Research

LING544 - Second Language Acquisition

This artifact was my very first research paper written in the first course I took in the LTS program, LING544 Second Language Acquisition. Reflecting on it now, I recognize that it falls short of the standards and certainly requires improvement. However, when I compare it to my later work in the program, I can see my progress in various areas. Revisiting this early paper is like looking at an old photograph of myself, feeling slightly embarrassed. It serves as a personal benchmark, illustrating the starting point of my academic journey.

This artifact is a collaborative project written by my classmate Kaleb Stubbs and me, investigating age effects on Second Language Acquisition (SLA). It demonstrates proficiency in key research concepts, particularly in formulating research questions and conducting literature reviews. The study identifies specific questions about age effects on vocabulary acquisition in SLA, showcasing the ability to recognize gaps in existing research. The literature review analyzed previous studies on topics such as the Critical Period Hypothesis (Azieb, 2021), working memory (Jackson, 2016), and age-related differences (Muñoz, 2007) in language learning. This aligns with the research concept of building on existing knowledge to advance understanding in the field. Additionally, the discussion of potential implications reflects an understanding of how research findings can inform teaching practices and further research, a key aspect of applied linguistics research. 

LT530 - Research Methods for Applied Linguistics

LT530 Research Methods for Applied Linguistics was not an easy class. Diving into coding and data analysis, I felt like I was drowning in statistical terms, struggling to catch up. Then a statement left a deep impression: 'All theories are wrong and not perfect' (Hulstijn, 2014). It taught me that imperfect theories can still be useful. Before this, I lacked confidence, thinking I'd never fit into research. But this idea encouraged me to try my best, play to my strengths, and explore the field of research without worrying about perfection. It was a turning point, helping me navigate the challenging world of applied linguistics research.

This artifact is a research proposal written for LT530 Research Methods for Applied Linguistics. The project aimed to apply the knowledge we gained in class to practice writing research papers on our chosen topics. Driven by my interest in motivation, I decided to examine the influence of teacher motivation and enthusiasm on student motivation and achievement. This project deepened my understanding of designing larger-scale research and trained my skill in identifying gaps in the existing literature. By focusing on the relationship between teacher motivation, student motivation, and learning outcomes in second language acquisition, I conducted a comprehensive literature review that demonstrates my ability to critically evaluate previous research and areas needing further investigation. 

The use of a mixed-methods design that incorporates both quantitative measures (Rogers & Revesz, 2019) and qualitative classroom observations (Friedman, 2012), reflects my understanding of selecting appropriate methodologies to address specific research questions. The consideration of ethical issues aligns with the crucial concept of research ethics (McKinley & Rose, 2019) in applied linguistics. Furthermore, the discussion of potential implications showcases my awareness of how research findings can inform educational practices and policies. 

LT611 - Master's Project I

Building on the foundation laid in LT530, I felt well-prepared to tackle the project in LT611 Master's Project I, which offered us practical experience in conducting action research (Burns, 2010) using surveys. Bibi Halima and I, sharing a background in teaching heritage learners, collaborated on this project to investigate their perspectives on translanguaging and hybrid identity. Our mixed-methods approach combined an online survey (Brown, 2001) and three interviews, allowing us to collect both quantitative (Rogers & Revesz, 2019) and qualitative data (Friedman, 2012). Initially, we planned to include classroom observations as part of a full-scale action research project. However, due to time constraints and workload, we adjusted our approach for a more manageable scope for our study.

Throughout this research of translanguaging, I gained valuable insights into the challenges and rewards of conducting studies in applied linguistics. One of the gains was learning the importance of connections when finding participants, as we struggled to meet our target response rate despite having some established networks. This experience highlighted the potential difficulties researchers might face without such connections. Despite the challenges, I found the entire research process engaging and enjoyable. The skills I picked up in LT530, especially using R for quantitative analysis and Dedoose for qualitative data, came in handy. It was rewarding to see how the tools and methods we learned in class translated into real-world research, making the whole experience both challenging and satisfying. Through this project, we designed a Likert-scale survey (Nemoto & Beglar, 2014) and learned how to craft effective interview questions. It was inspiring to see how these different techniques worked together to give us exactly the kind of data we were after. The whole experience showcased how powerful research can be when trying to understand complex language-learning situations.