Dr.

Yudhi Arifani

Lecturer
Department of Education and
Society
Institute of Science, Innovation
and Culture
RMUTK Thailand
 True or False

1. I often design my experimental

study without reviewing other
experimental studies from the
available literature?
2. In collecting interview data, I
never review how other
researchers conduct their
interviews?
3. I think novelty is commonly
located at the introduction and
literature review sections?
Novelty in Research Method

Introducing a new idea or a unique

perspective that adds to the
existing methodology.
• Research Design
• Participants and setting
• Instruments
• Data collection procedure
• Data analysis
 Previous Quantitative Approach Current Qualitative Approach
Shortcomings: Innovations:
• Beliefs were viewed as stable, isolated • A longitudinal case study in-depth analysis on the
phenomena extractable from learners’ belief changes and their impact on L2 learning actions
pencil-and-paper responses (e.g., Tanaka (Barcelos, 2008).
and Ellis, 2003) • By analysing the multiple qualitative data, learners’
• T,Q, IVD belief changes can be seen as their agentive efforts to
• Previous research did not address the reconstruct the relationship between the learner and
dynamic aspect of beliefs (beliefs may the L2 learning environment.
change in the context of social • Beliefs are viewed as emergent and dynamic in social
interactions) contexts
• Case study design • SCT (no SCT become simple  Q4, 3, 2 if we are
lucky)
 How if both approaches have been studied?
• Look at … … …
• Look at … … …
 New topics from the first slide

Data available from I-read (Ms. Nada)

• Study Abroad  belief of research changes after long interaction in

the Warwick environment.
• IELTS  you may take SLR writing? see the next slide? What novelty
do we have. (See article 4)
• Others?
• Visiting researcher in Thailand  beliefs changes of research
collaboration with international lecturers
 Previous studies Current Studies
Methodological shortcomings: Methodological innovation
• Duration of interventions (Mostly 2 to 7 • Longer duration of interventions (9 weeks)
weeks, 1 study 16 weeks )  Insufficient • (Sample from EAP Course (Proficiency), 80+
long-term retention. for the iBT / 6+ for the IELTS)
• Small sample size <50) --> less reliable and • Bigger sample = 118 EAP students.
no reports on their proficiency levels
• Lower students need more vocabulary
• Limited or no reports on the scientific basis
exposure (Nation, 2001)  = 10% to 15%
(vocab + frequency 4-6 words/week + vocab.
familiarity).
• Vocabulary from reading text (Familiarity
95% (Laufer & Ravenhorst-Kalovsk, 2010),
Why my articles were not published in SSCI?
• SSCI journals in our filed require CCP in all sections in RM
• Imagine how LLT writers work hard to fill the CCP …
Look at these articles (Scopus Q1)!
Why not SSCI
Look at these articles (Scopus Q1)!
Why not SSCI
At that time, it was quite easy, but
now it isn’t? Why?
Vietnam, Thailand, Iran, Turkey
 Previous development studies Current development studies
Previous development model: New development and analysis
• Basic Psychological Needs (BPN) • Basic Psychological Needs (BPN)
instruments in EFL teaching use instruments in EFL use specific
general BPN Theory approaches for ESP teaching
• Development and validation • Development and validation
analysis uses two steps models analysis uses four steps models
 Previous participants and setting Current participants and setting

Current participants:
Previous participants: • Scaffolding e-story sharing L1 children and EFL
• Scaffolding e-story sharing L1 children teacher (NNES)
and parent (NES) • Children with ASD
• Students NNES under school setting • During private English course

• Children with non-ASD

Rejected from CALL and ILE  Accepted in the
• Parents can speak English ASIA TEFL Journal December 2022
 Previous Studies Current Studies
Previous data analysis: New Data Analysis:
• Bifactor ESEM provides deeper assessments
• Previous study uses SEM of factorial validity.
• EFA, PCA and EFA fail to provide • Bifactor ESEM allows to assess the
more valid factorial validity convergent, discriminant, and predictive
(criterion-related) validity.
• Syntax ESM is provided
 Novelty in Data Collection
Previous Innovation
• Interview • Recall interview, two round interview
• Cognitive representation  Guided
• Cognitive representation Think- think aloud protocol
aloud protocol (Article 3)
• Writing assessment  Guided peer
• Writing assessment  Peer feedback
feedback
• Emotions  observable and
• Emotion  observable dimension unobservable dimension
Sources of Novelty in Research Method
• Reviewing previous research
designs (from relevant topics)
• Experts’ justification
(Methodological flaws in narrative
inquiry, case study, or other designs)
• Adopting or adapting from different
field (Psychology, Informatics, etc)
• Editorial board’s fast comments
• Email: Keith Wood IJLLS, Ali
Derakhsan LRR