new Chapter 8 Methodology

1006712 Advanced Academic English Literacy Chapter 8: Writing Methodology Instructions: Answer these questions: 1. What content will you include in methodology? _______________________________________________________________________ _______________________________________________________________________ 2. How will you plan to conduct your study? _______________________________________________________________________ _______________________________________________________________________ 3. How do you write your research methodology? _______________________________________________________________________ _______________________________________________________________________ INTRODUCTION METHODOLOGY (What you did/used) RESULTS DISCUSSION/ CONCLUSION The heading of the methods section (method, methodology, materials, simulation, experiments, procedure, and model) can be represented in different disciplines. It seems that this section is the most specific part of the research paper (Swales, 2004). Typically, this section should provide a detailed description of the methodology, materials or instruments, subjects, and procedures. Accordingly, sub-headings are dealing with methodology e.g., instruments used, the PHIRUNKHANA PHICHIENSATHIEN 1

1006712 Advanced Academic English Literacy definition applied, participants, research procedure, and a statistic used in your study, see Table 1. In social sciences, the methodology is significant to describe the development of the research method e.g., how to select the population and sample group, how to create and improve instruments, how to collect data and analyze data, and what statistic use in your research. Although you should elicit what you have conducted for (research) expertise people, it is necessary to convey your (new) procedure, method or approach to be accepted and understood. Subsequently, you indeed need to consider how to write what you did and what you used. Table 1: Prominent content in master theses MA 1 MA 2 MA 3 Similar to the Introduction section, the description in each sub-heading of your research methodology will be varied based on each discipline. Furthermore, the methodology will be associated with a type of research design. Sometimes, the information might be presented in a PHIRUNKHANA PHICHIENSATHIEN 2

1006712 Advanced Academic English Literacy table and/or graph and explained in detail below as shown in Table 2. As such, the past tense will be used to describe a method in a completed research report; in proposals, it uses the future tense. Therefore, the characteristic of language features used in this section should be represented specifically in terms of the research design. Table 2: Example of table demonstrated in participant selection Based on Pyrczak and Bruce’s (2000), the guidelines of writing Method section will be illustrated as follows: 1. Consider using the term subjects or participants referred to the individuals studied freely chosen and taken part in a research study. Other terms are respondents (those who respond to an online or e-mailed questionnaire) and examinees (those who participate in test development research). 2. Describe the informed consent procedures in research studies. A consent form should be prepared that the purpose of the study, the possible benefits, and harm that might result from participation, and identification of those who are conducting the research. Individuals are asked to sign the form acknowledging that they freely agree to participate and understand that they are free to withdraw from the study at any time without penalty . PHIRUNKHANA PHICHIENSATHIEN 3

1006712 Advanced Academic English Literacy 3. The population should be named, and if only a sample was studied, the method of sampling should be described as shown in the example below. 4. Research instruments should be designed, measured, and described in detail. The significant information on reliability (consistency of results) and validity (whether the instrument measures what it is designed to measure) in both unpublished and published instruments (when available) should be reported as shown in the example below. \"Self-reported communication behavior was assessed with the Communication Patterns Questionnaire (CPQ; Christensen & Shenk, 1991), a 23-item inventory in which each partner rates the extent to which they use each of a number of common patterns of couple communication in managing conflicts, such as demand-withdraw and mutual avoidance (Christensen & Shenk, 1991). The scale has been used extensively in recent couples research and has established reliability and validity (Christensen, 1988; Christensen & Heavey, 1990)” (as cited in Pyrczak & Bruce, 2000). PHIRUNKHANA PHICHIENSATHIEN 4

1006712 Advanced Academic English Literacy 5. Experimental procedures, equipment, and other mechanical matters should be described in sufficient detail so that the study can be replicated. Some subjectivity enters into the decision as to how much detail to provide; in most cases, authors of journal articles do not provide every detail. Contrastly, they try to provide enough information to permit a reasonably close replication as shown in the example below. “The massage therapy group received a massage 2 days a week for 5 weeks, for a total of 10 massages. The massages were administered by massage therapists. The massage therapy covered several parts of the body (which was fully clothed) and included 15 minutes in a supine position and 15 minutes in a prone position. It consisted of exerting traction upon the neck with the patient in a supine position, followed by smooth strokes across the forehead, jaw, and face, and depression the shoulders. The therapist then exerted traction on each arm followed by…” (as cited in Pyrczak & Bruce, 2000). As known the characterization and subsection of RAs and graduate research reports seems rather vary in general, the detailed description of research methodology in research articles is more likely to occur in theses. Some studies reveal three moves (Move 4, 5, and 6) of RA Method section in different disciplines (e.g., medical [Nwogu, 1997]) which are presented in Table 3. Table 3: Moves and steps found in the Method section of Medical RAs (Nwogu, 1997) Move Step Move 4: Describing data collection 1 Indicating a source of data procedure 2 Indicating sample size 3 Indicating criteria for data collection research Move 5: Describing the experimental 1 Identification of main research apparatus procedure 2 Recounting experimental process 3 Indicating criteria for success Move 6: Describing data analysis procedure 1 Defining terminologies 2 Indicating the process of data category 3 Identifying an analytical instrument/procedure PHIRUNKHANA PHICHIENSATHIEN 5

1006712 Advanced Academic English Literacy Move 4 demonstrates a process of data collection with 3 steps indicating the identification of the data (or contextualization), identifying the quantity of selected sample, and determining the criteria for collecting data as a standard measurement. Move 5 illustrates a sequential process of research methodology by identifying the research instruments, reporting the research process, and indicating criteria for experimental research instruments. Move 6 is a process of data analysis with a definition of key terms, a process of data classification, and identification of critical instruments or procedure. Move 4: Describing Data Collection Procedure Move 4 presents all detailed processes of data collection from indicating the identification of the data, indicating the size of data collection, and determining the criteria for collecting data. 1. Indicating Source of Data data Example 1: the excerpt from Medical RA “e.g. HB.5 (lg G2a) and anti-B2 (lgM) are mouse MALs against the C3d/EBV receptor on human cells and were kindly provided in ascitic fluid form by Dr. T. Tedder.” (Nwogu, 1997, p. 129) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf Example 2: the excerpt from educational RA “The data were collected from students attending compulsory courses of an ESP language program at a science and engineering faculty of a large private university in Japan. They were enrolled in one of the seventeen departments.\" (Sheppard, Manalo, &Henning, 2018, p.41) Sheppard, C., Manalo, E., & Henning, M. (2018). Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development?. English for Specific Purposes, 49, 39-48. https://doi.org/10.1016/j.esp.2017.10.002 PHIRUNKHANA PHICHIENSATHIEN 6

1006712 Advanced Academic English Literacy 2. Indicating sample size Examples 1-3: the excerpt from Medical RA Example 1 “The final sample sizes for analyses involving a paternal or maternal myocardial infarction were 2416 and 2604 respectively.” (Nwogu, 1997, p. 128) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf Example 2 “The study group consisted of 30 patients in district hospitals in Western Scotland.” (Nwogu, 1997, p. 129) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf Example 3 “The study population includes all children and young adults (up to age 26) in Bogulasa...” (Nwogu, 1997, p. 129) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf Example 4: the excerpt from education RA Example 4 The study’s cohort was comprised of the 13,348 students enrolled over the six years the study was conducted. (Sheppard, Manalo, &Henning, 2018, p.41) Sheppard, C., Manalo, E., & Henning, M. (2018). Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development?. English for Specific Purposes, 49, 39-48. https://doi.org/10.1016/j.esp.2017.10.002 3. Indicating Criteria for Data Collection Research Examples 1: the excerpt from Medical RA “Criteria for inclusion in the trial were as follows: (i) No detectable antibody against paternal lymphocytes. (ii) No cause found for the abortion, etc.” (Nwogu, 1997, p. 129) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf PHIRUNKHANA PHICHIENSATHIEN 7

1006712 Advanced Academic English Literacy Example 2: the excerpt from educational RA “Most of the students (approximately 60%, varying from year to year) in the program were selected through an entrance examination. The remainder entered through a recommendation system, whereby certain high schools that have an agreement with the university could recommend students for acceptance. As not all the students had to meet the standard set in the university’s English entrance examination, those who comprised the participants of this study had a broad range of English abilities as indicated by their TOEIC (Test of English for International Communication; Educational Testing Service, 2017) placement scores, which ranged from 10 to 990.” (Sheppard, Manalo, &Henning, 2018, p.41) Sheppard, C., Manalo, E., & Henning, M. (2018). Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development?. English for Specific Purposes, 49, 39-48. https://doi.org/10.1016/j.esp.2017.10.002 Move 5: Describing Experimental Procedure Move 5 demonstrates a sequential process of research methodology by identifying the research instruments, reporting the research process, and indicating criteria for experimental research instruments. 1.Identification of main research apparatus Examples 1-2: the excerpt from Medical RA Apparatus as a grammatical subject in a passive Example 1 construction where apparatus is subject to the clause. “A computer-generated list of pseudo-random numbers was used to allow the patient to receive either her own or her husband's lymphocytes.\" (Nwogu, 1997, p. 129) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf Apparatus as adjunct in a passive construction Example 2 “Blood pressure was measured in the left upper arm with a standard sphygmomanometer (lower end of the mercury column at the level of the heart).” (Nwogu, 1997, p. 129) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf PHIRUNKHANA PHICHIENSATHIEN 8

1006712 Advanced Academic English Literacy 2. Recounting experimental process Examples 1-2: the excerpt from Medical RA Example 1 “Blood pressure was measured every 5 minutes until a stable diastolic pressure had been recorded for 15 mins.” (Nwogu, 1997, p. 130) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf Example 2 “After 1-hour incubation at 37°C, the slides were washed in PBS and incubated with 1.75 dilution of...” (Nwogu, 1997, p. 130) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf 3. Indicating criteria for success Example 1: the excerpt from Medical RA “A failure of treatment was an abortion before 28 weeks and success was scored when the pregnancy had continued beyond 28 weeks.” (Nwogu, 1997, p. 130) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf Move 6: Describing Data Analysis Procedure Move 6 will be generated the statistical or numerical method to data analysis to identify the statistical tools modified in the study including the definition of the terms used, the process of data sorting, and identification of analytical instruments. PHIRUNKHANA PHICHIENSATHIEN 9

1006712 Advanced Academic English Literacy 1. Defining terminologies Example 1: the excerpt from Medical RA “Definitions of pregnancy outcome were decided before the start of the trial. PIH was defined as the presence of...” (Nwogu, 1997, p. 130) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf 2. Indicating the process of data classification Example 1: the excerpt from Medical RA \"Logistic regression was used to predict the probability of myocardial infarction in the parents based on serum levels of the variables in their offspring.” (Nwogu, 1997, p. 130) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf 3. Identifying an analytical instrument/procedure Example 1: the excerpt from Medical RA “Birth weights were classified according to the centiles of distribution of normal weight.” (Nwogu, 1997, p. 130) Nwogu, K. N. (1997). The medical research paper: Structure and functions. English for specific purposes, 16(2), 119-138. http://ecourse.uoi.gr/ pluginfile.php/93144/mod_resource/content/1/Medical%20research%20paper.pdf As known, a move and step model for RAI has been implemented in different disciplines, the language features and rhetorical structure found explicitly as a standardized pattern in one specific discipline will be determined in the particular discipline. Method section has been presented the sufficient detail of research methodology to inform audiences what have been done with the replicated instruments and research approach used and achieve similar finding outcomes. The language features used here, however, generally have been created an agentless passive with past simple tense as shown in the above examples. PHIRUNKHANA PHICHIENSATHIEN 10

1006712 Advanced Academic English Literacy Exercise I: Identifying RA Research Methodology Section Instructions: Look at a sample of the Method section in RA I and identify language features used in this section. RA I PHIRUNKHANA PHICHIENSATHIEN 11

1006712 Advanced Academic English Literacy Sheppard, C., Manalo, E., & Henning, M. (2018). Is ability grouping beneficial or detrimental to Japanese ESP students' English language proficiency development?. English for Specific Purposes, 49, 39-48. https://doi.org/10.1016/j.esp.2017.10.002 PHIRUNKHANA PHICHIENSATHIEN 12

1006712 Advanced Academic English Literacy Move Lexical-grammatical features: Lexical words, tenses, phraseology Step: _______ Step: _______ ________________________________________________________________________ ________________________________________________________________________ Step: _______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Move 5 Lexical-grammatical features: Lexical words, tenses, phraseology Step: _______ ________________________________________________________________________ Step: _______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ PHIRUNKHANA PHICHIENSATHIEN 13

1006712 Advanced Academic English Literacy Step: _______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Move 6 Lexical-grammatical features: Lexical words, tenses, phraseology Step: _______ Step: _______ ________________________________________________________________________ ________________________________________________________________________ Step: _______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ PHIRUNKHANA PHICHIENSATHIEN 14

1006712 Advanced Academic English Literacy Instructions: Look at a sample of the Method section in RA II and identify language features used in this section. RA II PHIRUNKHANA PHICHIENSATHIEN 15

1006712 Advanced Academic English Literacy PHIRUNKHANA PHICHIENSATHIEN 16

1006712 Advanced Academic English Literacy Khamkhien, A., & Kanoksilapatham, B. (2015). Assessment of TV vocabulary instruction broadcast in Thailand nationwide. The New English Teacher, 9(2). Notes กร ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ PHIRUNKHANA PHICHIENSATHIEN 17

1006712 Advanced Academic English Literacy Move 4 Lexical-grammatical features: Lexical words, tenses, phraseology Step: _______ Step: _______ ________________________________________________________________________ ________________________________________________________________________ Step: _______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Move 5 Lexical-grammatical features: Lexical words, tenses, phraseology Step: _______ ________________________________________________________________________ Step: _______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ PHIRUNKHANA PHICHIENSATHIEN 18

1006712 Advanced Academic English Literacy Step: _______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Move 6 Lexical-grammatical features: Lexical words, tenses, phraseology Step: _______ Step: _______ ________________________________________________________________________ ________________________________________________________________________ Step: _______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ PHIRUNKHANA PHICHIENSATHIEN 19

1006712 Advanced Academic English Literacy Instructions: Look at a sample of the Method section in RA III and identify language features used in this section. METHOD RA III Prior to the survey, a questionnaire was designed to elicit the data. Following Brown (2001), the content validity of the questionnaire was established by submitting it to a panel of experts consisting of a senior professor in language education and two lecturers holding Doctorate degrees in applied linguistics and educational technology, respectively. Based on their opinions, what was formerly a 10- item survey was reduced to 5-item questionnaire. The other two open-ended questions were later added to dig information more deeply. The 5-closed ended items asked these questions: (1) their age, (2) whether they feel threatened by increasingly numerous apps that help students learn English, (3) which conditions make them feel threatened in their career, (4) which conditions have assisted them in their teaching, and (5) which of the following statements they most agree with: (a) digital technology helps them in their work, (b) digital technology in the long run will replace them as teachers, and (c) digital technology does not have any significant impact on their career. The 2 open-ended questions asked them what apps or websites they had been using for their teaching and in what way they felt digital technology had been assisting them or threatening their careers. Repeated-survey reliability (Brown, 2001) was conducted by having a group of colleagues answer the questionnaire on two different dates. The correlation coefficient of 0.891 was obtained between the scores of the two different dates, indicating sufficient reliability. The questionnaires were then presented as a Google Form and sent to 110 English lecturers and teachers in Java, Indonesia. They were selected randomly from an accessible population of 773 lecturers. Djiwandono, P. I. (2019). How language teachers perceive information and communication technology. Indonesian Journal of Applied Linguistics, 8, 607-615. DOI: 10.17509/ijal.v8i3.15260 Notes กร ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ PHIRUNKHANA PHICHIENSATHIEN 20

1006712 Advanced Academic English Literacy ____________________________________________________________________________ ____________________________________________________________________________ Instructions: Look at a sample of the Method section in RA II and identify language features used in this section. METHOD RA IV Design and Context of the Study This study employed a pretest-posttest experimental design. The researcher selected two classes that were subsequently assigned to two groups randomly: experimental and control. The research was conducted at Mahan Airlines headquarters training center in winter of 2016, in Tehran, Iran. Pilot students were studying the international book named Private Pilot Manual (PPM) as their reference book. The PPM was written in English. The PPM included different parts such as aircraft weight and balance (W&B), meteorology for pilots, interpreting weather data, and radio navigation systems. All were in English and contained aviation special concepts and terminology. Aircraft W&B course instructs delegates in the principles of aircraft weight and balance according to the industry standard IATA design manual and automated load sheet. During this class, the learners learn about the maximum landing weight, aircraft central gravity, basic empty weight, standard weight of fuel, and maximum take-off weight. The course would be implemented in 30 hours, six sessions, and every session 5 hours. Population and Sample Forty male pilots (20 to 30 years old) were randomly placed in the experimental (n = 20) and control (n = 20) groups. Regarding their English language proficiency according to the ICAO regulations, students attending the private pilot license (PPL) should pass an entrance exam before attending the course which was based on Oxford Placemat Test (OPT). To select the PPL applicants, the training department had administered the OPT test to them before starting the course. Those who score more than 75 could register for the class. Therefore, the participants of the study were homogenous in terms of English language proficiency. The attending instructors in CLIL served as the subject matter teacher for the first 45 minutes of the class and the EFL teacher for the second 45 minutes whereas in the non-CLIL class, only a subject matter teacher was presented during the course. Instruments In this study 3 instruments were employed for data collection. The required data would be collected through, pretest, questionnaire, and posttest. The first instrument, pretest, was related to their language and content knowledge of the learners under the study. It should be stated that the researcher adopted the pretest as the posttest in order to evaluate language and content knowledge before and after the treatment. For the second data collection, researcher utilized questionnaire to reveal the findings of participants' attitude and PHIRUNKHANA PHICHIENSATHIEN 21

1006712 Advanced Academic English Literacy motivation for English learning during the course. The structures of the questionnaires were as follows: The questionnaire consisted of 30 items which was developed based on Gardner Attitude & Motivation Test Battery. Item 1 to 15 were designed to elicit information and responses dealing with students’ attitudes toward language learning and situation, and item 16 to 30 were related to their motivation in language learning during the course. Questionnaire, including five-point Likert scale, ranging from “strongly disagree = 1” to “strongly agree = 5”. The third instrument, posttest, was related to their language and content knowledge of the learners under the study. It should be stated that the researcher adopted the pretest as the posttest in order to evaluate language and content knowledge before and after the treatment. For the second data collection, researcher utilized questionnaire to reveal the findings of participants' attitude and motivation for English learning during the course. The structures of the questionnaires were as follows: The questionnaire consisted of 30 items which was developed based on Gardner Attitude & Motivation Test Battery. Item 1 to 15 were designed to elicit information and responses dealing with students’ attitudes toward language learning and situation, and item 16 to 30 were related to their motivation in language learning during the course. Questionnaire, including five-point Likert scale, ranging from “strongly disagree = 1” to “strongly agree = 5”. The third instrument, posttest, was related to their language and content learning outcomes due to motivation in CLIL and non-CLIL classes under the study. It should be stated that the researcher adopted the posttest as an instrument in order to evaluate language and content learning; in view of the fact that all the questions were about the content matter and in English. The pretest and posttest was based on the ICAO standard question booklet which contained 30 multiple choice questions with the total scores of 60 to measure content learning, and also an oral exam with a score of 40 to evaluate language knowledge, those who scored 70 and above would pass the course. Data Collection Procedure The researcher started to collect data after the participants began their W&B course. On the first session of the class, the pretest was administered to the participants to examine their knowledge on understanding the questions and content in the English language. The second step for data collection in this study was designing and piloting a questionnaire. The respondents were required to rate each item on the basis of 5point Likert Scale. To design the questionnaire, the items were carefully selected and the opinion of a senior researcher was also considered. The initial version of the questionnaire was subjected to a pilot study in order to detect shortcomings, redundancy, remove irrelevant items, and check the reliability. Cronbach’s alpha reliability of the questionnaire was 0.82 that indicated an acceptable level of consistency. The final version of the questionnaire was given to the participants to examine their attitudes and motivation. In the last week of the course all 40 participants completed the questionnaire in 30 minutes. The Likert-scale questionnaire was analyzed using Statistical Package for the Social Sciences (SPSS). Two days after the last session of the W&B course, the posttest was administered. The written part (multiple choice items) of the posttest for both groups was administered by the training staff without the teachers being present at the session. In addition, an oral exam was performed in the same day afternoon by 3 teachers based on ICAO booklet materials. This exam was performed in English to test language learning outcome. The teachers graded the students’ oral performance on different aspects: grammar vocabulary, pronunciation, and fluency. They gave 1 to 10 score for each aspect. The scores obtained from oral exam were used to measure posttest result. Two days after the exams, the teachers reported the students’ scores to the training department. The participants who scored 70 or above would attend the next course in the following week. The PHIRUNKHANA PHICHIENSATHIEN 22

1006712 Advanced Academic English Literacy participants’ scores provided important information about their progress and improvement during that special course. Karimi, P., Lotfi, A. R., & Biria, R. (2019). Enhancing pilot’s aviation English learning, attitude, and motivation through the application of content and language integrated learning. International Journal of Instruction, 12(1), 751-766. Notes กร ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ According to GRP manual, the organization of the research methodology section should be presented as the following: 1. Population and sample subjects: this part should be described the population used in your research and specified the number of a whole group or a part of the population and then specified how the sampling strategy used. Also, it may include a research setting or context in this section. 2. Research instruments: a list of instruments used in your study should be presented here. You have to describe and discuss how your instruments develop with reliability and validity. PHIRUNKHANA PHICHIENSATHIEN 23

1006712 Advanced Academic English Literacy 3. Data collection: it is a process of data collecting methods. You should specify a period of collecting data (when and how the data from instruments were distributed, collected, analyzed, and interpreted). 4. Data analysis: this part is important for your study findings, so thus far you need to describe statistical criteria used to analyze and interpret your collecting data to verify your research questions or hypotheses. Sometimes, the researcher can present a figure of research methodology and conceptual framework at the end of this section. Exercise II: Identifying Research Methodology Section Instructions: Look at the lists of the content in 5-thesis research methodologies and answer the questions provided. KU: Thesis A MFU-Com Sci: Thesis B MFU-AL: Thesis C Chapter 3: Research Methodology Research Design Population and Samples Research Procedures Research Instruments Instructional Tools Lesson Plans The validity of Lesson Plans Writing Rubrics Data Collection Tools English Writing Tests Validity and Reliability of English Writing Tests English Writing Tasks Interview PHIRUNKHANA PHICHIENSATHIEN 24

1006712 Advanced Academic English Literacy Validity of Interview Additional Interview Questions Testing the Reliability of Coding Information Pilot Study Data Collection Data Analysis Summary CU: Thesis E MFU-AL: Thesis D 1. Based on the lists of thesis research methodologies from different universities and disciplines, can you see the different or similar contents from those lists? _________________________________________________________________________________ _________________________________________________________________________________ 2. How do the lists of the methodology imply? _________________________________________________________________________________ _________________________________________________________________________________ 3. Based on your research title, what sub-heading of research methodology will you include in your thesis? _________________________________________________________________________________ _________________________________________________________________________________ 4. What is the type of your research and how will you design to collect the data? _________________________________________________________________________________ _________________________________________________________________________________ Exercise III: Drafting Your Research Methodology Instructions: Based on your research objective(s) and question (s), write the research methodology for your concept paper. This section should be included research design, setting, population and sample subjects, data collection (research instruments and procedures), and data analysis. END OF THE CHAPTER PHIRUNKHANA PHICHIENSATHIEN 25