Identifying Research
Problems & Formulating
Research Questions
Alberth
Core References
•Ary (2010) Introduction to Research in
Education
•Dörnyei (2007) Research Methods in Applied
Linguistic
Research Problem vs Research Question
• Research Problem = What needs to be
studied (the gap)
• RQs = What the researcher will ask to
investigate that gap
Ary: What Is a Research Problem?
• A situation requiring investigation
• Must be researchable and grounded in
evidence
• Expresses a clear gap or need for inquiry
Ary: Sources of Research Problems
• Theory and literature
• Practical issues in educational settings
• Personal/professional experience
• Replication of previous studies
Ary: Criteria for Selecting a Problem
• Feasible (time, access, skills)
• Significant (contribution to field)
• Ethical
• Clear variables that can be investigated
Ary: From Topic → Problem → Purpose Statement
Broad topic → Specific problem → Purpose of study
Example:
Topic: Speaking anxiety
Problem: Limited evidence on anxiety sources in
online classes
Purpose: Identify key triggers of anxiety among
EFL learners
Ary: Variables
• Variable = characteristic that varies
• Types:
– Independent
– Dependent
– Control
• Must be defined and measurable
Independent Variables (IV)
• The variable that is manipulated or selected to
examine its effect
• The presumed cause
• Researcher controls or defines it
• Example:
– Type of feedback
– Interactional support level
– Teaching method
Dependent Variables (DV)
• The variable that is measured in the study
• The presumed effect or outcome
• Changes because of the independent variable
• Example:
– Speaking anxiety
– Writing performance
– Motivation scores
Control Variables (CV)
• Factors that could influence the DV but are kept constant
• Used to remove alternative explanations
• Increase the study’s internal validity
• Examples:
– Proficiency level
– Age or gender
– Same teacher, same task, same time limit
– Prior online learning experience
Ary: Operational Definitions
•Make abstract concepts concrete and replicable
•Specify the instrument, indicators, or
procedures used
•Explain how a variable will be observed or
measured in the study
Ary: Hypotheses
• Tentative prediction or explanation
• Should be clear, testable, directional/non-
directional
• Example: Students receiving teacher
feedback will show higher motivation.
Ary: Types of Hypotheses
• Null hypothesis (H0)
• Alternative hypothesis (H1)
• Directional vs non-directional hypotheses
Null Hypotheses (H0)
A null hypothesis is a hypothesis that states
there is no relationship, no difference, or no
effect between variables.
Alternative Hypotheses (H1)
An alternative hypothesis is a hypothesis
that states there is a relationship, difference,
or effect between variables.
Directional Hypothesis
A directional hypothesis is a hypothesis that
predicts the specific direction of the relationship
or difference between variables.
H₁: Students using mobile apps will score higher
in vocabulary than those using textbooks.
Non-Directional Hypothesis
A non-directional hypothesis is a hypothesis that
predicts a relationship or difference but does not
specify the direction.
H₁: Students using mobile apps will have different
vocabulary scores than those using textbooks.
Dörnyei: Why Topic Selection Matters
• Poorly defined problems lead to weak studies
• Topic must be meaningful and feasible
• Early clarity prevents methodological confusion
Dörnyei: Narrowing a Topic
• Start broad → narrow logically
• Consider:
– Population
– Setting
– Variables/phenomena
– Methodological angle
• Narrowing ensures the study is manageable
Dörnyei: Identifying Research Gaps
• Look for:
– Under-researched areas
– Contradictory findings
– New contexts
– Methodological limitations
• Gaps justify the study
Dörnyei: Formulating Good Research Questions
• RQs must be:
– Clear
– Focused
– Answerable
– Aligned with the method
• RQs drive the entire design
Dörnyei: Evaluating RQ Quality
• Is it feasible?
• Is it significant?
• Does it avoid ambiguity?
• Is it researchable within constraints?
Integrated Framework: From Problem to RQ
1. Identify topic area
2. Review literature
3. Identify gap
4. Formulate research problem
5. Define variables/phenomena
6. Create RQs (and hypotheses if needed)
RQ Examples Based on Ary & Dörnyei
Research Questions (RQs)
RQ1: Does interactional support predict EFL
learners’ speaking anxiety in online classrooms?
RQ2: Does teacher feedback quality predict EFL
learners’ speaking anxiety?
RQ3: Does technological competence predict EFL
learners’ speaking anxiety?
Hypothesis Examples Based on Ary & Dörnyei
H1: Higher levels of interactional support are associated
with lower speaking anxiety.
H2: Higher-quality teacher feedback is associated with
lower speaking anxiety.
H3: Higher technological competence is associated with
lower speaking anxiety.
Common Student Mistakes
• Topic too broad
• Vague or unfocused problem
• RQs not aligned with data collection
• Undefined variables
• Research problem not grounded in literature
Final Summary
• A clear problem is the foundation of good research
• Ary → structure, variables, hypotheses
• Dörnyei → topic narrowing, gaps, feasibility, RQs
• A strong proposal begins with a well-formulated
research problem
Thank You