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| Course Description |
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| Course Name |
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Research Methods II |
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| Course Code |
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ELT 716 |
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| Course Type |
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Optional |
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| Level of Course |
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Second Cycle |
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| Year of Study |
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1 |
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| Course Semester |
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Spring (16 Weeks) |
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| ECTS |
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6 |
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| Name of Lecturer(s) |
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Asst.Prof.Dr. NEŞE ÜNAL CABAROĞLU
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| Learning Outcomes of the Course |
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Becomes aware of the differences between qualitative and quantitative research paradigms and the underlying reasons behind those differences
Becomes aware of strengths and weaknesses of data collection tools and procedures used in qualitative studies
student is informed about types of interviews and observations, and gains experience in the preparation of interview questions, and in conducting interviews
Knows about research ethics
Can understand and explain different conceptions of validity and reliability in qualitative studies
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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ELT-713 Research Methods II |
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| Aim(s) of Course |
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to provide experiences that will help extend students´ understanding of the theoretical and methodological traditions that guide contemporary qualitative research in education;
to develop their capacity to frame research questions and devise appropriate research designs;
to provide learning experiences about how to engage in qualitative data collection activities in an ethical and technically defensible manner;
to provide practice in interviewing and field observation techniques;
to help them become familiarised with a range of qualitative approaches to data analysis and interpretation;
to develop their skills in presenting research-based evidence and argument
to help them become skilled and critical readers of qualitative research in ELT/education
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| Course Contents |
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components of a research proposal
comparison of qualitative and quantitative research traditions
interviews and types
observations and types
analysis of interview and observational data
types of qualitative data collection tools (interviews & observations)
qualitative data analysis (content analysis of interviews)
ethics in research
conceptions of validity and reliability in qualitative research
triangulation in research |
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| Language of Instruction |
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English |
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| Work Place |
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Main Building/Postgraduate room |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Introduction to the Course; Some key concepts; What is Research?; The nature of Inquiry; The search for truth |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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2 |
Shift in methods: Resistances to Qualitative studies; Qualitative vs. Quantitative Research |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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3 |
Qualitative Methods: Principles, Practices and Problems; Strengths and Limitations; When to use Qualitative Research Design |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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4 |
How to Conduct Qualitative Research; Stages in Qualitative Research Design Sampling/Research questions |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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5 |
Methods of Data Collecting and Analysis – Interviews; Types; Principles of Interviewing; Designing Interview Schedules |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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6 |
Conducting Interviews; Ethical Issues |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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7 |
Points to take into consideration when preparing interview questions, how to conduct interviews |
Reading about related topic |
Lecture; Individual/pair/group discussion/work - Workshop |
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8 |
Organisation and analysis of Interview Data |
Reading about related topic |
Lecture; Individual/pair/group discussion/work - Workshop |
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9 |
Drawing and verifying conclusions; displaying findings |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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10 |
Observation: What is observation?; Types; Strengths & Limitations; |
Reading about related topic |
Lecture; Individual/pair/group discussion/work - Workshop |
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11 |
Ethical Issues; Designing an Observation Schedule |
Reading about related topic |
Lecture; Individual/pair/group discussion/work - Workshop |
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12 |
Conducting Observation; Analysis of Observation Schedules |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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13 |
Analysis and Interpretation of Observation |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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14 |
Reliability and Validity Issues in Qualitative Research; Triangulation; Generalisation |
Reading about related topic |
Lecture; Individual/pair/group discussion/work - Workshop |
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15 |
Reliability and Validity Issues in Qualitative Research; Triangulation; Generalisation |
Reading about related topic |
Lecture; Individual/pair/group discussion/work |
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16/17 |
Final Exam |
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Final exam (sit down written exam); araştırma makalesi |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
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| Required Course Material(s) |
 Bailey, K. M. and Nunan, D. (1996). Voices from the language classroom: qualitative research in second language education. Cambridge: Cambridge U. P.
Bogdan, R. C. and Biklen, S. K. (1992). Qualitative Research for Education: An introduction to theory and methods. Boston: Allyn & Bacon.
Coffey, A. and Atkinson, P. (1996). Making Sense of Qualitative Data: Complementary research strategies. Thousand Oaks, California: SAGE.
Cohen, L. and Manion, L. (1994). Research Methods in Education. (4th Ed.). London: Routledge.
Creswell, J. W. (1998). Qualitative Inquiry and Research Design: Choosing among five traditions. Thousand Oaks, California: SAGE.
Denzin, N. K. and Lincoln, Y. S. (Eds.). (1998). Collecting and Interpreting Qualitative Materials. Thousand Oaks, California: SAGE.
Fraenkel, J. R. and Wallen, N. E. (1990). How to Design and Evaluate Research in Education. New York: McGraw-Hill.
Glesne, C. and Peshkin, A. (1992). Becoming Qualitative Researchers: An introduction.
New York: Longman.
Huberman, A. M. and Miles, M. B. (2002). The Qualitative researcher´s companion. London: SAGE.
Kvale, S. (1996). InterViews: An introduction to qualitative research interviewing. Thousand Oaks, California: SAGE.
Mason, J. (1996). Qualitative Researching. London: SAGE.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass
Merriam, S. B. (2002). Qualitative research in practice: examples for discussion and analysis. San Francisco, CA: Jossey-Bass.
Miles, M. B., and Huberman, A. M. (2002). The Qualitative Researcher’s Companion: Classic and contemporary readings. Thousand Oaks, California: SAGE.
Patton, M. Q. (1990). Qualitative Evaluation and Research Methods. (2nd Ed.). Newbury Park, California: SAGE.
Powney, J., and Watts, M. (1987). Interviewing in Educational Research. London: Routledge & Kegan Paul.
Schemel, R. (1995). A Qualitative Research Primer: The paradigm, some basic techniques and methods. Ankara: Turkish Psychological Association.
Silverman, D. (1993). Interpreting Qualitative Data: Methods for analyzing talk, text and interaction. London: SAGE.
Silverman, D. (Ed.). (1997). Qualitative Research: Theory, method and practice. London: SAGE.
Singleton, R. A., Jr. and Straits, B. C. (1988). Approaches to Social Research. (3rd Ed.). Oxford: Oxford U. P.
Smith, J. A. (2003). Qualitative psychology: a practical guide to research methods Qualitative. London: SAGE.
Yildirim, A., and Simsek, H. (1999). Sosyal bilimlerde nitel arastirma yontemleri. Ankara: Seckin Yayinevi.
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
50 |
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Homeworks/Projects/Others |
5 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Creates more productive classroom environment through in-class research and solve problems. |
5 |
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2 |
Uses their awareness of affective factors in classroom environment to create more productive educational environment. |
5 |
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3 |
Uses theories about culture in second language teaching. |
5 |
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4 |
Creates teaching syllabus and evaluate it. |
5 |
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5 |
Benefits from first language acquisition theories in their practices. |
5 |
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6 |
Reflect their knowledge about research methods in their thesis proposals and thesis writings. |
5 |
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7 |
Knows and applies language teaching methods. |
5 |
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8 |
Benefits from language teaching methods in specific purposes in classroom environment. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
5 |
10 |
50 |
| Assesment Related Works |
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Homeworks, Projects, Others |
5 |
10 |
50 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
1 |
1 |
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Final Exam |
1 |
1 |
1 |
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Total Workload: | 144 |
| Total Workload / 25 (h): | 5.76 |
| ECTS Credit: | 6 |
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