Unit convenor and teaching staff |
Unit convenor and teaching staff
Academic Writing
Jean Brick
Contact via jean.brick@mq.edu.au
C5A 504
Ethical issues
Peter Roger
Contact via peter.roger@mq.edu.au
Unit Convenor
Mehdi Riazi
Contact via mehdi.riazi@mq.edu.au
Qualitative methods
Phil Benson
Contact via philip.benson@mq.edu.au
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MAppLing or PGDipAppLing or MCommDis or MTransInter or MTransInterMAppLing or MTransInterMIntRel or MAuslEngInt or PGDipAuslEngInt or MConfInt or MAdvTrans or PGCertResPrep(Hus) or MTransInterPed
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
Internal/External
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Unit description |
Unit description
This unit focuses on general principles of research and the use of research methods in language studies. It covers the whole process of research from choosing a topic, searching the related literature on the topic, and formulating research questions, to collecting and analysing data and writing up research reports. The exploration of quantitative, qualitative, and mixed-method research methodologies develops students' research literacy to understand research reports and to design research projects. Research ethics and writing research proposals are two other topics that are discussed in this unit.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Due |
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Essay | 25% | March 25th |
Annotated Bibliography | 30% | April 25th |
Research Proposal | 35% | June 14th |
Active Participation | 10% | Ongoing |
Due: March 25th
Weighting: 25%
Due: April 25th
Weighting: 30%
An annotated bibliography is a list of sources and annotations (summary and evaluation) on a selected topic arranged in alphabetical order. Each annotation will have two parts. The first part is the bibliographic information of the source which should strictly follow APA style. The second part of each annotation includes a concise summary of the content and methodology of the study and evaluation of its value or relevance to the theme of the AB (your chosen topic or area of interest). Given your annotated bibliography will be used to write the literature review for your third assignment (research proposal), it is worth preparing it as carefully as possible. Roughly, the summary and the evaluation of each stud should have a 50:50 proportion.
Due: June 14th
Weighting: 35%
Due: Ongoing
Weighting: 10%
Both internal (on-campus) and external (distance) students should take part in
teaching and learning activities throughout the semester. These will include
face-to-face in class, and online discussion. Use “Forum” facility in iLearn and
post your comments and discuss different topics related to the unit.
You are encouraged to post a brief report of the papers you find and read
on each of the unit topics. Groups may be formed of those who share similar
areas of interest to further discuss their topics and exchange resources.
Also, use the “Glossary” part to define and describe research concepts and
terms. This will help you to consolidate your understanding of these terms
and will give others a chance to read and understand those concepts.
This unit is offered both on campus through face-to-face lectures, and online through iLearn. Both internal (on-campus) and external (distance) students will have access to iLearn to discuss topics in Forum and submit their assignments.
Resources
Students will have access to a variety of resources for this unit. They will have access to online library to retreive articles and they will have access to iLearn for teaching and learning activities.
Textbook:
We use the following two texts in this unit. The first one is “required” (you must have a copy), and the second one is “optional” (you may or may not have a copy) for further reading.
Dornyei, Z. (2007) Research methods in applied linguistics. Oxford: Oxford University Press. (Required)
Paltridge, B., & Phakiti, A. (eds.)(2010). Continuum companion to research methods in applied linguistics. London: Continuum International Publishing Group. (Optional)
These two textbooks should be able to provide you with the knowledge and skills necessary to understand and to conduct research projects in applied linguistics. You might refer to the related chapters in the books as we proceed on different topics in the unit outline. Use table of contents and index of the two books to find particular concepts and topics related to each week’s topic.
Dornyei’s book is, however, more of focus for the unit readings since it addresses quantitative and qualitative as well as mixed methods research issues. In addition to these two texts, you are encouraged to refer to the following recommended books and journal articles if you want to use research more professionally.
Recommended other texts:
The following titles are very useful if you are going to enhance your understanding of research and develop more skills in conducting professional research projects.
Brown, J. D. (1988). Understanding research in second language learning: A teacher’s guide to statistics and research design. Cambridge: Cambridge University Press.
Brown, J.D., & Rodgres, T. (2002). Doing second language research.Oxford: Oxford University Press.
Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York: Routledge.
Hatch, E. & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Newbury House.
Litosseliti, L. (ed.) (2010). Research methods in linguistics.London: Continuum International Publishing Group.
Publication Manual of the American Psychological Association (6th edition). (2010). Washington DC: American Psychological Association.
Rasinger, S.M. (2013)(2nd ed.). Quantitative research in linguistics: An introduction. London: Bloomsbury.
Richards, K. (2003). Qualitative Inquiry in TESOL. London: Palgrave Macmillan.
Recommended articles:
Brown, J.D. (1991). Statistics as a foreign language. Parts 1 & 2. TESOL Quarterly, 25 & 26.
Cumming, A. (Ed.)(1994). Alternatives in TESOL research: Descriptive, interpretive, and ideological orientations. TESOL Quarterly, 28, 673-705.
Davis, K.A. (1995). Qualitative theory and methods in applied linguistics research. TESOL Quarterly, 29,427-453.
Davidson. F. (1993). Some comments on the social impact of research in TESOL. TESOL Quarterly. 27, 1. 160-162.
Dufon, M. (1993). Ethics in TESOL research. TESOL Quarterly. 27, 1: 157-160.
Lazaraton, A. (1995). Qualitative research in applied linguistics: A progress report. TESOL Quarterly, 29, 455-472.
Randolph, J.J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research, & Evaualtion,14(13), 1-13.
Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Language Teaching, 42(2), 147-180.
Rieschild, V.R. (2003). Origami in a Hurricane: Current Challenges to Linguistic Research. Australian Journal of Linguistics, 23, 1: 71-98.
Teddlie, C., & Tashakkori, A. (2006). A general typology of research designs featuring mixed methods. Research in Schools, 13(1), 12-28.
Thomas, M. (2009). Review article: Ethical issues in the study of second language acquisition: resources for researchers. Second Language Acquisition, 25, 493-511.
Young, K.A. (2005). Direct from the source: the value of ‘think-aloud’ data in understanding learning. Journal of Educational Enquiry, 6(1), 19-33.
Part/Week |
Topic |
Task |
Part I: 1, 2,3, 4 |
Introductory concepts: Conceptualising research and research process Searching databases & Reviewing literature Overview of research methodologies Longitudinal vs. cross-sectional research |
Identify your areas of interest; share and discuss your areas and topics with other class members (face-to-face or online); do a hands-on search of databases Read identified materials and get to know three research methodologies and the distinction between longitudinal and cross-sectional studies Familiarize yourself with APA writing style |
Part II: 5 & 6 |
Quantitative research methods: Surveys & correlational studies Experimental designs |
Read required and recommended readings Read sample studies for each week and post brief reflections in “Forum” |
7, 8 |
Qualitative methods: Classroom research Action research Case study & ethnography |
Read required and recommended readings Read sample studies for each week and post brief reflections in “Forum” |
Part III: 9, 10, 11 |
Quantitative & qualitative data analysis Mixed-methods research Choosing appropriate research methods
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Familiarize yourself with SPSS software Familiarize yourself with NVivo software Read sample mixed-methods study and post brief reflections in “Forum” Think about your methodology and the methods for data collection & analysis for your third assignment (research proposal) |
Part IV: 12 & 13 |
Other aspects of research: Academic writing & writing academically Ethical issues in research |
Read related materials on academic writing Think about ethical issues as relate to your third assignment (research proposal) |
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
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