RESEARCH METHODOLOGY

Week 5: The research design & selecting a study design

11 October, 2025
Which Design Fits
• Instruction: Read each research statement and decide which design
type it represents.
Examples:
• Does using Quizlet improve Grade 10 students’ vocabulary? → Quantitative
(Experimental)
• How do teachers describe using ChatGPT in writing? → Qualitative
(Phenomenology)
• What motivates students to join online discussions, and how does it relate to
participation? → Mixed-Methods (Sequential explanatory)
• How often do students use Grammarly? → Descriptive (Survey quantitative)
• A case study of an English club in HCMC → Qualitative (Case study)
What is Research Design?

• “A research design is a plan, structure, and strategy of investigation so

conceived as to obtain answers to research questions.” (Kumar, 2019,
p. 122)
Key ideas:
• Blueprint for collecting and analyzing data
• Ensures validity and objectivity

• Example: Study on AI tools and writing accuracy → experimental

design (control vs. treatment groups)
Why Design Matters

• Ensures data directly answers your research question

• Connects theory → question → method → analysis
• Reduces bias and increases credibility

• Mini Exercise:
• What might happen if you start collecting data before deciding your
design?

• ✅ Answer: Data may be irrelevant or impossible to analyze

systematically.
Functions of a Good Research Design

• Kumar (2019) & Creswell (2024):

• Validity: measures what it intends to measure.
• Reliability: produces consistent results.
• Objectivity: free from bias.
• Ethics: protects participants.

• 💬 Example Task: Identify which principle is violated in:

• “Surveying only my friends” → Violates objectivity & external
validity.
• Research must be systematic, valid, reliable, objective, and
ethical.
• These components ensure that findings are trustworthy,
accurate, and credible.
Validity: The Core of Accuracy

• Definition (Kumar, 2019; Creswell, 2024):

• “Validity refers to the degree to which a tool or procedure actually measures what it
is intended to measure.”
• Types of Validity (Kumar, 2019):
• Content Validity: Does it cover all relevant aspects?
• Construct Validity: Does it measure the theoretical concept?
• Criterion Validity: Does it relate well to an external benchmark?
• Example:
If a questionnaire is designed to measure “language anxiety,” it must
include items that truly reflect that construct — not motivation or
proficiency.
• Interactive Prompt:
💭 “How would you check if your survey on motivation is valid?”
Reliability: The Consistency Check

• Definition:
• “Reliability refers to the extent to which a research instrument yields the same results on
repeated trials.” (Kumar, 2019; Creswell, 2024)
• Key Ideas:
• A reliable instrument = consistent, stable, dependable results.
• Reliability ≠ Validity (something can be reliable but not valid).
• Examples:
• If students take the same listening test twice and get similar scores → high reliability.
• If scores vary widely → low reliability.
• Types (Kumar, 2019):
• Test-retest reliability
• Inter-rater reliability
• Internal consistency
Validity vs. Reliability
Feature Validity Reliability
Accuracy – measures what Consistency – same results
Definition
it should every time
Does it measure the right Does it measure it
Key Question
thing? consistently?
A grammar test that really Two raters score writing
Example
assesses grammar similarly
A test can be reliable But not valid without being
Relation
without being valid reliable

Activity:
✅ Think of a classroom test. Is it both valid and reliable? Why?
Objectivity: Freedom from Bias
• Definition:
• “Objectivity means that the findings are based on facts and evidence, not
researcher bias or personal feelings.” (Kumar, 2019)
• In Practice:
• Keep distance between researcher’s values and data interpretation.
• Use standardized instruments and coding procedures.
• Ensure multiple raters or peer debriefing in qualitative studies.
• Example:
When grading essays, teachers use the same rubric to avoid
personal bias.
• Interactive Prompt:
💭 “How can a qualitative researcher remain objective?”
Ethics: Protecting Participants and Integrity

• Definition (Creswell, 2024):

• “Ethics are principles guiding researchers to respect and protect participants
and maintain honesty in research.”
• Core Principles:
• Informed consent: Participants know the purpose and risks.
• Confidentiality: Personal data are protected.
• Voluntary participation: No coercion.
• Avoiding harm: Psychological, physical, or reputational.
• Honesty & transparency: No fabrication or plagiarism.
• Example:
Obtaining signed consent forms and anonymizing student responses.
Ethical Dilemmas in Educational Research
• Examples:
• Interviewing your own students → possible power imbalance.
• Using classroom grades for research → confidentiality risk.
• Publishing results without permission → ethical breach.
• Strategies:
✔ Obtain institutional approval
✔ Store data securely
✔ Clarify participants’ right to withdraw
Integrating All Four Concepts
• Research Integrity

• Validity → Accurate Measurement

• Reliability → Consistent Results
• Objectivity → Unbiased Findings
• Ethics → Respectful Conduct
• Summary Statement:
• “Good research is valid, reliable, objective, and ethical — ensuring trust in
results and respect for participants.”
Quick Review

Concept Guiding Question Example

Speaking test assesses
Does it measure what it
Validity communication, not
claims?
memory
Will results be the same Two scorers agree on
Reliability
next time? ratings
Objectivity Is it free from bias? Neutral data analysis
Informed consent form
Ethics Does it protect people?
used
Reflection & Discussion

• Prompts:
• How can we ensure validity and reliability in classroom-
based research?
• How do ethics and objectivity apply when teachers study
their own students?
• Which of these four aspects do you find most challenging?
Components of Research Design

Component Explanation Example

To evaluate the effect of
Purpose What is your aim?
peer feedback
Does peer feedback
Research Question What do you ask?
improve writing?
Variables What’s measured? Feedback type & accuracy
Sampling Who participates? 40 Grade 10 students
Data Collection How? Pre/post-test writing tasks
Analysis How to interpret? Paired t-test
 Types of Research Design (Overview)

Type Focus Data Example

Objective, Vocabulary test
Quantitative Numbers
measurable scores
Subjective,
Qualitative Words Interview transcripts
exploratory
Mixed-Methods Integration Both Survey + interviews

Which type do you prefer, and why?

Quantitative Designs (Dörnyei, 2007)

• Purpose: Measure variables, test hypotheses, find relationships.

Main types:
• Experimental (manipulate variable)
• Quasi-experimental (no randomization)
• Correlational (relationships)
• Descriptive (frequency)

• Example: “Does Quizlet improve retention?” → Experimental.

✅ Answer Key:
• Independent = use of Quizlet;
• Dependent = vocabulary score.
Qualitative Designs (Creswell & Poth, 2024)

• Purpose: Explore meanings & experiences.

Approaches:
• Narrative: personal stories
• Phenomenology: lived experience
• Case study: deep analysis of one case
• Ethnography: group culture
• Grounded Theory: develop model

• Example: “How do teachers experience online teaching stress?” → Phenomenology.

Mixed-Methods Design (Creswell & Plano Clark, 2023)

• Why: Combines quantitative breadth + qualitative depth?

Main designs:
• Sequential Explanatory: Quant → Qual
• Sequential Exploratory: Qual → Quant
• Concurrent Triangulation: both at once

• Example: “Survey + interviews on student confidence.”

• 💬 Group Task: Identify benefits and challenges of mixed methods.

• ✅ Answers: Broader insights; triangulation; time-intensive.

Purpose-Based Classification (Kumar, 2019)
Purpose Aim Example
Challenges in online
Exploratory New topic
learning
Descriptive Describe situation Frequency of AI use
Does feedback improve
Explanatory Causal test
writing?
Is the new textbook
Evaluative Effectiveness
effective?
Choosing the Right Design

• Factors to consider (Kumar, 2019):

• Purpose & RQs
• Type of data
• Resources/time
• Access & skills
• Ethical constraints

💬 Scenario:
You have 4 weeks & limited access to participants. Which design fits?
RQs to Design

RQ Type Example Suitable Design

“How often...?” Frequency of app use Descriptive Quantitative
“What is the
Motivation & WTC Correlational
relationship...?”
“Why/how...?” Students’ feelings Qualitative
“How effective...?” AI feedback Experimental
Validity, Reliability, Trustworthiness
• Quantitative: Internal, External, Reliability.
Qualitative: Credibility, Transferability, Confirmability.

• 💬 Example Task:
• Interview study about students’ motivation → ensure credibility by
triangulating with journals.
✅ Answer: Member checking + peer debriefing.
Study Design Decision Tree
• Flow:
1. Define research question
2. Decide data type (quant/qual/mixed)
3. Decide time frame (cross-sectional or longitudinal)
4. Choose sampling method
5. Select collection instruments
• 💬 Example:
• “Students’ participation in pair work” → Descriptive, Observation.
✅ Answer: Cross-sectional, qualitative observation.
Common Mistakes
• Collecting data before choosing design
• Confusing method with design
• Ignoring ethical considerations
• Overcomplicating with too many variables

• ✅ Example: Using interviews in a “quantitative survey” = design

mismatch.
Local Case Study Practice

Study Title Likely Design Why

“Effect of ClassDojo on
Experimental Manipulated variable
young learners’ speaking”
“Teachers’ views on
Qualitative Descriptive perceptions
formative assessment”
“Motivation and WTC
Correlational Examines relationship
among non-majors”
Connecting Design to Writing

• From Hamp-Lyons & Heasley (2006):

Use clear justification when writing your “Methodology” section

• Example Sentence:
• “This study adopted a qualitative case study design because it aimed to
explore teachers’ perceptions in depth.”
✅ Practice: Write your own 2-sentence design justification.
Mini Quiz

• What is a research design? → A plan/strategy to answer RQs.

• Name one type of qualitative design. → Case study, Phenomenology,
etc.
• What is internal validity? → Control of confounding variables.
• What is a mixed-methods benefit? → Combines breadth + depth.
Reflection Activity

• “Which research design best fits your topic and why?”

• 💬 Pair discussion: 5 minutes.

✅ Share responses aloud.
Summary of Key Points
• Research design = blueprint for inquiry.
• Main types: Quantitative, Qualitative, Mixed.
• Selection depends on purpose, resources, and ethics.
• Validity/reliability ensure trustworthy outcomes.
Quick Writing Integration
• Link design and writing clarity (Cormack & Slaught, 2009):
• Use academic verbs (investigate, explore, examine).
• Stay consistent: RQs → Design → Data → Analysis.

• ✅ Mini Practice: Revise one unclear design sentence for

precision.
Application to Vietnamese Context

• Examples of recent local studies:

• Using role-play to teach speaking → Action Research (Qualitative)
• Formative assessment in primary writing → Descriptive quantitative
• Digital storytelling for speaking → Mixed-methods

• 💬 Discuss: Which designs are most common in Vietnam’s TESOL

research?
✅ Answer: Descriptive & qualitative dominate due to context
constraints.
Ethical Considerations
• Informed consent and participant confidentiality
• Voluntary participation
• Avoid harm and bias

• ✅ Example: Using student scores without permission

= unethical.
Final Review Activity

• Match each description with correct design:

• Measures cause-effect → Experimental

• Explores lived experience → Phenomenology
• Examines relationship → Correlational
• Combines quant + qual → Mixed-methods
References
• Creswell, J. W., & Poth, C. N. (2024). Qualitative inquiry and research design
(5th ed.). Sage.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford
University Press.
• Kumar, R. (2019). Research methodology (5th ed.). Sage.
• Hamp-Lyons, L., & Heasley, B. (2006). Study writing. Cambridge University
Press.
• Cormack, J., & Slaught, J. (2009). English for academic study. Garnet
Education.
• Ramage, J., Bean, J., & Johnson, J. (2009). The Allyn and Bacon guide to
writing. Pearson.