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  • Généralités

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  • Course details

    Course title: Research Methodology 

    Credit hours: 1h30 per week (TD) 

    N° of weeks: 15 Weeks/ Semester (21.30 hours/S) 

    Level: L3 

    Coefficient: 2 

    Credits: 4 

    UE: Methodology

  • Teacher's details

    Name: Dr Khedidja HAMMOUDI 

    Rank: Lecturer 

    Office: 4 th floor (Head of the Section) 

    Email: doujamido1@gmail.com 

    Moodle https://elearn.univ-tlemcen.dz/course/view.php?id=1730 

    TEAMS: khedidja.hammoudi@univ-tlemcen.dz

  • Module's description

    This course introduces the module of Research Methodology for undergraduate students (L3 classes of the Department of English, Faculty of Letters and Languages). It also gives technical terms, definitions, basic expressions, concepts, illustrations and many other aspects related to the field of research. The primary aim of this course is to theoretically prelude students to knowing what research is and what are the different methodological procedures to achieve the research objectives. This will make them able to practically conduct it and deal with it in the near future as master’s students.

  • Course objectives

    ✓ Introducing research terminology. 

    ✓ Get accustomed to the technical concepts that are used in research 

    ✓ Helping the learners to undertake research following a certain methodology 

    ✓ Prepare students for future research products (extended essays/ master’s dissertations)

  • Course contents

    Course Contents (as presented in the ministerial canvas (2016-2017)

     

    ➢ Semester 5 

              - Research methods 

              - The choice of the research topic 

              - Sources of data 


    ➢ Semester 6 

              - Data collection 

              - Data analysis 

              - Thesis writing

  • Direct References

    - Brown, James Dean. Understanding Research in Second Language Learning. Cambridge: CUP. 1988. 


    - Cohen, Louis, Manion, Lawrence, and Morrison, Keith. Research Methods in Education. New York: Routledge. 2007. 


    - Johnstone, Barbara. Qualitative Methods in Sociolinguistics. Oxford: Oxford University Press. 2000.

  • Research

    • Title of the lecture: Research

      Duration of the course: 1h 30min

      Pre-requisites: Knowledge of the language

      Objectives of the course:

      Initiation to research

      Students’ thinking/ reflection skills (warming up/ Brainstorming/ hook):

      Starting from the idea that searching refers to looking for something

      Factual knowledge (will know)

      What research is

      Procedural knowledge (will be able to)

      Define research

      Conceptual knowledge (will understand)

      ‘Research’ in the module

      Course components:

      ·        Different definitions of research

      ·        Types of research

      ·        Criteria of a good researcher

      Differentiated practice

      Trying to find the students’ conception and perception of research and its different types and what qualifies them as good researchers

      Assessment

      -Giving the students’ own examples of research

      -Comparing between a good and a bad researcher

      Closing

      Summarizing what research is about in the field of research methodology and dissertation (thesis/ extended essay) writing.

      Extensions

      Trying to elaborate students’ own definition of research

    • chat icon
      Discussion Space Chat

      In this space, students are allowed to ask questions related to the lecture.

    • quiz icon
      Practice Test

  • Methodology

    • Title of the lecture: Methodology

      Duration of the course: 1h 30min

      Pre-requisites: knowledge of the language

      Objectives of the course:

       

      Making students acquainted with the term methodology in research

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

       

      What is methodology according to them

      Factual knowledge (will know)

      Methodology

      Procedural knowledge (will be able to)

      Follow a methodology

      Conceptual knowledge (will understand)

      The research onion

      Course components:

       

      ·        Definition of methodology

      ·        Different steps of a methodological research

      Differentiated practice

       

      Giving several topics and applying the methodological frame all together in class

      Assessment

       

      Choose a topic and follow the methodological procedures learned

      Closing

       

      Correcting the activity to check understanding

      Extensions

       

      Further readings required

    • chat icon
      Discussion Space Chat

      In this space, students are allowed to ask questions related to the lecture.

    • quiz icon
      Practice Test

  • Research Methods

    • Title of the lecture: Research Methods

      Duration of the course: 1h 30min

      Pre-requisites: Knowing what research is

      Objectives of the course:

      Differentiating between methodology and method

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

      Factual knowledge (will know)

      Different methods

      Procedural knowledge (will be able to)

      Use the methods

      Conceptual knowledge (will understand)

      Their differences

      Course components:

      -What is a method?

      -Quantitative methods

      -Qualitative methods

      -Mixed methods

      -Some examples of research methods

      Differentiated practice

      Analyse some examples all together in class

      Assessment

      Choose a topic of research and give the possible methods for data collection

      Closing

      Comparing QN and QL methods

      Extensions

      Further readings and research required

    • chat icon
      Discussion Space Chat

      In this space, students are allowed to ask questions related to the lecture.

    • quiz icon
      Practice Test

  • The Experiment

    • Title of the lecture: The experiment

      Duration of the course: 1h 30min

      Pre-requisites: students should know what a method is

      Objectives of the course:

      Grasping the experiment as a method in English studies

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

      Starting with the frog/ mouse and injection illustration

      Factual knowledge (will know)

      What the experiment is

      Procedural knowledge (will be able to)

      Utilize experiments

      Conceptual knowledge (will understand)

      How to experiment things

      Course components:

      ·        Definition of the experiment

      ·        How to conduction an experiment

      Differentiated practice

      Illustrating the cause-and-effect relationship

      Assessment

      Choose a dependent variable and state the different effects of the tested independent variables (of your choice)

      Closing

      ·        Where to use an experiment as a method

      ·        Advantages and disadvantages of an experimental method

      Extensions

      Further readings required

    • chat icon
      Discussion Space Chat

      In this space, students are allowed to ask questions related to the lecture.

  • The Survey

    • Title of the lecture: The survey

      Duration of the course: 1h 30min

      Pre-requisites: knowing what a method is

      Objectives of the course:

      Introducing the survey as a research method in English language studies

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

      Have you seen journalists in some TV channels hanging in the street and asking people about their attitudes towards the new reforms made by the president? That’s a survey!

      Factual knowledge (will know)

      The survey method

      Procedural knowledge (will be able to)

      Use it

      Conceptual knowledge (will understand)

      How to use it

      Course components:

      Definition of the survey How to conduct a survey

      Differentiated practice

      Distributing a questionnaire to the students or holding an interview-like conversation to illustrate how a written/verbal survey works

      Assessment

      Select a topic where a survey can be used

      Closing

      Distinguishing a survey from an experiment

      Extensions

      Assignments or group works are encouraged Further readings required

    • chat icon
      Discussion Space Chat

      In this space, students are allowed to ask questions related to the lecture.

    • quiz icon
      Practice Test

  • The Case Study

    • Title of the lecture: The case Study

      Duration of the course: 1h 30min

      Pre-requisites: knowing the research methods

      Objectives of the course:

      Defining the case study as a research method

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

      We have seen different ways of sampling, can one person be the unit of research?

      Factual knowledge (will know)

      The case study

      Procedural knowledge (will be able to)

      Recognise case studies

      Conceptual knowledge (will understand)

      How it works

      Course components:

      ·        Definition

      ·        Steps of designing and conducting a case study

      Differentiated practice

      Bringing some master’s dissertations or doctoral theses where the case study is chosen as a research method and show them to students in order to comment on them

      Assessment

      Choose a topic where a case study is adequate as a research method and explain why and how it can be conducted

      Closing

      Compare between the research methods that we have seen

      Extensions

      Further readings required

    • chat icon
      Discussion Space Chat

      In this space, students are allowed to ask questions related to the lecture.

    • quiz icon
      Ptactice Test

  • The Choice of a Research Topic

    • Title of the lecture: The Choice of a Topic

      Duration of the course: 1h 30min

      Pre-requisites: background of research and methods

      Objectives of the course:

      ·        Learning how to choose a topic of research

      ·        Qualities and criteria of a good research topic

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

      What do you think can make a good research?

      Factual knowledge (will know)

      How to choose a topic

      Procedural knowledge (will be able to)

      Think of possible topics

      Conceptual knowledge (will understand)

      The criteria & qualities

      Course components:

      ·        The choice of the topic

      ·        What makes a good topic

      Differentiated practice

      What are the fields that interest you as a student? From this, you can select a topic for research

      Assessment

      Select a topic and state what makes it a good one

      Closing

      Evaluation and discussion of the different proposed topics

      Extensions

      Further practice is required (especially that it will be related to the practice of the second semester)

    • chat icon
      Discussion Space Chat

      In this space, students are allowed to ask questions related to the lecture.

    • quiz icon
      Practice Test

  • Sources of Data

    • Title of the lecture: Sources of data

      Duration of the course: 1h 30min

      Pre-requisites: What does data mean as a concept in research methodology

      Objectives of the course:

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

      The opposition between widely known original brands like ‘puma or nike’ and a second-hand shoes can be projected to understand the difference between primary and secondary concepts that are used along the lecture.

      Factual knowledge (will know)

      Sources of data

      Procedural knowledge (will be able to)

      Categorize data

      Conceptual knowledge (will understand)

      Primary & secondary data

      Course components:

      ·        Primary sources of data

      ·        Secondary sources of data

      Differentiated practice

      Comparing between different examples of data sources

      Assessment

      What is the difference between primary and secondary sources of data and in which contexts/ types of research can we use each of them?

      Closing

      How to implement those data sources in an extended essay/ a dissertation/ a thesis

      Extensions

      More readings required

    • chat icon
      Discussion Space Chat

      In this space, students are allowed to ask questions related to the lecture.

    • assign icon
      Exercises Devoir

  • Second Semester

    • Programme of the Second Semester:

      1. Data collection
      2. Principles of data collection

      3. Research tools
          -The questionnaire
          -The interview
          -Observation
          -Tests

      4. Data analysis
        -Quantitative data analysis
        -Qualitative data analysis

      5. Writing a thesis
      6. Quoting
      7. Summarising and paraphrasing
      8. Writing a bibliography
      -Exercises


  • Section 16

    • resource icon
      Data Collection (Consolidation by Ms. HAMMOUDI) Fichier

      This file includes some revision about data collection definition, types, and procedures.

    • Title of the lecture: Data Collection

      Duration of the course: 1h 30min

      Pre-requisites: knowing what data stand for

      Objectives of the course:

      Ø  Defining the process of data collection

      Ø  Primary vs secondary data collection

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

      What do you think about the Monalisa painting?

      Factual knowledge (will know)

      Data collection

      Procedural knowledge (will be able to)

      Collect types of data

      Conceptual knowledge (will understand)

      Procedures of collecting

      Course components:

      ·        What is data collection?

      ·        What are its procedures?

      ·        Primary vs. secondary data collection

      Differentiated practice

      A reminder about the sources of data and their relation with the types of data obtained

      Assessment

      What makes the difference between primary and secondary data? How to collect each?

      Closing

      A comparative activity

      Extensions

      Further readings needed

      Practice will be related to the topic that has been chosen in earlier lectures

  • Section 17

  • Section 18

  • Definition of Research

  • Lecture One: The Questionnaire

  • Lecture Two: The Interview

  • Lecture three: Observation

  • Lecture Four: Tests


    • Title of the lecture: Tests

      Duration of the course: 1h 30min

      Pre-requisites: knowing research instruments

      Objectives of the course:

       

      Tests are not only meant to obtain grades, but can also be used as research tools

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

       

      When you hear about tests, what comes to your mind?

      Factual knowledge (will know)

      Tests as tools

      Procedural knowledge (will be able to)

      Develop tests

      Conceptual knowledge (will understand)

      The importance of tests

      Course components:

      ·        What is a test?

      ·        How to elaborate a test?

      Differentiated practice

      Working on a specific test (group work)

      Assessment

      Elaborating all the parts of the test (individual work)

      Closing

      Reading and evaluating the tests of the students

      Extensions

      Further practice needed

    • resource icon
      TESTS (Summary) Fichier
    • url icon
      video presentation (p1) by Ms. Hammoudi URL


    • url icon
      video presentation (p2) by Ms. Hammoudi URL


    • url icon
      video presentation (p3) by Ms. Hammoudi URL
    • resource icon
      Testing as a Research Tool Fichier


  • Lecture Five: Data Analysis (1)

    • resource icon
      Data Analysis Part 1 Fichier

    • Title of the lecture: Data analysis

      Duration of the course: 1h 30min

      Pre-requisites: knowing what data gathering is

      Objectives of the course:

       

      How to analyse the data

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

       

      After finishing the collection of data, what are we going to do with it?

      Factual knowledge (will know)

      Data analysis

      Procedural knowledge (will be able to)

      Conceptual knowledge (will understand)

      Course components:

      ·        What is data analysis?

      ·        Qualitative data analysis

      ·        Quantitative data analysis

      Differentiated practice

      Suppose that you have collected data from the pre-establish questionnaire, how you are going to analyse them?

      Assessment

      Giving them the raw data obtained from a questionnaire to analyse it

      Closing

      Summarizing the details and differences between QN and QL analyses

      Extensions

      More readings are needed

  • Lecture Six: Data Analysis (2)

  • Lecture Seven: Thesis Writing

    • resource icon
      Thesis writing Fichier

    • Title of the lecture: Writing a Thesis

      Duration of the course: 1h 30min

      Pre-requisites: grasping all the previous lectures

      Objectives of the course:

      ·        What is a thesis/ dissertation

      ·        How to structure it

      Students’ thinking/ reflection skills (warming up/ Brainstorming):

      Imagine yourself a master’s student asked to write a dissertation

      Factual knowledge (will know)

      What a thesis is

      Procedural knowledge (will be able to)

      How to write a thesis

      Conceptual knowledge (will understand)

      The role of our lessons

      Course components:

      Different parts of a thesis

      Differentiated practice

      Elaborating each part of the lecture separately (e.g., abstract, general introduction…)

      Assessment

      Gathering all the parts together in order to form a dissertation

      Closing

      Presenting the work

      Extensions

      /

  • Exercises

  • All lessons (Mr.Meghaghi)

  • Online Exam Procedure

  • Online Exam Question

  • Academic Year: 2020-2021

  • Section 32

  • Section 33