encouraged: surveys, experimental studies,
etc. Although classroom research is encouraged, candidates should be aware that
they may have difficulty gaining access to the setting they desire, and they should
make their IRB application as broad as possible to account for this fact.
3
F. Candidates must submit an IRB application that includes Forms A, B, and C as well as well forms for assent and/or consent; these forms may be accessed electronically at
F/Department/Institutional Review Board/Public. Although candidates must
complete the application, they should not submit it to IRB until they know who their
subjects are, which may be the following semester.
G. Candidates must participate actively in class, which includes doing the assigned exercises, some of which should be done with others. Class participation is graded
with the rubric below.
H. If they plan to do research in Columbus City Schools (CCS), candidates must get its IRB approval as well as ODU’s. Follow these steps: (1) submit CCS and ODU IRB
forms (from the F drive) to ODU; (2) after ODU approval, submit CCS and ODU
IRB forms to CCS. If candidates plan to do research in a school district other than
Columbus, they must get a letter, either paper or electronic, indicating that the school
or district knows that they are doing research. The letter cannot come from a teacher;
it must come from an administrator. This letter must accompany the IRB materials;
IRB asks for the letter if it does not.
I. Candidates seeking the TESOL multi-age licensure must take two Ohio Assessment for Educators (OAEs), 004 Assessment of Professional Knowledge: Mult i-Age (PK–
12) and 021 English to Speakers of Other Languages, before they apply for the
license. Furthermore, they must take at least one OAE before student teaching. It is
recommended that they take 004 by Thanksgiving the fall before student teaching and
021 late the following spring. After they have completed their licensure course work,
candidates should go the Ohio Department of Education website and apply for a
teaching license (http://education.ohio.gov/Topics/Teaching/Educator-
Licensure/Apply-for-Certificate-License). They will need to create a SAFE account;
a social security number is required.
V. Class Policies A. Given the limited number of class meetings, perfect class attendance is expected. If a
candidate feels compelled to miss a class, s/he should inform the instructor as far in
advance as possible. One excused absence is permitted; each subsequent absence will
result in a one-grade reduction of the final grade. Repeated tardiness will affect the
candidate’s final grade negatively.
B. Late assignments will not be accepted unless arrangements are made with the
instructor prior to the day on which the assignment is due. Late assignments are
marked down one grade per day late.
C. Candidates are expected to conduct themselves in ways that contribute to the learning
environment of the class. This conduct includes coming to class prepared, being
engaged in the task at hand, and being polite and respectful in their interactions with
others. Candidates should feel free to express their opinions, understanding that the
most valuable ones are well supported, and to respond to the opinions of others, doing
so in a constructive manner. To avoid even the appearance of distraction, candidates
should turn off all non-class related electronic devices (cellular phones, pagers, and
the like). Candidates with questions or comments about grades should arrange to
communicate with the instructor in person.
4
D. All work that candidates submit is assumed to be their own. Candidates who use the
words or ideas of others in an assignment without acknowledging them are guilty of
plagiarism and will receive an F for the assignment. A second instance of plagiarism
will result in an F for the course.
E. Candidates are encouraged to use the Academic Resource Center (SL 304) if they
need additional help with their work.
F. Students with a documented disability who wish to request reasonable
accommodations should first contact the Disability Services Office to request
accommodations and then meet with their instructors. Accommodation arrangements
should be made during the first two weeks of the semester. Students may request
accommodations at any time during the semester, but accommodations are not
retroactive. Students must contact the Disability Services Office prior to every
semester that accommodations are needed. The Disability Services Office is located
in the Office of Student Success, 214F Erskine Hall, the phone number is (614) 251-
4233, and the e-mail for Leia Smith, the Disability Services Coordinator, is
G. ODU uses students’ university e-mail address for all official communications. It is
vital that students access, and manage, their ODU e-mailbox on a regular basis so that
they will receive communications for which they will be held accountable (see
http://www.ohiodominican.edu/stuserv/computing/Policy/emailcommpolicy.shtml).
Students who need help with management of their e-mail account should contact the
ODU Computer Helpdesk (at 253-3663, in SL, or at
http://helpdesk.ohiodominican.edu/).
H. For program assessment purposes, the instructor may re-collect assignments.
VI. Course Text(s) A. Brown, J. D., & Rodgers, T. S. (2002). Doing second language research. Oxford:
Oxford University Press. ISBN 0-19-437174-3 (B&R)
B. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. [APA manual]
C. Candidates must subscribe to Tk20 Campus Tools. The subscription is purchased through the Business Office (first floor of Erskine—614.251.4777). The $100 fee,
paid once and nonrefundable, covers all program classes. More information about
Tk20 is available on PantherLearn at myODU/Quick Links/PantherLearn. Log onto
TSL 500 with your network user name and password.
VII. Schedule Class Topic Assignment due, including B&R
1
(Aug
30)
Course introduction, including syllabus
Research proposal/project at ODU
Overview: text; research methods
The nature of research
Your research interests
Syllabus; Preface and Ch. 1,
including exercises; your
research interests; “Past . . .
Projects” and “Sample . . .
Proposals” (PantherLearn)
2
(Sep
13)
Taking notes and outlining the review of lit
Case study
Introspection
Working bib (≥10 sources)
Ch. 2 and 3 + worksheet; “The New Teacher Supervisor”
5
(PantherLearn) without questions
3
(Sep
27)
Review of lit: Writing the outline
Classroom research
Survey research
Note cards (copies)
APA 2.05 Introduction; Ch. 4
and 5; worksheets; article TBA
4
(Oct
11)
Writing the introduction
Correlational research
Quasi-experimental research
Outline of relevant research;
Ch. 6 and 7 + worksheets;
“Factors Influencing Success”
(PantherLearn);
5
(Oct
25)
Evaluation research/mixed methods
Method: introduction and activity Intro, including review of lit
and references; Ch. 8 +
worksheet; APA “Method” +
sample method sections (PL)
6
(Nov
08)
Intro to IRB
Intro: comment, return, and workshop
Method; “Unlocking the IRB”
(PantherLearn)
7
(Nov
29)
IRB: review and workshop (with IRB chair?)
Method: comment, return, and workshop Research proposal, including
intro, method, and references;
IRB Forms A, B, and C etc.
8
(Dec
13)
Final course wrap up and evaluations
IRB app: signature and submission to chair
IRB app: Forms A, B, and C;
materials; and assent and/or
consent form in editable form
---------------------------------------------------------------------------------------------------------------------
Research Proposal Rubric
Criterion/Score Poor-1 Satisfactory-2 Good-3 Excellent-4 Score
Introduction Framework is
unclear
through literature
review,
definitions of key terms, and
direction
Framework is
somewhat
clear through literature
review,
definitions of key terms, and
direction
Framework is
clear through
literature review,
definitions of
key terms, and direction
Framework is
very clear
through literature
review,
definitions of key terms, and
direction
Method Study is not
replicable; the following are
poorly
defined: a. Participants
b. Materials
c. Procedures
d. Analyses
Study is
partially replicable; the
following are
adequately defined:
a. Participants
b. Materials
c. Procedures d. Analyses
Study is
replicable; the following are
well defined:
a. Participants b. Materials
c. Procedures
d. Analyses
Study is fully
replicable; the following are
very well
defined: a. Participants
b. Materials
c. Procedures
d. Analyses
Style, including
APA
Report is
poorly written,
Report is
adequately
Report is well
written, with
Report is very
well written,
6
with many
distracting errors
written, with
some distracting
errors
few distracting
errors
with (almost)
no distracting errors
Total
Comments:
---------------------------------------------------------------------------------------------------------------------
Class Participation Rubric
*** One excused absence is permitted for all grades***
A students attend all eight class meetings. They come to class very well prepared, having done
the reading and exercises very thoroughly and carefully. They participate actively in class discussion,
listening attentively to others and making comments that demonstrate relevance, understanding, and insight. They participate actively in class activities and provide leadership when it is appropriate. They
contribute significantly to the educational environment of the class. They treat the instructor and fellow
students with great respect.
B students attend at least seven classes. They come to class well prepared, having done the
reading and exercises thoroughly and carefully. They participate actively in class discussion, for the most part listening attentively to others and making comments that demonstrate relevance, understanding, and
insight. They participate actively in class activities. They contribute to the educational environment of
the class. They treat the instructor and fellow students with respect.
C students attend at least six classes. They come to class prepared, having done the reading and
exercises, though not thoroughly or carefully. They participate in class discussion, usually listening to
others and sometimes making comments that demonstrate relevance and understanding. They participate in class activities. They usually treat the instructor and fellow students with respect.
D students attend at least five classes. They come to class poorly prepared, having done the
reading and exercises carelessly if at all. They participate little in class discussion, making comments that demonstrate little if any relevance and understanding. They fail to participate effectively in class
activities. They treat the instructor and fellow students with little respect.
F students attend fewer than five classes. They come to class unprepared, not having done the
reading or exercises. They do not participate in class discussion and may impede or disturb it. They do
not participate in class activities. They treat the instructor and fellow students without respect.
---------------------------------------------------------------------------------------------------------------------
7
TESOL Research Methods: Journal Articles and Book Chapters [not necessarily in APA style]
Bailey, K. (2001). Twenty questions about action research. PASAA 32: 1-17. A literature review
which answers questions about the methodology of AR and whether it is a legitimate form of
academic research. Includes an extensive bibliography and list of websites.
Borg, S. (1997). Writing up qualitative research. Research News: newsletter of the IATEFL
Research SIG 10: 1-8. Examines qualitative report writing in terms of the purposes of such
reports, their content, and the rhetorical options writers need in deciding how to organise and
present qualitative work.
Brown, J. D. (1991a). Statistics as a foreign language-Part 1: What to look for in reading
statistical language studies. TESOL Quarterly, 25, 4, 569-586.
Brown, J. D. (1991b). Statistics as a foreign language-Part 2: More things to consider in reading
statistical language studies. TESOL Quarterly, 25, 4, 629-664.
Burton, J. (1998). A cross-case analysis of teacher involvement in TESOL research. TESOL
Quarterly 32, 3: 419 – 446. This article argues that teachers need to be involved in research on
teaching and, through the examination of some specific settings for Australian TESOL research
and professional development, proposes an evaluation framework to facilitate cross-case and
cross-context analysis of research on teaching.
Chapelle, C. (1994). Are C-tests valid measures for L2 vocabulary research? Second Language
Research 10, 2, 157 – 187. This article illustrates how researchers can utilise essentials of
measurement theory on L2 research by weighing validity justifications pertaining to use of the C-
test method for vocabulary assessment in L2 research.
Christison, M. A. and Bassano, S. (1995). Action research: techniques for collecting data through
surveys and interviews. CATESOL Journal 8, 1, 89 – 103. Five phases of action research are
distinguished and four techniques for eliciting data from students are presented. Examples of all
techniques are provided and issues of objectivity, sampling accuracy and representativity are
discussed.
Cumming, A. (Ed.) (1994). Alternatives in TESOL research: Descriptive, interpretive, and
ideological orientations. TESOL Quarterly, 28, 4, 673-703.
Davis K. (1995). Qualitative theory and methods in applied linguistics research. TESOL
Quarterly 29, 3, 427 – 453. Reviews the basic issues of theory and method in qualitative research
approaches to applied linguistics research. Discussion centres around the controversy
surrounding research traditions, definitions of research and research theory and methods.
Dornyei, Z. (2003). Questionnaires in second language research: Construction, administration,
and processing. Mahwah, NJ: Lawrence Erlbaum Associates.
8
Edge, J. and Richards, K. (1998). May I see your warrant please?: justifying outcomes in
qualitative research. Applied Linguistics 19, 3:334 –356. Addresses the need to provide adequate
justification for claims made in TESOL research, examining interaction between the pragmatics
of doing research for higher degrees and the philosophy of science. Argues that the issue of
warrant is a potentially positive source of conceptual development.
Fayer, J. M., & Krasinski, E. (1987). Native and nonnative judgments of intelligibility and
irritation. Language Learning, 37 (3), 313-326.
Gottwald, S. (2002). Websites for second language research. Second language research 18, 1, 83
– 94.
Harashima, H. D. (2004). Elements to consider when implementing an Internet research project.
IATEFL CALL Review: The journal of the computer SIG. Feb 2004 8 – 10.Discusses some of the
elements that CALL instructors should consider when undertaking an Internet research project.
Interchange: journal of the Adult Migrant English Service. (1992) Action Research: theme issue.
No 20. Reports and case studies of research undertaken by staff of the AMES NSW.
Lazarton, A. (1995). Qualitative research in applied linguistics: a progress report. TESOL
Quarterly 29, 3, 455 – 472. Looks at applied linguistics and ESOL research by surveying
professional journals and research methods texts and presents the views of those who carry it out.
Lazarton, A. (2000). Current trends in research methodology and statistics in applied linguistics .
TESOL Quarterly 34, 1, 175 – 181. Based on the study of four primary journals this article
examines trends in research methodologies and concludes that the overwhelming majority of
research remains within quantitative paradigms.
Low, G. (1996). Validating research questionnaires: the value of common sense. Research News:
newsletter of the IATEFL Research SIG. 9: 1-8 Gives insight into the design of questionnaires
and poses a number of questions which can be used in their evaluation.
Mountney, P. (1996). Writing an action research proposal. In Cumming J and C E van
Kraayenoord (eds.) Adult literacy and numeracy: assessing change. Melbourne: Language
Australia.
Pica, T. (1994). Questions from the language classroom: Research perspectives. TESOL
Quarterly, 28 (1), 49-79.
Ramanathan, V. and Atkinson, D. (1999). Ethnographic approaches and methods in L2 writing
research: a critical guide and review. Applied Linguistics 20, 1: 44 – 70. Discusses the central
concepts and issues regarding ethnographic research in education, particularly as they pertain to
studies of L2 writing.
Robb, T., Ross, S., & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL
writing quality. TESOL Quarterly, 20 (1), 83-93.
9
Rose, K. R., & Ono, R. (1995). Eliciting speech act data in Japanese: The effect of questionnaire
type. Language Learning, 45(2), 191-223.
Rossiter, M.J. (2001). The challenges of classroom-based SLA research. Applied language
learning. 12, 1, 31-44. This paper outlines the challenges that arose during the course of a
classroom-based research project, identifies the realities of the setting that contributed to these
and examines useful sources of support available to novice investigators.
Qualitative research in ESOL: TESOL Quarterly (1995) 29, 3. Theme issue. Whole issue devoted
to examining issues in the methodology and theory behind qualitative research.
Schleppegrell, M. J. (1997). Teacher research through dialogic enquiry. Canadian Modern
Language Review 54, 1, 68 – 83.
Warschauer, M. (1998). Researching technology in TESOL: determinist, instrumental and
critical approaches TESOL Quarterly 32, 4, 757 – 761. Proposes that, to understand the
interrelationship between technology and language learning researchers must investigate the
broader context that affects language learning and use in society, both inside and outside the
classroom.
Willet, J. (1995). Becoming first graders in an L2: An ethnographic study of L2 socialization.
TESOL Quarterly 29, 3, 473-503.
---------------------------------------------------------------------------------------------------------------------
Source
Research methods in TESOL: An annotated bibliography of resources available from the
NCELTR Resource Centre. (2004). Retrieved May 8, 2006, from
http://www.nceltr.mq.edu.au/resources/resmeth.html
------------------------------------------------------------------------------------------------------- --------------
10
INFORMED CONSENT AND ASSENT: Overview
INFORMED CONSENT FORMS
All individuals participating in a research study must know that their participation is voluntary
and that they may withdraw at any time. One of the most effective methods of obtaining this
consent is through the consent form. Please note that children between the ages of 7 and 17 have
the right to agree to participate or not participate, even if their parents agree. Consequently,
assent forms are necessary, in addition to parental consent forms, when working with children
between the ages of 7 and 17.
The language in the consent forms must be clear and jargon-free. Consequently, consent
documents are closely examined by the IRB and often returned to the researcher with
suggestions for revisions. Detailed information on writing an effective informed consent
document can be found beginning on the second page of this document.
INFORMED ASSENT FORMS
Assent is an agreement by an individual who is unable to give legally valid informed consent to
participate in research. Assent is required whenever
Participants are children between the ages of 7 and 18
Intellectually or emotionally impaired participants are not legally competent to give their informed consent.
Participants manifest their “assent” to participate by signing an assent form which, like the
consent form, explains the nature of the research project, the nature of the participants’
participation, and the nature of the risks and benefits involved.
The Board must approve all consent and assent forms.
(NB All forms, documents, etc. submitted to the ODU IRB must be typed neatly.)
11
Sample Consent Form
Title Title of Your Research Project
Investigator Your name, address, and telephone number
Advisor Your advisor’s name, school, and phone number
Source of Support This study is being performed as partial fulfillment of the
requirements for the (doctoral or masters) degree in
_________________________________________ at Ohio
Dominican University, OR, this study is supported by a grant from
__________________________________________________.
Purpose You are / Your child is being asked to participate in a research project
that seeks to investigate [describe exactly what participants will be
asked to do for this project]. These are the only requests that will be
made of you/ or your child.
Risks and Benefits [Here describe any and all risks or benefits to the participants. If
there are no risks, please state that there are no risks greater than
those encountered in everyday life.]
Compensation [Here state whether or not the participants will be compensated in any
way. If there is to be no compensation, say so.]
Confidentiality Your name / Your child’s name will never appear on any survey or
research instruments. No identity will be made in the data analysis.
All written materials and consent forms will be stored in a locked file
in the researcher’s home. Your response (s) will only appear in
statistical data summaries. All materials will be destroyed at the
completion of the research.
Right to Withdraw You are/ Your child is under no obligation to participate in this study.
You are free to withdraw your consent to participate at any time.
Summary of Benefits A summary of the results of this research will be supplied to you at
no cost, upon request.
Voluntary Consent I have read the above statements and understand what is being
requested of me. I also understand that my participation is voluntary
and that I am free to withdraw consent at any time, for any reason.
On these terms, I certify that I am willing to participate in this
research project.
I understand that should I have further questions about my
participation in this study, I may call (enter your name and contact
information).
Participant’s or Parent’s Name Printed________________________
Participant’s or Parent’s Signature____________________ Date_______________
Researcher’s Name Printed_________________________________
Researcher’s Signature_____________________________ Date_______________
12
Sample Assent Form
Please remember that this is a sample form and though it follows the consent form to a degree,
all assent forms should take children’s’ ages and cognitive levels into consideration. Any
information that may affect the child’s decision to participate in the research should be spelled
out clearly on the form.
Name Hello, my name is (give full name)
Description and purpose of study We are asking you to participate in a study of .
. . . so that we may learn more about . . .
Methodology If you agree to participate, you will be asked to
(go into as much detail as you can in language
the children will understand)
Risks Describe any risks associated with the study.
If there are none, not that as well.
Parental Consent Please talk this over with your parents. We
will be asking them for permission in order
that you might participate. Even if your
parents say “yes,” you still have the option not
to participate.
Right to Refuse If you don’t want to participate, you don’t have
to. No one will be upset with you if you don’t
want to participate, even if you change your
mind after the study has started.
Contact Information You can ask me any questions you have about
the study. And you can even call me at my
(phone number) or ask me that next time we
meet.
Signing Signing the bottom of this form means that you
WANT to participate in this study.
Your Name Printed_________________________________
Your Name Written_________________________________ Date___________________
Researcher’s Name Printed____________________________
Researcher’s Name Written____________________________ Date___________________
ODU/IRB/2006
13
APPLICATION FOR APPROVAL OF RESEARCH INVOLVING THE USE OF HUMAN SUBJECTS*
PLEASE TYPE ALL APPLICATIONS, ATTACHMENTS, ETC.
1. Title of Project:
2. Anticipated starting and completion dates: to
NOTE: Project may not start prior to approval from the IRB.
3.a This project may be exempt from full board review: If yes, submit Form B with this application.
3.b This project may be eligible for expedited review: If yes, submit Form C with this application.
4. This project may be conducted on an annual basis: Yes
From / / To / /
5. Principal Investigator:
Department or Affiliation:
Telephone: Email:
Name of chair/supervisor:
Email of chair/supervisor:
PI status: Undergraduate: Graduate: Faculty: Staff: Other:
Students and outside researchers must provide their current address:
6. If you are a student or outside researcher, please provide the following:
Type of project: Thesis/Essay: Independent Study: Class Project: Other:
Course # & Name:
Faculty Sponsor: Dept:
Faculty Email: Phone:
NOTE: A research proposal by a student or outside researcher must have the following statement
signed by a faculty sponsor:
I have examined this completed form and I am satisfied with the adequacy of the proposed research design and the measures proposed for the protection of human subjects. I will take responsibility for informing the student or outside researcher of the need for the safekeeping of all raw data (e.g., test protocols, tapes, questionnaires, interview notes, etc.) in a University office or computer file.
Signature of Faculty Sponsor Date
14
7. If the project is submitted for external support, indicate the agency under consideration:
Is notification of Human Subject approval required? Yes No
8. Provide a brief statement of the research problem and a short justification:
9. Participants
a. Indicate which, if any, of the following groups will be research subjects (check all that apply):
Minors (under 18) Senior Citizens (over 65) Terminally Ill
Students Prisoners Cognitively Impaired
Non-English Speakers Mentally/Physically Disabled Pregnant Women
Institutional Residents Employees No Special Groups
Single Subject Populations (by Race, Ethnicity, Sex, or Religion)
Other (specify):
b. If any of the above groups are selected, state the rationale for using special groups.
c. What is the approximate number of subjects to be recruited?
d. How will the subjects be solicited (check all that apply)?
Advertisements* Letters Random Calls
15
Telephone Lists Notices Direct Solicitation
Other (specify):
*NOTE: Any type of advertisement, letter, or notice to be used must be submitted to and approved by the IRB. Submit verbatim copies.
16
10. Informed Consent. See examples on the F Drive for detailed information on informed consent
requirements. If the materials do not meet the requirements for informed consent, a revision
may be requested.
a. Provide copies of all materials. Written consent is the preferred method. What type of consent will be used (check all that apply)?
See examples on the F Drive for the difference between assent & consent.
Written Consent Parental Consent Information Sheet
Oral Consent Assent for Minors Waiver
Teacher Consent Approval from School District or Organization where
Research will be conducted
b. Are participants informed that they may withdraw at any time without penalty?
Yes No If no, explain rationale.
c. If a written consent will not be used, describe the rationale for this decision.
d. If oral consent will be used, describe how consent will be documented. Provide script for oral
consent.
e. If minors will be participating and a parental consent form will not be used, explain the rationale. f. If minors ages 7 to 17 will be participating and an assent form for minors will not be used, explain
the rationale.
17
g. If you are requesting that consent be waived, explain why. Cite relevant literature where possible.
11. Methodology: Describe how the research will be conducted.
12. Data Collection, Analysis, Reporting, and Storage
a. Data collection methods (check all that apply). Provide copies of tools, including interview script if used.
Questionnaire or Survey Intervention
Interview Focus Groups
Observation Testing/Evaluation
Video or Audio Taping Instruction/Curriculum
Computer Collected Task Data Physical Tasks
Archival Data Other:
b. Will the data be collected with identifiers? Yes No
If yes, will the data be rendered anonymous for analysis? Yes No
Will the data be rendered anonymous for reporting? Yes No
See materials on the F Drive for an explanation of anonymity, confidentiality, identifiers, and IRB concerns regarding data collection.
c. Describe how the consent forms and other material will be distributed and collected to protect
confidentiality.
18
d. Describe security of the data, including where the consent forms and other material will be stored,
who will have access, and how and when the material will be destroyed. Note that consent forms should be retained for three years after the end of the study.
e. If deception or experimental manipulation is used, explain why deception and/or manipulation are
necessary (as opposed to convenient) for this study. Please include plans for how and when subjects
will be debriefed. If a debriefing statement will not be used, explain why.
13. Risk Factors: A research participant is considered to be at risk if he or she may be exposed through the procedures of the planned experiment to the possibility of physical or mental harm, coercion,
deceit or loss of privacy. The most obvious examples of placing participants at risk of harm include
administration of unusual physical exertion, deceit and public embarrassment or humiliation. Coercion may be present when the potential participants are not able to exercise their right to decline
participation, particularly when the researcher is in a relationship of greater power over the
participants.
a. Risk Criteria CHECK ONE
With respect to any of the above criteria, participants are at risk. Yes No
Experimental drugs will be used. Yes No
Potential for medical problems exist. Yes No
Participants may experience physical discomfort. Yes No
Participants may experience mental discomfort. Yes No
Electrical equipment will be used. Yes No
Participants will be tape recorded, photographed, or videotaped. Yes No
b. Does any part of this activity have the potential for coercion of the subject? Yes No
If yes, explain and describe the proposed safeguards.
19
c. Assess the likelihood and seriousness of risks (physical, mental, or other) to the subjects and describe alternative methods that would not entail comparable risks and why these were not used.
d. Description of the anticipated benefits to subjects and contributions to general knowledge in the field
of inquiry:
e. If the research subjects will be compensated or rewarded, indicate the type and amount of compensation and
the milestone for each payment. If subjects are being recruited from ODU classes indicate whether students
are receiving course credit (regular or extra credit) and, if so, what alternatives are offered to those students who do not wish to participate in research.
20
14. Certification Statement
In making this application, I certify that I have read and understood Ohio Dominican University’s policies and procedures governing research with human participants (specifically, the policies and procedures for the protection of human subjects as described in Ohio Dominican University’s Institutional Review Board (IRB) Policy). I shall comply with the letter and spirit of those policies and will not undertake the research without IRB approval. Furthermore, I am aware that certain departments may have their own standards for conducting research, and it is up to me to familiarize myself with them. I further acknowledge my obligation to: (1) obtain written approval of significant deviations from the originally approved protocol BEFORE making those deviations; and (2) report immediately all adverse effects of the study on the participants to the Chairperson of the Institutional Review Board and the Chairperson or Supervisor of my Department.
Principal Investigator signature Date
15. Co-Investigators
a. Name: Title:
Signature: Affiliation:
b. Name: Title:
Signature: Affiliation:
16. Submission Information
Submission is in electronic format. Attach copies of all pertinent materials such as cover letter, consent
form, questionnaire, survey, debriefing statement, advertisements, etc. Email this packet (the application
and all pertinent materials) to:
The submission of incomplete packets will significantly delay the review. Forms and policy guidelines
are available on the F Drive under Institutional Review Board. For questions, comments, or assistance
in completing the form, contact the IRB Chair at [email protected].
21
REQUEST FOR EXEMPTION FROM FULL REVIEW PLEASE TYPE ALL FORMS, ATTACHMENTS, ETC.
Project
Title:
Researcher(s):
The Federal government requires that copies of ALL research proposals involving human subjects be on file with the
Institutional Review Board. It exempts, however, certain types of research from full IRB review. To help determine if
your research is exempt from full review, place check marks next to the alternatives listed below that apply to your
study. See the ODU IRB website for additional information: www.ohiodominican.edu
1. Research conducted in established or commonly accepted educational settings, involving normal
educational practices, such as research on regular and special educational instructional strategies, or research
on the effectiveness of or the comparison among instructional techniques, curricula, or classroom
management methods.
2. Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), questionnaires, or information on subject history, if information taken from these sources is recorded in such
a manner that subjects cannot be identified, directly or through identifiers linked to the subjects.
3. Research involving surveys or interview procedures, where the subjects are legally competent, and where
the investigator identifies himself or herself, and states that he or she is conducting a research survey or interview, except where both of the following conditions exist:
Responses are recorded in such a manner that the subjects can be identified directly, or through identifiers linked to the subjects, and
The subject's responses, if they became known outside of the research, could reasonably place the subjects at risk of criminal or civil liability or be damaging to the subject's financial standing or
employability; or the research deals with sensitive aspects of the subject's own behavior such as, illegal
conduct, drug use, sexual behavior, or use of alcohol.
4. Research involving the collection or study of existing data, documents, records, pathological specimens, or
diagnostic specimens, which either are publicly available or if the information is recorded by the investigator in
such a manner that subjects cannot be identified, directly or through identifiers linked to the subjects.
5. All research involving survey or interview procedures (without exception), if the respondents are elected
or appointed public officials or candidates for public office.
6. Research involving the observation (including the observation by participants) of public behavior in
places where there is no recognized expectation of privacy.
7. Research involving the observation (including the observation by participants) of public behavior in places
where there is a recognized expectation of privacy, except where both of the following two conditions exist:
Observations are recorded in such a manner that the subjects can be identified directly, or through identifiers linked to the subjects.
The observations recorded about the subject, if they become known outside of the research, could reasonably place the subjects at risk of criminal or civil liability or be damaging to the subject's financial
standing or employability; or the research deals with sensitive aspects of the subject's own behavior such
as, illegal conduct, drug use, sexual behavior, or use of alcohol.
8. Research that involves taste or food quality evaluation studies and consumer acceptance studies where only
wholesome foods without chemical additives are used; or research that involves only a limited amount of
consumption of a food additive at or below a level approved by the FDA, the EPA, and the USDA.
Please note: None of these exemptions apply to research involving prisoners or pregnant women. In addition, exempt category 2 does not apply to research with children except for research involving observations of public
behavior when the investigators do not participate in the activities being observed.
22
APPLICATION FOR EXPEDITED REVIEW
Please type all attachments, forms, etc.
Project Title: Researcher(s):
The federal government requires that copies of ALL research proposals involving human subjects be on file with the
Institutional Review Board. According to the U.S. Office of Human Research Protections, an expedited review of the
research is available for activities that (1) present no more than minimal risk to human subjects, and (2) involve
only procedures listed in one or more of the following categories. Check those categories that apply to your project.
DISCLAIMERS: Categories apply regardless of the a ge of subjects, except as noted. This form should not be used where identification of subjects and/or their responses may place them at risk of criminal or civil liability or be damaging to their financial standing, employability, insurability, reputation, or be stigmatizing unless the protocol is designed to protect confidentiality. Standard requirements for informed consent apply regardless of the type of review. Categories (1) through (7) pertain to both initial and continuing research.
Complete details on categories are available at the ODU IRB website ( www.ohiodominican.edu) or by calling the IRB Chair, 614.251.4673.
1. Clinical studies of drugs and medical devices only when condition (a) or (b) is met. (a) Research on drugs for which an investigational new drug application is not required [see website for Note]; and (b) Research on medical devices for which (i.) an investigational device exemption application is not
required; or (ii.) the medical device is cleared for marketing and used in accordance with its labeling.
2. Collection of blood samples by finger stick, heel stick, ear stick, or venipuncture under certain restrictions. See website for the complete list of examples and the conditions under which specimens may be collected
according to federal regulations.
3. Prospective collection of biological specimens for research purposes by non-invasive means, such as hair and nail clippings, sweat, and saliva. See website for the complete list of examples and the conditions under which specimens may be collected according to federal regulations.
4. Collection of data through non-invasive procedures (not involving general anesthesia or sedation) routinely employed in clinical practice, excluding procedures involving x-rays or microwaves. When medical
devices are employed, they must be cleared/approved for marketing. See website for complete restrictions.
5. Research involving materials (data, documents, records, or specimens) that have been collected, or will be collected solely for non-research purposes (such as medical treatment or diagnosis).
6. Collection of data from voice, video, digital, or image recordings made for research purposes.
7. Research on individual or group characteristics or behavior (including but not limited to, research on perception, cognition, motivation, identity, language, communication, cultural beliefs or practices, and
social behavior) or research employing survey, interview, oral history, focus group, program evaluation,
human factors evaluation, or quality assurance methodologies.
8. Continuing review of research previously approved by the convened IRB as follows: (a) where (i.) the research is permanently closed to the enrollment of new subjects; (ii.) all subjects have
completed all research-related interventions; and (iii.) the research remains active only for long-term
follow-up of subjects; or
(b) where no subjects have been enrolled and no additional risks have been identified; or (c) where data analysis poses ongoing risk to participants (e.g., privacy or confidentiality issues). See
website for examples: www.ohiodominican.edu.
9. Continuing review of research, not conducted under an investigational new drug application or investigational device exemption where categories (2) through (8) do not apply but the IRB has
determined and documented at a convened meeting that the research involves no greater than minimal
risk and no additional risks have been identified.
23
Last name _____________________________ First name _____________________________
TSL 550, Research Methods in TESOL/B&R Chapter 2, Case Study Research
Directions Using your own words as much as possible, answer the following questions about
case study research. Add notes or questions if you would like. Recommendation: read questions, read chapter, and answer questions.
Introducing case study research
In brief, case study research comprises ______________________________________________
_____________________________________________________________________________.
Experiencing case study research
Compiling case study data
Analyzing case study data
As you will see, tables are often used not only to ______________________________________
but also . . . as a way of ___________________________________________.
Reporting your results
The ultimate goal of your research is _______________________________________________.
The standard form for research reports typically contains some or all of the following:
Designing case study research
What do B&R mean when they say, “Any research study typically stands on the shoulders of
studies that preceded it”?
What does the literature review do and why?
Interpreting case study research
A number of authors have noted that the key threats to usefulness of case study research are ____
__________________________________________________. What is “the question” for each?
Significance of case study research
Reflecting on case study research
Would you like to do case study research? Why or why not?
24
Last name _____________________________ First name _____________________________
TSL 550, Research Methods in TESOL/B&R Chapter 3, Introspective Research
Directions Using your own words as much as possible, answer the following questions about
introspective research (IR); add any comments and/or questions you would like.
Introducing introspective research
1. What is “the technique used in introspective studies”?
2. What three levels of verbal report do Ericsson and Simon (1984, 1993) distinguish?
3. What do “all researchers working in the introspective tradit ion emphasize the importance of”?
Experiencing introspective research
1. What may be “an over-riding consideration, if not principle,” of IR?
2. What are a few of the general principles that apply to second language IR?
Compiling introspective data
Analyzing introspective data What is Brown and Rodgers’s “temperate” advice about coding systems?
Designing your own introspective research study
Interpreting introspective research
Which two objections to IR do Brown and Rodgers discuss?
Reflecting on introspective research
Would you like to do introspective research for your project? Why or why not?
25
Last name _____________________________ First name _____________________________
TSL 550, TESOL Research Methods/Brown & Rodgers’s Chapter 4 Worksheet
Directions Answer the following questions. As you read, try the exercises: they will help you to
understand the text. We will do Exercise 4.4 in class; prepare by reading pp. 84-87 closely.
Experiencing classroom research
Teacher interactions with learners
How many different classroom observation instruments have been developed, and what do most
of them focus on?
How many different observation instruments have been developed for studying interaction in
second language classes, and what do most of them focus on (Long & Sato, 1983)?
Analyzing classroom research data
“Some early studies came up with the somewhat startling data that teacher talk took up to ____%
of classroom verbal interaction time . . . .”
Designing your own classroom research
In thinking about your own research design, what three “things” do you need to consider?
What have researchers found regarding B&R’s five axioms or principles of language learning?
Why haven’t Brown & Rodgers “done much” with observation instruments in Chapter 4? (Give
at least three reasons.)
What alternative techniques “have been and are being employed”? (Name at least three.)
Interpreting classroom research
Interpretations of classroom research “are very strongly influenced by the __________________
_______ along the research trail.”
Reflecting on classroom research
Having read this chapter, are you inclined to do classroom research? Why or why not?
26
27
Last name _____________________________ First name _____________________________
TSL 550, Research Methods in TESOL/B&R Chapter 5, Descriptive Statistics Research: Survey Analysis
Directions Using your own words as much as possible, answer the following questions about
survey research (SR). Recommendation: read questions, read chapter, and answer questions.
Introducing descriptive statistics research
Experiencing descriptive statistics research
Learner and teacher beliefs
The type of survey where respondents are asked to register their reactions on a scale (1-4, 5, 7,
etc.) is commonly referred to as a __________ scale . . . .
The first part of the Language Teaching/Learning Beliefs Questionnaire asks for bio-data
information. These questions are considered ______________________________ because you
________________________________________. The rest of the questionnaire is made up of
______________________________, that is, ________________________________________.
Compiling descriptive data
Analyzing descriptive data
How can you make sense of the numbers you compile in a survey? (Hint: there are three ways.)
FREQUENCIES, also known as tallies, are used to _______________________________________
_____________________________. Such results can be expressed as _____________________
_____ or converted to _____________________, often a clearer way of presenting information.
Graphical display of data
_____________________ may be clearer when number of categories is small and ___________
______ more useful when number of categories is large or scale is continuous (as in ages)
Central tendency
What is CENTRAL TENDENCY, and what three statistics are often used to find it?
28
Define each of these measures and/or say how they are determined.
Dispersion
What is DISPERSION, what are the three primary ways of examining it, and how is each found?
Designing your own descriptive research
What are surveys?
Surveys are ___________________________________________________________________.
Surveys typically take the form of ____________________ or _____________________ or
both. Interviews are done __________________________________________________, while
questionnaires are administered _______________________________________________,
Interviews typically consist of fairly open-ended questions, but can be planned in an _________
________________________, which may involve ____________________________________.
Questionnaires may also include _______________________________________, but generally
speaking are predominantly made up of more ________________________________________.
What are the advantages and disadvantages of conducting interviews?
When, and why, are questionnaires used?
Why is it “not unusual” for questionnaire designers to conduct interviews?
Writing good surveys
What steps are involved in doing survey research?
What issues are involved in using a Likert scale?
Interpreting descriptive research
Significance of descriptive research on teacher beliefs
Reflecting on descriptive research
Would you like to do survey research using descriptive statistics? Why or why not?
29
Last name _____________________________ First name _____________________________
TSL 550, Research Methods in TESOL/B&R Chapter 6, Correlational Research
Directions Using your own words as much as possible, answer the following questions.
Recommendation: read questions, read chapter, and answer questions.
Introducing correlational research
You can see that the scores in Table 6.1 are related, but it is difficult to say how much. To be
more precise, you’ll need to find the ____________________ (degree of relationship) between
the scores. This type of research is generally known as _________________________________
_______.
Experiencing correlational research
Do Exercise 6.1.
Compiling correlational data
Analyzing correlational data
How do we make sense of all those numbers? One way to do so is ________________________
________________, which involves gathering and compiling data and then calculating a statistic
called the ________________________________________, which indicates the degree of
relationship between two sets of numbers represented as ratio of “go-togetherness to total score
variation.” Correlation coefficients can range from _____ (if the ratio is zero, indicating
“absolutely no relationship”) to _____ (if the ratio is perfect, indicating there is a “100%
relationship and that both sets of numbers are going in the same direction.”) For instance . . .
Naturally, all the numbers between 0.00 and 1.00 are also possible . . . . A correlation of .97 is
considered ____________________, of .09 ____________________, of .27, .51, etc.
____________________.
30
Correlation coefficients can also range from ____________________ (no relationship at all) to
____________________ (perfect relationship in the opposite direction).
All coefficients between 0.00 and -1.00 are also possible and indicate differing degrees of
relationship, so correlation of -.97 = very high in negative direction, of -.08 = very low in
negative direction, of -.25, -.57, etc. = in between.
Remember that (a) the size of the number indicates the ____________________ of the
relationship relative to a low of 0.00 and a high of 1.00 and (b) the sign (+ or -) indicates the
____________________ of the relationship in a positive (same) or negative (opposite) direction.
What three basic steps are typically followed in doing correlational research?
(a)
(b)
(c)
Designing your own correlational research
Interpreting correlational research
Generally speaking, what cautions must be observed in interpreting correlation coefficients?
Significance of correlational research . . .
Reflecting on correlational research
Of what use might correlational research be to you? (In what correlations are you interested?)
To what extent do you see yourself doing correlational research—and why?
31
Last name _____________________________ First name _____________________________
TSL 550, TESOL Research Methods/B&R Chapter 7, Quasi-Experimental Research
Directions Complete or otherwise address the following questions. (Note second side.)
1. An experiment is defined as _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. A true experimental study would have the following characteristics:
(a)
(b)
(c)
3. One group, usually called the _________________________ group will receive a control
treatment . . . ; the second group, often called the _________________________ group, will
receive the experimental treatment . . . . Finally, both groups will receive a _____________
____________ . . . . This is a typical _________________________ experimental design.
4. However, there are many studies reported in the literature that lack one or more defining
characteristics of a true experimental study. At the lower end of the scale are studies that some
commentators have called XO studies, where X is _________________________ and O is
_________________________.
5. More adequate experimental designs are generally one of four types (A, B, C, and D) . . . . The
ideal type of experimental study is D, but L2 researchers are often unable to obtain randomly
32
sampled groups and have to deal with intact groups. Variations from formal requirements cause
such studies to be called _________________________.
Directions Describe the following approaches and give an example of each.
Table 7.6 Experimental approaches to language teaching research
One treatment Two treatments
One group
A B
Two groups C
D
Would you like to do quasi-experimental research? Why or why not?
33
Last name _____________________________ First name _____________________________
TSL 550, TESOL Research Methods/B&R Chapter 8, Course Evaluation: Combining Research Types
Directions Complete or otherwise address the following questions.
Introducing evaluation research
Experiencing evaluation research
The first step in any evaluation is __________________________________________________
____________________________________________________________________________.
Determining the issues involved in achieving the purpose of our evaluation is the second step in
the process. One way of figuring out what the issues are is to interview the interested parties.
But what questions should you ask . . . ? One useful framework for figuring out these questions
is provided by Rossett’s (1982) five types of questions that cover the most important issues in a
survey study: (a) ________________________, (b) ________________________, (c) ________
________________, (d) ________________________, and (e) ________________________.
What, if any, is the relevance of these questions for your study?
Analyzing evaluation data
Using descriptive statistics . . .
Using matrices to analyze qualitative data
A matrix is ____________________________________________________________________
_____________________________________________________________________________.
With data arranged and summarized this way, you can . . .
What relevance, if any, do matrices have for your study?
Reporting evaluation results
Designing your own evaluation studies
Quantitative research is often judged in terms of ____________________, _________________
___, and ____________________.
Validity is ____________________________________________________________________.
There are two parts to this definition: the first part is commonly labeled ____________________
__________; the second part is commonly labeled ______________________________.
Reliability is __________________________________________________________________.
Internal reliability is ____________________________________________________________.
External reliability is ____________________________________________________________.
To some extent, ____________________ is addressed by calculating statistics for measures
involved and by examining probabilities that results occurred by chance alone
34
Objectivity is ____________________________________________________________ . . . .
Although it is usually contrasted with subjectivity, ____________________ is a relative concept
Validity and reliability are viewed as equally valuable in qualitative research, but ____________
_____________________________________________________________________________.
Lincoln and Guba (1985) suggest using ____________________, ____________________, ___
_________________, and ____________________ instead of validity, reliability, etc.
Focus on triangulation
In social sciences, triangulation refers to ____________________________________________.
Interpreting evaluation studies
Significance of evaluation studies
Reflecting on evaluation research 1. Which type of research do you prefer, qualitative or quantitative? Why?
2. How comfortable are you combining research types, especially for course evaluation?
