M-Learning Application for Second Language Acquisition: Methodology and Methods (Research Proposal Sample)
Structure for Methodology and Methods
(When writing/organizing the paper, you have to follow the structure I provide below: Methodology, Method, Problems and limitations, and Importance of the Research)
An appropriate choice of methodology and a well-defined methods section that lists the steps to be followed in carrying out the research. This should include what data will be collected and why, and the method of data collection and analysis.
This research will be ~ (Remember that this is a research proposal – so present/future tense – not past tense.)
(You have to identify your choice of methodology, provide a summary of how you understand it and why it is a 'right' choice in the Methodology section.)
My (selected methodology) will ~~~
In order to conduct (selected methodology) ~~~
(You should include RRU library and related journals such as Journal of Educational Technology & Society, Journal of Educational Technology & Society, ReCALL, etc., and Google Scholar. The example is as follow. But this is a part of my peer’s paper.)
~~~~… In order to locate relevant research for this research project, the Royal Roads University’s (RRU) online library and databases will be utilized. Specific online databases will include Journal of Educational Technology & Society, ReCALL, Journal of Educational Technology & Society, and SAGE Journals Online. In addition, Google Scholar will be utilized as well. ……~~~.
(Data collection plan and Data analysis plan are also needed in the Method section.)
Problems and limitations or Limitations and delimitations à 250ish words
(A section that highlights any anticipated problems and limitations in the proposed study including threats to reliability and validity, and how these will be countered.)
Importance of the Research à 100ish words
(A statement that illustrates why the study is significant; that is, why the research question/hypothesissource..
M-Learning Application for Second Language Acquisition
February 07, 2016
Table of Contents
TOC \o "1-3" \h \z \u Table of Contents PAGEREF _Toc284330870 \h 2
Chapter 1: Introduction PAGEREF _Toc284330871 \h 3
Introduction PAGEREF _Toc284330872 \h 3
Research Question 4
Chapter 2: Literature Review 5
Theoretical Framework 5
Literature Review 6
Chapter 3: Methodology and Methods PAGEREF _Toc284330884 \h 12
Methodology PAGEREF _Toc284330885 \h 12
Methods PAGEREF _Toc284330887 \h 13
Literature Search Strategy PAGEREF _Toc284330888 \h 13
Exclusion and Inclusion Criteria PAGEREF _Toc284330888 \h 14
Search Specifics PAGEREF _Toc284330888 \h 14
Data Collection PAGEREF _Toc284330888 \h 15
Data Analysis PAGEREF _Toc284330888 \h 15
Limitations and Delimitations PAGEREF _Toc284330889 \h 15
Importance of the Research PAGEREF _Toc284330890 \h 16
Proposed Table of Contents PAGEREF _Toc284330891 \h 16
Timeline PAGEREF _Toc284330892 \h 17
Chapter 1: Introduction
Today, with the development of Internet and mobile technology, people are able to access, store, and share information in ways never before possible. The pervasiveness of mobile devices could make it easy for students to adapt to mobile learning. In recent years, there has been an increased use of virtual learning environments to support learning (Allen & Seaman, 2010). There are a number of factors which need to be taken into consideration with regard to virtual learning environments. Some of these factors include accessibility, affordability, age of the learners, and language. An application that is compatible with common mobile devices would increase learners’ interactivity and satisfaction and allow them use the mobile devices and applications they are already familiar with (Burston, 2014).
Mobile devices are popular and pervasive in our daily lives. In 2013, there were nearly 7 billion active mobile phone subscribers across the world (Ozcan, 2014). Mobile learning, using various mobile technologies, is useful to language learning in term of accessibility, instant delivery and updates, affordability and the novelty of the gadget (Ally, Tin, & Elliott, 2007). As various mobile technology tools have developed, mobile learning can be used in a classroom setting and adapted to the different learning needs and learning styles among learners and aid in second language acquisition (Kondo, 2012).
Now more than ever before, learners are at the center of teaching and learning. Learning is more collaborative through online social interaction including the development of online learning communities between learners, and between learners and instructors. Kukulska-Hulme and Shield (2008) suggest that mobile assisted language learning (MALL) to support social contact and collaborative learning is a possibility for asynchronous as well as synchronous interaction in online distance learning. Research regarding why people are motivated to participate in social network sites (SNS) such as Facebook emphasizes reinforcement of self-esteem and relieving emotional stress (Krasnova, Spiekermann, Koroleva, & Hildebrand, 2010). Anton (1999) noted the importance of interaction and participation in creating language learning opportunities. A study of second language (L2) learning situations found that collaborative interaction between language learners can assist individual L2 learning (Swain & Lapkin, 1998). It is possible that MALL could help learners with different learning needs/levels to improve their language competence and communication skills. This research proposal focuses on the aspects of the development of a mobile learning application that can be utilized in improvin...
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