Course Instructor: Mrs.
Iness Course Title: How to Write a Research Lecture3: Formulating Research
Benmessaoud Lamari Proposal Questions
Formulating research questions is a critical step in the research process, as they guide the
direction and focus of your study. Here’s a detailed breakdown of how to formulate effective research
questions, particularly in the context of second language acquisition (SLA) and language teaching
methodology.
1. Understand the Purpose of Research Questions
Define the Scope: Research questions help narrow the focus of your study, clarifying your
investigative aims and setting boundaries for your research. According to Creswell (2014),
“research questions specify just what is to be studied” (p. 87).
Guide the Research Design: Well-constructed questions influence the selection of research
methodologies, data collection methods, and analysis strategies. Robson and McCartan
(2016) emphasize that research questions “drive the entire study” (p. 45).
Provide Direction: They serve as a roadmap for your study, helping you maintain focus on
your research objectives (Flick, 2018, p. 29).
2. Types of Research Questions
Descriptive Questions: These questions aim to depict a phenomenon or demographic group
(e.g., "What are the common challenges faced by adult learners in acquiring a second
language?"). Creswell (2014) states that descriptive questions “describe the characteristics of
a phenomenon” (p. 118).
Comparative Questions: These inquiries seek to compare two or more groups or
methodologies (e.g., "How does the effectiveness of immersive language learning compare to
traditional classroom instruction?") (Baker, 2018).
Causal Questions: These questions explore the relationships between variables to establish
cause-and-effect dynamics (e.g., "What effect does corrective feedback have on language
proficiency among ESL learners?") (Dörnyei, 2007).
Exploratory Questions: These inquiries investigate under-researched areas (e.g., "What role
does social media play in language acquisition among teenagers?") (Hockly, 2018).
3. Characteristics of Good Research Questions
Clarity: Questions should be clear and easily understandable, ensuring that readers grasp
your research intentions. As Berg (2018) notes, “clarity in research questions ensures the
study’s focus is easily discernible” (p. 31).
Focused: Avoid overly broad questions; a well-defined question is specific and manageable
within your study's scope (Flick, 2018).
Feasibility: Ensure that the question can be addressed within the constraints of your
research, such as time, resources, and data accessibility (Robson & McCartan, 2016).
Researchable: Questions should be answerable through empirical investigation or analysis
(Creswell, 2014).
Relevance: They should contribute to the existing knowledge base and address significant
issues or gaps within the literature (Dörnyei, 2007).
4. Steps to Formulate Research Questions
1. Identify a Broad Topic: Start with a general area of interest related to SLA or language
teaching methodology (Berg, 2018).
2. Conduct a Literature Review: Engage with existing research to identify gaps, controversies, or
unresolved issues in your chosen topic, which will help refine your focus. Creswell (2014)
suggests that “a good literature review is crucial to help narrow down the topic” (p. 121).
3. Narrow Down Your Focus: Select a specific aspect of the broad topic that piques your
interest. For instance, instead of simply addressing "language assessment," you might focus
on "the effectiveness of formative assessment in language classrooms" (Hockly, 2018).
4. Brainstorm Questions: Generate a list of potential research questions related to your
narrowed focus, utilizing open-ended inquiries to explore various angles (Robson &
McCartan, 2016).
5. Evaluate and Refine Questions: Assess each question against the characteristics of effective
research questions (clarity, focus, feasibility, researchability, and relevance). Modify or
eliminate questions that do not meet these criteria. Dörnyei (2007) emphasizes the
importance of “iterating and refining questions to align them with the research objectives”
(p. 45).
6. Seek Feedback: Discuss your questions with colleagues, mentors, or advisors, as their insights
can facilitate further refinement (Baker, 2018).
5. Examples of Formulated Research Questions
SLA:
o "How does age of onset impact fluency in adult second language learners?" (Dörnyei,
2007).
o "What techniques do learners employ to improve vocabulary retention in a second
language?" (Carter, 2017).
Language Teaching Methodology:
o "What are teachers' views on the effectiveness of communicative language teaching
in enhancing student engagement?" (Larsen-Freeman, 2018).
o "How do collaborative learning techniques affect language proficiency in ESL
environments?" (Johnson & Johnson, 2015).
Combined Topics:
o "What is the relationship between learner motivation and the success of task-based
language teaching in adult education?" (Dörnyei, 2001).
o "How does the integration of digital resources impact language acquisition among
secondary school students?" (Hockly, 2018).
6. Iteration and Flexibility
The process of formulating research questions is often iterative. As you delve deeper into your
research, you may need to revisit and adjust your questions based on new insights, challenges, or
findings. Creswell (2014) points out that “flexibility is essential in adjusting research questions during
the course of the study” (p. 124).
By following these steps and principles, you can effectively formulate research questions that will
guide your study and contribute meaningfully to the fields of second language acquisition and
language teaching methodology.
References
Baker, C. (2018). Foundations of bilingual education and bilingualism. Multilingual Matters.
Berg, B. L. (2018). Qualitative research methods for the social sciences. Pearson.
Carter, R. (2017). Vocabulary: Applied linguistic perspectives. Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches (4th ed.). SAGE Publications.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University
Press.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and
mixed methodologies. Oxford University Press.
Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE Publications.
Hockly, N. (2018). Technology in language teaching. Cambridge University Press.
Johnson, D. W., & Johnson, R. T. (2015). Cooperative learning: Improving university instruction
based on valid research. Journal of Cooperation and Collaboration in College Teaching, 25(4),
1-14.
Larsen-Freeman, D. (2018). Techniques and principles in language teaching (3rd ed.). Oxford
University Press.
Robson, C., & McCartan, K. (2016). Real world research (4th ed.). Wiley.
