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FOUNDATIONS IN EFL RESEARCH

LUZ KARINA LASSO CASTILLO


Cdigo: 2168821

Profesora:
MARTHA ISABEL BONILLA MORA

UNIVERSIDAD SANTO TOMAS


FACULTAD DE EDUCACIN
LICENCIATURA EN LENGUA EXTRANJERA INGLES
VILLAVICENCIO, 8 OCTUBRE / 2016

FOUNDATIONS IN EFL RESEARCH


Objective of the Activity:
Do a theoretical revision to identify the main authors, research topics, designs and theories related to EFL
research. Under the perspective of L2 research you will be aware of different scenarios, contexts and communities, to
carry out an investigation.
Procedure
Phase 1:

1. You should collect, read and analyze ten (10) ten research done between 2014 and 2015. For this purpose,
you should collect the required information from September 08 to October 08. I have created a chart to
systematize and organize data according to the information that is relevant for the further interpretation of L2 inquiry
and the reflections that you will construct at the end of this work. This exercise will be evaluated based on the
accurate, relevant and solid collection of data. The chart for data organization is available in the link below:
Research
Title
& year

Author(
s)

Main
research
Question &
Objectives

What
aspects of
English
teaching
and

Design of
the
research.
(Identify
the steps)

What was
the
process
carried
out in the

How did the


researchers
interpret and
analyze data

What
were the
findings?
The
conclusion

How
did
the
researcher
s present
the

learning
were
investigat
ed?

The
Emergence of
the Zone of
Proximal
Development
in a University
ESL Course.
2015

SotoSantiago,
S. L.,
Rivera, R.
L., &
Mazak, C.
M.

How a
classroom
community
characterized by
confianzaa
feeling of
mutual
understanding,
respect, and
emotional
closeness
facilitated the
emergence of
the zone of
proximal
development
(Vygotsky, 1978)
and the English
language
learning of
Spanishspeaking
students in a
content-based
English as a
second
language.

How a
classroom
community
characterized
by
confianza
a feeling of
mutual
understandin
g, respect,
and
emotional
closeness
facilitated the
emergence
of the zone
of proximal
development.

research?

Ethnographic
.
Identification
of informants
and
participants.
Observation
focus
groups.

They were
examined the
language
choices
students
made in their
interactions
with
professors,
teaching
assistants
(TAs), and
peers.

s and the
contributi
ons?

*Weekly
meetings to
discuss the field
notes.
*Observation
focus groups.
* The focus
groups
discussions were
transcribed and
analyzed using
the open and
focused coding
techniques
described in
Emerson, Fretz,
and Shaw (2011).
*They were tried
to understand the
analyzed helping
events through
the lens of
Vygotsky (1978).

The zone
emerged in
situations
because of
the
confianza
that
developed
among
participants
in the class.
First, we
provide
evidence
from our data
that (a) there
was indeed
confianza in
the
classroom
and that (b)
confianza
led to the
emergence
of the zone.

findings
and
results,
the
impact,
the
contributio
ns and the
conclusion
s
The
development
of confianza
allowed for
the
emergence of
activities that
facilitated the
activation of
students ZPD
and thus
facilitated
language
learning. The
strategies
implemented
in our
classroom
can be
extrapolated
into other
learning
contexts and
adapted to
the particular
needs of
educators
and students.

1.

2.
Research
Title
& year

Author(s)

Main
research
Question
&
Objectives

What
aspects of
English
teaching
and
learning
were
investigat
ed?

Design of
the
research.
(Identify
the steps)

What was
the
process
carried
out in the
research?

How
did
the
researcher
s interpret
and
analyze
data

What were
the
findings?
The
conclusions
and
the
contributio
ns?

The Role of
Blogs and
Web
Resources
in Students
Autonomou
s Learning
Awareness.

Balln, D.

Technologybased
activities may
shape and
characterize
students
awareness of
their own
learning
processes
and their
understandin
g of
autonomy is
explored.

*Technology
in Education
*Technology
and the
Concept of
Language
Learning
Process
*Technology
and the Idea
of Autonomy
in the EFL
Classroom.

Qualitative
research.

*Stimulus
*Definition of
the project
objective.
*Practice of
language
skills.
*Design of
written
materials.
*Group
activities.
*Final
presentation.

Minutely
examining
each of the
achievement
s of the
students and
giving
percentages
to the
responses
obtained from
surveys so
that they can
classify.

*Students
showed a
positive
attitude
towards using
new
technologies.

2014

Topic
selection.
Literature
Review.
*phenomeno
n is
investigated
in its real life
context
through
empirical
enquiry.
*Collect

*Students
were able to
analyze the
impact of
technological
tools in their
own learning
process.

How
did
the
researcher
s present
the
findings
and
results,
the
impact,
the
contributi
ons
and
the
conclusion
s
Students feel
more
motivated to
learn a
foreign
language if
they are
given this
freedom of
choice.
The
technologybased
educational
practices of

Analyze
students
insights
towards the
use of
technology in
the English
as a Foreign
Language
(EFL)
classroom

and analyze
data.
Data
Collection
Instruments:
class
observations.
A survey of
students.
Focus groups
were set up.

*Students
demonstrated
a thorough
understanding
of the idea of
transferring
the knowledge
acquired.

this project
motivated
them to
continue
working on
their
construction
of
autonomous
learning
awareness.

3.
Research
Title
& year

Author(
s)

Main
research
Question &
Objectives

What
aspects of
English
teaching
and
learning
were
investigat
ed?

Design of
the
research.
(Identify
the steps)

What was
the
process
carried
out in the
research?

How
did
the
researche
rs
interpret
and
analyze
data

What
were the
findings?
The
conclusio
ns
and
the
contributi
ons?

How did the


researchers
present
the
findings
and
results,
the
impact , the
contributions
and
the
conclusions

How Setting
Goals
Enhances
Learners
SelfEfficacy
Beliefs in
Listening
Comprehen

Ballester
os
Muoz,
L., &
Tutistar
Jojoa, S.

Goal settinga
planning
metacognitive
strategyand
self-efficacya
motivational
measureas
two outstanding
theories which

* Motivation.
* Selfefficacy.
*Providing
students with
strategies
instruction.
* Goal
Setting.

Mixed
Qualitative
and
quantitative.
Goal Setting.
Elaboration
of an action
plan.
Results and

Engaging
students in
the use of
strategies,
the present
study draws
from goal
settinga
planning

The design
of this
pedagogical
intervention
could provide
support on
future
research
about the

The results
revealed that
self-efficacy
was highly
positive
when related
to goal.
Students
were able

The work done in


this study fulfilled
the objectives
proposed,
reflecting on the
fact that setting
SMART goals
affects self-efficacy
beliefs and

sion

underlie this
investigation.

2014

Data
Analysis.

Determine the
effect of SMART
goal setting on
learners selfefficacy beliefs
in listening. It
also advocates
for an innovative
integration of
setting SMART
goals into the
school
curriculum and
classroom
activities.

metacognitiv
e strategy
and selfefficacya
motivational
measureas
two
outstanding
theories
which
underlie this
investigation.

effectiveness
of the use of
SMART goal
setting as a
teaching
strategy and
an
alternative
learning tool.

to set
SMART
goals to
improve
their
listening
comprehen
sion.

performance in
listening tasks in a
positive manner.
The results of this
study made
evident the
relevance of
integrating
research into the
curriculum,
connecting selfdirected learning
and EFL teaching.
Teachers should
facilitate and
prioritize the use of
strategies that
promote learners
autonomy and
responsibility for
their own learning
processes.

4.
Research
Title
& year

Author(s)

Main
research
Question
&
Objectives

What
aspects of
English
teaching
and
learning
were
investigat
ed?

Design of
the
research.
(Identify
the steps)

What was
the
process
carried
out in the
research?

How did
the
researcher
s interpret
and
analyze
data

What were
the
findings?
The
conclusions
and the
contributio
ns?

How did
the
researcher
s present
the
findings
and
results,
the impact
, the
contributi
ons and

A Virtual
Room to
Enhance
Writing
Skills in the
EFL Class.
2014

Ochoa
Alpala, D.
P., &
Medina
Pea, N.

To what
extent does
the use of a
virtual
room shape
the EFL
writing of
students in
a private
school?
Understand
facts by
explaining
and
interpreting
results of
studies.
Study to
what extent
students
shape their
writing skill
in English
through the
use of a
virtual
room.

*Virtual
Room.
*Virtual
Room in EFL
Learning.
*Writing Skill:
Types of
writing.

Qualitative
The project
analyzes and
draws
conclusions
about the
implications
of using
virtual
resources to
foster
students
writing skill.

Action
research
methodology.
The use of
the elicitation
and
observation
techniques
and some
instruments
such as
interviews
students
artifacts, and
journals.

Classification
and grouping
common
patterns that
have been
identified in
the data
collected
through
interviews,
students
artifacts, and
journals using
methodologica
l triangulation.
Data analysis
was based on
the grounded
theory
proposed by
Strauss and
Corbin (1997).

The results
indicate that
the use of
virtual
resources
enriches
students
learning
process and
engages them
to
communicate
and interact
with their
classmates
through their
written
creations.

the
conclusion
s
The results of
the study
show that a
virtual room
and
resources
within it can
help learners
to know
about a wide
range of
vocabulary by
means of
games,
online
readings,
videos, and
interactive
activities and
avoid
acquiring
vocabulary to
become a
rote process.

5.
Research
Title
& year

Author(
s)

Main research
Question &
Objectives

What
aspects of
English
teaching
and
learning
were
investigat
ed?

Design of
the
research.
(Identify
the steps)

What
was the
process
carried
out in
the
researc
h?

How did
the
researche
rs
interpret
and
analyze
data

What
were the
findings?
The
conclusion
s and the
contributi
ons?

The Impact of
Project Work
and
the
Writing
Process
Method
on
Writing
Production.

Daz
Ramrez,
M.

What are the


effects of the
implementation of
project work on
students written
production in an
English as a
foreign language
(EFL) university
class?

*Project-Based
Learning.
*The Writing
Process
Framework

Qualitative
study of cases.

Some
stages
where
teachers
and
students
agree on
a topic
and a
final
outcome.

Taking notes
with the
support of
other
instruments.
For instance,
field notes
are
instruments
in which
there are
teachers
verbal
descriptions
and
comments
regarding the
development
of class in
terms of
feelings,
reactions,
and progress
that provided
information
about
students
writing.

Projectbased
learning and
a process
approach
seem to be
effective
implementati
ons because
they can
heighten the
writing
abilities and
confidence of
students who
are learning
English.

2014

What is the
difference between
students written
production before
the implementation
of project work and
students written
production after
the implementation
of project work in
an EFL university
class?
Implement the
methodology of
project work and a
process approach
in order to improve
writing production
in an English class.

Implement the
methodology
of project
work and a
process
approach in
order to
improve
writing
production in
an English
class.
Information
gathering: In this
casea level-III
English class
the results of the
diagnostic test
were low.
Information
analysis:
The conclusion
from these
statistics is that
learning a new
language
requires more
than minimal
effort.
Report writing.
Dissemination.

Deep
examinati
on of a
single
event.

How did the


researchers
present the
findings and
results, the
impact, the
contributions
and the
conclusions
The findings of this
study have a
number of
important
implications for
future practice. A
longer study is
recommended in
order to examine
the changes in
students
perceptions and
written production.
The teachers of
English can work
with project-based
learning because it
does not require
expensive
resources and it is
flexible where the
academic
calendar, the
curriculum, and
students interests
are concerned.

6.
Research
Title
& year

Author(s)

Main research
Question &
Objectives

What
aspects
of
English
teaching
and
learning
were
investiga

Design
of the
resear
ch.
(Identi
fy the
steps)

What was
the process
carried out
in the
research?

How did
the
researchers
interpret
and
analyze
data

What were
the findings?
The
conclusions
and the
contribution
s?

How did
the
researche
rs
present
the
findings
and
results,

ted?

The Effect
of
Communic
ative
Activities
on EFL
Learners
Motivation:
A Case of
Students in
the
Amazon
Region of
Ecuador.
2016

Csar
Ochoa,
Paola
Cabrera,
Ana
Quinez,
Luz
Castillo,
Pal
Gonzlez.

Communicative
activities in
motivating English
learners.
What are the
students
perceptions about
their motivation
when performing
communicative
activities in the
EFL classroom?
2. What are the
teachers
perceptions about
their students
motivation when
performing
communicative
activities in the
EFL classroom?
3. Which
communicative
activities are the
most motivating in
the EFL
classroom?

*Motivation.
*Communic
ative
Language
Teaching
and
Communic
ative
Activities.

Mixed
Included
both
quantitat
ive and
qualitati
ve data
analyse
s.

The data for


this study were
collected in the
first term of the
2015
academic
year. In the
quantitative
part, we coded
and analyzed
the data
statistically,
whereas, in
the qualitative
part, we
compared and
interpreted the
opinions of
teachers and
students and
this
information
was
contrasted
with the
answers given
to the
interviews.

After the
application of
instruments,
SPSS
software was
used in the
analysis of the
data;
percentages
and mean
scores were
calculated,
presented, and
thoroughly
analyzed by
combining the
results
obtained to
interpret the
information.

Results showed
that students
and teachers
believe that
communicative
activities are
motivating.
Furthermore,
students feel
highly motivated
when
participating in
communicative
activities
because these
enhance their
fluency,
pronunciation,
and
performance in
the use of
English in a
realistic and
enjoyable way
since students
are confident
when they help
each other
during
interaction in
activities.

the
impact ,
the
contributi
ons and
the
conclusio
ns
Generally
speaking,
communicati
ve activities,
which
involve
students
interaction
with their
classmates
in the target
language,
seem to be
highly
motivating
for learners
according to
students
and
teachers
perceptions.

7.
Research
Title
& year

Author(s
)

Main
research
Question &
Objectives

What aspects
of English
teaching and
learning were
investigated?

Design of
the
research.
(Identify
the steps)

What
was the
process
carried
out in
the
research
?

How did
the
researche
rs
interpret
and
analyze
data

What
were the
findings?
The
conclusio
ns and
the
contributi
ons?

How did
the
researcher
s present
the
findings
and
results,
the impact
, the
contributio
ns and the
conclusion
s

Fostering
EFL
learners
literacies
through
local
inquiry in a
multimodal
experience.

July
Andrea
Rincn,
Amparo
Clavijo
Olarte.

Transform the
way students
relate to the
community in
order to create
local
knowledge.

*Communitybased
Pedagogies,
Curriculum and
Pedagogy.
*Communitybased
Pedagogies
within an Inquiry
Perspective.
*Communitybased
Pedagogy and
Teacher
Education.
*Multimodality
and CBP.
*Using Social
Networks as

Qualitative

During a
period of
three
years, the
school in
which this
interventio
n took
place
promoted
the
Education
of
students
with an
emphasis
on
research.

Data
Analysis
and
Findings
using the
grounded
approach,
we began
analysis by
reading the
data
gathered
from the
students
blogs, video
tape
recordings
of class
debates,

The
findings
reveal that
teachers
and
students
enacted a
critical
pedagogy
through an
inquiry
curriculum
that
explored
community
issues and
allowed
participants
to become

Students
language
learning was
evident in
multimodal
texts in
English in
their blogs,
in the use of
EFL in their
oral
presentation
s, and in
their
comments in
response to
peers on
Facebook
and their

2016

It aimed at
answering the
research
question
related to the
ways in which
community
inquiries create
opportunities
for students to
explore social

Literature
Review.
Methodolog
y.
Data
Analysis
and
Findings.
Conclusion
s

and cultural
issues in their
neighborhoods
using
multimodality?

Tools for
Communication
in Foreign
Language
Learning.

and the
teachers
field notes
were
also used.

inquirers of
their own
realities.

blogs.

8.
Research
Title
& year

Autho
r(s)

Main
research
Question &
Objectives

What
aspects of
English
teaching
and
learning
were
investigat
ed?

Design of
the
research.
(Identify
the steps)

What was
the process
carried out
in the
research?

How did
the
researcher
s interpret
and
analyze
data

What
were the
findings?
The
conclusio
ns and
the
contributi
ons?

How did
the
researche
rs
present
the
findings
and
results,
the
impact ,
the
contributi
ons and
the
conclusio
ns

First Year
University
Students
Use of
Formulaic
Sequences in
Oral and
Written
Descriptions.

Eric
Gme
z
Burgos
.

The main
purpose of
this study
was to
analyses
the FSs that
first-year
students
use in

The
present
study is
based on
an
analysis of
eight texts:
four are
written

Qualitative
research
methods.

*The corpus
collection was
carried out
during June in
2012.
*The students
were given a
task to
develop during
the lesson

The text
analysis was
approached
by
considering
Biber et al.s
(2004)
taxonomy of
lexical
sequences,

The
findings
reveal that
the
participant
s use the
FSs and
these are
an

The most
outstandin
g finding
shows
that
students
are more
familiar
with oral

This is a
nonexperiment
al and
descriptive

written and
oral
descriptions
.

2014

description
s and four
are spoken
ones.

case study
based on
discourse
analysis
since it
identifies
and
evaluates
the use of
first-year
students
formulaic
sequence.

*After data
were collected,
the eight texts
were analysed
according to
the taxonomy
named
functional
classification
of common
lexical bundles
across
register,
proposed by
Biber et al.
(2004)

subdivided
into three
main groups:
stance
expression,
discourse
organizers,
and
referential
expressions.

important
part within
the texts.

texts than
written
ones.

9.
Research
Title
& year

Author(s
)

Main research
Question &
Objectives

What
aspects of
English
teaching
and
learning
were
investigate
d?

Design of
the
research.
(Identify
the steps)

What was
the
process
carried
out in the
research?

How did
the
research
ers
interpret
and
analyze
data

What were
the
findings?
The
conclusions
and the
contribution
s?

How did the


researchers
present the
findings and
results, the
impact, the
contributions
and the
conclusions

On
Becoming a
Good
English
Language
Learner: An

Damaris
Ana Ruth
Panzachi
Heredia.

The cognitive process


and the language
learning strategies
and styles that one
Spanish trainee used
to become a good
English language

Two
Relevant
Concepts:
Good
Language
Learner and

Qualitative
research:
Case
studies

A learning
style
survey
adapted
from
Cohen,

By
thorough
and
detailed
review of
the

The insights
provided in
this study
may be
taken into
account for

This research
should have a
positive impact
on L2 learners
language
development, a

Pedro

Focusing on

Exploratory
Case Study.

Luis
Luchini.

2015

learner.
*Can language
learners learn to
modify their own
learning styles?
* Which language
learning strategies do
GLLs often use?
* Can learners
manipulate some of
their cognitive
processes to promote
L2 learning? If they
can, then, how does
that happen?

Learning
Strategies

The objective was to


explore the learning
processes which
have led an
unsuccessful student
to become a GLL.

an individual
actor in
where
explore the
cognitive
processes
and learning
strategies
involved in
becoming a
GELL. By
providing
insights into
similar
cases, it
may assist in
interpreting
and
informing
other similar
cases and
situations
(Cohen et
al., 2000).

Oxford, and
Chi (2009).
Survey
followed by
a personal,
semistructured
interview.

interview
she
consisted
of eleven
points.

Data
coming
from these
instruments
of data
collection
were crosschecked to
validate
findings.

teachers to
better
understand
how they
might help
their
students.
Teachers
may also
discuss with
their
students how
to organize
their learning
and how to
set realistic
goals.

fact that will


allow them to
achieve their
desired
linguistic goals
and eventually
become better
language
learners.

10.
Research
Title
& year

Author(
s)

Main
research
Question &
Objectives

What
aspects of
English
teaching
and
learning
were
investigat
ed?

Design
of
the
research.
(Identify
the steps)

What
was the
process
carried
out
in
the
research
?

How
did
the
researcher
s interpret
and
analyze
data

What were the


findings?
The conclusions
and
the
contributions?

How did the


researchers
present the
findings
and results,
the impact ,
the
contributio
ns and the
conclusions

Im
John
Missing
Jairo
Something Vifara.
:
(Non)
Nativeness
in
Prospective
Teachers as
Spanish
and English
Speakers.
2016

The study
examined
participants

selfperceived
(non)
nativeness
as
speakers of
Spanish
and
English.

Language
Ideologies
and
the
Current
Status of
Spanish
and
English.
Critical
Applied
Linguistics
and
the
Myth of the
Native
Speaker

Qualitative
approach.
Based
on
descriptive
data,
and
methodologica
l triangulation

Study
Context and
Participants.
Data
Collection
and
Instruments.
Data
Analysis.
Findings.

In this vein,
the
researcher
considered
participant
s while in
their
natural
settings in
order
to
holistically
examine
their selfperception
s of (non)
nativeness
(Glesne,
2006;
Marshall &
Rossman,
2011;
Patton,
2002).
Within the
qualitative
tradition,
the study
employed
both
survey and
interview
data.

Nvivo
research
software for
qualitative
data
supported
efforts
to
organize,
explore,
code, and
visualize
data. Two
coding
cycles took
place
(Miles,
Hubberman
,
&
Saldaa,
2014)

Findings showed
that
nativespeakershi
p and associated
ideologies
also
became a part of
students
lives
through
their
Spanish learning.

Programs
should also
seek
alternatives
to
help
prospective
teachers
cope
with
constraints
generated
by
the
specific
conditions of
the
Colombian
context
regarding
scarce
opportunitie
s to practice
the English
language
with a wide
variety
of
world
English
users.

REFERENCES:

Universidad Nacional de Colombia Professional Issues in Language Teachers.


http://www.revistas.unal.edu.co/index.php/profile/index
Universidad Distrital Colombian Applied Linguistics Journal
http://revistas.udistrital.edu.co/ojs/index.php/calj
How A Colombian journal for teachers of English
http://www.asocopi.org/Publications.html
APA norms https://owl.english.purdue.edu/owl/resource/560/01/

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