Formulating Research Questions and Research Objectives
Formulating Research Questions and Research Objectives
Qualitative Research on Language Teaching
Universitas Pattimura | Fakultas Keguruan dan Ilmu Pendidikan
Program Studi Pendidikan Bahasa Inggris
🎯 Learning Outcomes
Setelah menyelesaikan sesi ini, mahasiswa diharapkan mampu:
- Membedakan antara research problem, research question, dan research objective
- Merumuskan research questions yang clear, focused, dan researchable
- Mengembangkan primary dan secondary research questions
- Menyelaraskan research questions dengan qualitative research design
- Mengaplikasikan framework yang tepat (PEO, SPIDER) untuk qualitative research
- Mengevaluasi kualitas research questions menggunakan kriteria yang sesuai
📚 Foundational Concepts
The Research Question Hierarchy
(broad issue in the field)
(what you aim to achieve)
(central inquiry)
(sub-inquiries)
(specific, measurable goals)
Research Problem:
Indonesian EFL students demonstrate limited willingness to communicate (WTC) in English despite years of instruction, affecting their oral proficiency development.
Research Purpose:
To explore the factors influencing willingness to communicate among Indonesian university EFL learners in classroom settings.
Primary Research Question:
Secondary Research Questions:
- What individual factors (e.g., anxiety, self-confidence, motivation) do learners identify as affecting their WTC?
- How do classroom environmental factors shape learners' decisions to communicate in English?
- What role do cultural values and norms play in Indonesian students' WTC in EFL contexts?
- How do learners describe their strategies for managing communication apprehension?
Primary vs. Secondary Research Questions
| Aspect | Primary Research Question | Secondary Research Questions |
|---|---|---|
| Focus | Broad, addressing the core research problem | Narrow, exploring specific aspects of the research problem |
| Purpose | Defines the main objective of the research | Aimed at exploring specific dimensions of the main topic |
| Scope | Encompasses the overall research agenda | Covers particular components or variables related to the primary question |
| Role in Study | Guides the entire research design and methodology | Supports the primary question by delving into subtopics or related themes |
| Number | Typically one, central to the study | Several (3-5), depending on the complexity of the research topic |
✨ Characteristics of Quality Qualitative Research Questions
1. Exploratory & Open-Ended
Do Indonesian EFL teachers use technology in their classrooms?
Problem: This is a Yes/No question that doesn't explore experiences or meanings.
How do Indonesian EFL teachers integrate technology into their pedagogical practices, and what meanings do they attach to this integration?
Strength: Open-ended, explores both practices and meanings.
2. Focused Yet Flexible
What are teachers' experiences with education?
What did Teacher A say about Google Classroom on October 15, 2024?
How do novice EFL teachers in rural Indonesian secondary schools navigate the challenges of implementing communicative language teaching approaches?
3. Non-Directional
How does project-based learning improve students' speaking skills?
Problem: Assumes improvement will occur.
How do students experience project-based learning in relation to their speaking skill development?
Strength: Neutral, allows for various experiences and outcomes.
4. Researchable
What is the best method to teach English grammar?
Problem: "Best" is subjective and context-dependent.
How do experienced Indonesian EFL teachers conceptualize and enact grammar instruction in communicative classrooms?
Strength: Focuses on practices and conceptualizations that can be observed and described.
🔧 Frameworks for Formulating Research Questions
PEO FRAMEWORK
Most suitable for qualitative studies exploring experiences, perceptions, or relationships
Who are you studying? (Define your participants/sample)
What phenomenon, experience, or intervention are you investigating?
What aspects are you exploring? (Perceptions, experiences, behaviors, processes)
"Among [Population], how does [Exposure/Experience] influence/shape/affect [Outcome]?"
P: Indonesian undergraduate EFL students at UNPATTI
E: Experience of using AI chatbots (ChatGPT) for writing assistance
O: Writing anxiety levels and writing processes
"How do Indonesian undergraduate EFL students at UNPATTI experience the use of AI chatbots in relation to their writing anxiety and writing development processes?"
- What perceptions do students hold about AI chatbot assistance in writing tasks?
- How do students describe changes in their writing anxiety when using AI tools?
- What strategies do students employ when integrating AI chatbot feedback into their writing?
SPIDER FRAMEWORK
Especially suited for qualitative and mixed-methods research, focusing on participant experiences or perceptions
Who or what is being studied? (Specific population and setting)
What is the central concept or phenomenon you're investigating?
What qualitative approach will you use? (Case study, phenomenology, ethnography, etc.)
What is being examined/assessed? (Practices, perceptions, effectiveness, experiences)
Qualitative, quantitative, or mixed methods?
S: Secondary school English teachers in Maluku
PI: Implementation of critical literacy pedagogy with multimodal texts
D: Multiple case study design
E: Pedagogical practices, challenges, and student engagement
R: Qualitative
"How do secondary school English teachers in Maluku implement critical literacy pedagogy through multimodal texts, and what challenges and affordances do they experience in engaging students critically with diverse text forms?"
🎭 Aligning with Qualitative Traditions
1. Phenomenological Questions
Focus: Lived experiences, meanings, essence of phenomena
Structure: "What are the lived experiences of [participants] regarding [phenomenon]?"
"What are the lived experiences of Indonesian pre-service EFL teachers during their teaching practicum in rural school settings?"
- How do pre-service teachers describe their initial encounters with rural classroom realities?
- What meanings do they construct about their identities as future teachers?
- How do they navigate cultural and linguistic diversity in their teaching contexts?
2. Case Study Questions
Focus: In-depth exploration of bounded system, "how" and "why" questions
Structure: "How does [phenomenon] manifest in [specific case/context]?"
"How does an experienced Indonesian EFL teacher enact differentiated instruction in a large, mixed-ability classroom at SMA Negeri 1 Ambon?"
- What instructional strategies does the teacher employ to address learner diversity?
- How does the teacher make in-the-moment pedagogical decisions?
- What contextual factors shape the teacher's differentiation practices?
3. Grounded Theory Questions
Focus: Social processes, theory generation, interactions
Structure: "What process do [participants] engage in when [doing something]?"
"What processes do Indonesian EFL learners engage in when developing their English speaking confidence through sustained classroom interactions?"
- What conditions facilitate or hinder confidence-building processes?
- What strategies do learners employ at different stages of confidence development?
- How do peer interactions shape this developmental process?
4. Ethnographic Questions
Focus: Cultural patterns, shared meanings, group behaviors
Structure: "What are the cultural practices/patterns of [group] regarding [phenomenon]?"
"What are the cultural practices and belief systems surrounding English language learning in a Maluku coastal community, and how do these shape children's language learning experiences?"
- How do community members conceptualize the role of English in their lives?
- What language practices occur in different community spaces?
- How do traditional values intersect with English language education?
🎯 From Research Questions to Research Objectives
Characteristics of Good Research Objectives
Clearly defined scope and focus
Can assess completion and achievement
Realistic within available resources
Aligned with research questions
Can be completed within study timeframe
To explore • To describe • To understand • To examine • To investigate • To interpret • To discover • To illuminate • To capture • To document
Complete Alignment Example
Despite policy emphasis on student-centered learning, many Indonesian EFL classrooms remain teacher-dominated, limiting opportunities for authentic communication.
How do Indonesian secondary school EFL teachers understand and implement student-centered pedagogy in their classroom practices?
- What conceptions do teachers hold about student-centered learning in EFL contexts?
- How do teachers navigate tensions between student-centered ideals and contextual constraints?
- What pedagogical strategies do teachers identify as effective for promoting student agency?
- How do teachers evaluate student learning in student-centered classrooms?
To explore and describe how Indonesian secondary school EFL teachers conceptualize and enact student-centered pedagogy within their specific teaching contexts.
- To identify teachers' conceptualizations of student-centered learning and its relevance to Indonesian EFL contexts
- To examine the pedagogical strategies teachers employ to foster student-centeredness in their classrooms
- To explore the contextual factors (institutional, cultural, material) that shape teachers' implementation of student-centered approaches
- To understand how teachers assess and reflect upon the effectiveness of their student-centered practices
- To describe patterns of variation in student-centered practices across different school contexts in the study
🛠️ Workshop Activities
Activity 1: Question Quality Analysis (20 minutes)
Instructions: Evaluate the following research questions. Identify strengths and weaknesses, then revise as needed.
"Does cooperative learning work in Indonesian EFL classrooms?"
- Is it qualitative in nature?
- Is it open-ended and exploratory?
- Is it researchable?
- Is it appropriately focused?
[Write your improved version here]
"What are the experiences of students?"
- What is missing from this question?
- How can it be more focused?
- What specific population, phenomenon, and context need to be added?
[Write your improved version here]
"How does the implementation of task-based language teaching fail in Indonesian secondary schools?"
- What assumption does this question make?
- How can it be more neutral and open-ended?
- Does it allow for positive findings?
[Write your improved version here]
Activity 2: Framework Application (30 minutes)
-
Formulate one research question using the PEO framework
P (Population): _______________________
E (Exposure/Experience): _______________________
O (Outcome): _______________________
Research Question: _______________________
-
Formulate one research question using the SPIDER framework
S (Sample): _______________________
PI (Phenomenon): _______________________
D (Design): _______________________
E (Evaluation): _______________________
R (Research type): _______________________
Research Question: _______________________
- Develop 3-4 secondary research questions
- Write 3 specific research objectives
📊 Assessment and Evaluation
Research Question Quality Rubric
| Criteria | Excellent (4) | Good (3) | Developing (2) | Needs Work (1) |
|---|---|---|---|---|
| Clarity | Question is crystal clear, with well-defined population, phenomenon, and context | Question is clear with most elements defined | Question is somewhat clear but lacks specification | Question is vague or confusing |
| Qualitative Nature | Fully exploratory, open-ended, and seeks understanding | Mostly exploratory with minor directive elements | Contains both qualitative and quantitative elements | Primarily quantitative in nature |
| Researchability | Clearly feasible with appropriate methods, participants, and resources | Feasible with minor adjustments | Questionable feasibility; significant challenges | Not feasible within typical constraints |
| Significance | Addresses clear gap, highly relevant, strong potential impact | Addresses gap, relevant to field | Limited significance or relevance | No clear significance |
| Alignment | Perfect alignment between primary, secondary questions and objectives | Good alignment with minor inconsistencies | Some misalignment between elements | Poor alignment; disconnected elements |
Common Pitfalls & Solutions
| Pitfall | Example | Solution |
|---|---|---|
| Too Broad | "What are teachers' experiences?" | Specify population, context, phenomenon: "How do novice EFL teachers in Maluku experience classroom management challenges?" |
| Leading Question | "How does technology improve learning?" | Neutral phrasing: "How do students experience technology-enhanced learning?" |
| Multiple Questions | "What are teachers' beliefs and practices and how do students respond?" | Separate into primary and secondary questions |
| Quantitative Focus | "To what extent does anxiety affect speaking?" | Reframe qualitatively: "How do learners experience and manage anxiety in speaking tasks?" |
Objective: Apply the frameworks and principles learned to formulate research questions for your own potential qualitative research project.
Tasks:
- Context Description (150-200 words) - Describe the EFL teaching/learning context, explain your interest, and identify the research problem
- Primary Research Question - Formulate ONE clear, focused primary research question and indicate which framework you used
- Secondary Research Questions - Develop 3-5 secondary research questions that support the primary question
- Research Objectives - Write 1 general objective and 3-5 specific objectives
- Qualitative Design Rationale (100-150 words) - Identify which qualitative tradition is most appropriate and justify why
- Self-Evaluation - Use the evaluation checklist to assess your own questions and identify areas for improvement
Evaluation Criteria:
- Quality of research questions: 40%
- Appropriate framework application: 20%
- Alignment between questions and objectives: 20%
- Qualitative design appropriateness: 10%
- Critical self-reflection: 10%
📖 Recommended Resources
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.
- Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Sage.
- Agee, J. (2009). Developing qualitative research questions: A reflective process. International Journal of Qualitative Studies in Education, 22(4), 431-447.
- Lengkanawati, N. S. (2017). Learner autonomy in the Indonesian EFL settings. Indonesian Journal of Applied Linguistics, 6(2), 222-231.
- Hadisantosa, N. (2010). Insights from Indonesian practitioners on needs in English as a Foreign Language (EFL) teaching. TEFLIN Journal, 21(1), 1-16.
- SAGE Research Methods: https://methods.sagepub.com/
- TESOL Research Resources: https://www.tesol.org/advance-the-field/tesol-research
- Qualitative Research Journal Network
💭 Closing Reflection
As we conclude this session, reflect on:
1. Personal Connection
- What aspect of formulating research questions resonates most with your own research interests?
- What challenges do you anticipate in developing your own questions?
2. Contextual Relevance
- How do the frameworks discussed apply to Indonesian EFL research contexts?
- What adaptations might be necessary?
3. Moving Forward
- What is one concrete step you will take to develop your research questions?
- What additional resources or support do you need?
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