بررسی درس روش تحقیق در آموزش زبان انگلیسی: برنامه‌های درسی و سند وزارتِ عتف
محورهای موضوعی : مدیریت آموزشی
Mohammad Amini Farsani
1
,
مجتبی آسایی
2
1 - Department of Foreign Languages, IUST
2 - 1دانشجوی دکتری آموزش زبان انگلیسی دانشگاه شهید بهشتی، تهران، ایران
کلید واژه: روش تحقیق, آموزش روش تحقیق, مؤلفه‌های برنامۀ درسی, دورۀ تحصیلات تکمیلی, رشتۀ آموزش زبان انگلیسی,
چکیده مقاله :
برنامه‌های درسی در نظام آموزش عالی، مؤلفه‌ای کلیدی برای دستیابی به اهداف آموزشی است. در این بین، تدوین و تنظیم برنامۀ درس روشِ تحقیق جامع و روزآمد، از دغدغه‌های مهم در نظام‌های آموزش جهان است و تدریس این درس را به مسئله‌ای پیچیده و چالش‌آفرین تبدیل کرده است. هدف از انجام این پژوهش، بررسی مؤلفه‌های برنامۀ درسی روش تحقیق در دورۀ تحصیلات تکمیلیِ رشتۀ آموزش زبان انگلیسی در دانشگاه‌های دولتی ایران، و مقایسۀ آن با اهداف مندرج در سند برنامۀ درسی وزارتِ عتف است. در پژوهش حاضر، بر اساس نمونه‌گیری هدفمند و با استفاده از نرم‌افزار MAXQDA، 28 برنامۀ درسی از 23 دانشگاه بررسی و تحلیل شد. در ادامهْ از طریق کدگذاریِ استقرایی و قیاسی و تعیین یک چارچوب، از اهداف، محتوا و روش‌های سنجش و ارزشیابی دوره‌های روش تحقیق، تصویری ارائه و نتایج به‌دست‌آمده با برنامۀ درس وزارت عتف مقایسه شد. بر پایۀ نتایج، بین اهداف و سرفصل‌های سندِ وزارت عتف و برنامه‌های درسی بررسی‌شده، همسوییِ زیادی وجود دارد. نتایج پژوهش همچنین نشان داد که سند پیشگفته می‌تواند در نحوۀ تهیه و تدوین برنامه‌های درسی درس روش تحقیق، تأثیر چشمگیری داشته باشد. در پایان نیز برای اصلاح سند و انجام تحقیقات بیشتر پیشنهادهایی ارائه شده است.
Syllabi in the higher education system are a key element for achieving educational goals and missions. Developing and adjusting a quality and relevant research methods course according to the current needs is one of the main concerns in the global education systems. Teaching research methods, however, is still one of the most complex and challenging issues. Therefore, this study aimed to investigate the elements of research methods syllabi in graduate programs in English language teaching in public universities of Iran and compare it with the objectives stated in the curriculum document of the Ministry of Science, Research and Technology. In this study, based on purposive sampling, 28 syllabi from 23 public universities in Iran were analyzed and evaluated using MAXQDA software. Using inductive and comparative coding, a framework was adopted that eventually provided a picture of the objectives, content, and assessment and evaluation methods of the research methods courses. Finally, the results were compared with the curriculum document of the Ministry of Science, Research and Technology (MSRT). The comparison results showed that there is a considerable alignment between the objectives and topics of the document of the MSRT and the syllabi examined. The results of this study showed that the document of the Ministry of Science and Research can have significant impacts on how to prepare and develop the syllabi of research methods courses. At the end of this study, some suggestions for revising the document of the MSRT are presented and some suggestions for further research are provided.
Arefi, M. (2015). Strategic Curriculum Planning in Higher Education. Jihad University Press.
Ary, D., et al. (2018). Introduction to research in education. Cengage Learning.
Amini Farsani, M., et al. (2021). Methodological Orientations, Academic Citations, and Scientific Collaboration in Applied Linguistics: What Do Research Synthesis and Bibliometrics Indicate? System, 100, 102547.
Amini Farsani, M., & Babaii, E. (2020). Applied Linguistics Research in Three Decades: A Methodological Synthesis of Graduate Theses in an EFL Context. Quality & Quantity, 54(4), 1257-1283.
Amini Farsani, M., & Ghorbani, B. D. (in press). Research Motivation, Research Self-Efficacy, and Research Anxiety among TEFL Graduate Students: A Structural Equation Modelling Approach. MEXTESOL Journal.
Amini Farsani, M., & Asaie, M. (2024). Exploring TEFL Research Methods Courses in Iran: A Path to Research Synthesis Pedagogy. The Qualitative Report.
Asaie, M., & Amini Farsani, M. (2023). Surveying TEFL M.A. Students’ Attitude towards Research and Research Methodology Course: A Mixed Research Approach. Research in Post Compulsory Education, 28(1), 1-20.
Berg, B. L. (2004). Qualitative Research Methods for the Social Sciences (5th ed.). Pearson/Allyn and Bacon.
Brown, J. D. (2015). Why bother learning advanced quantitative methods in L2 research? In Advancing quantitative methods in second language research (pp. 9-20).
Burnard, P. (1991). A method of analysing interview transcripts in qualitative research. Nurse education today, 11(6), 461-466.
Byrnes, H. (2013). Notes from the Editor. Modern Language Journal, 97(4), 825-827. https://doi.org/10.1111/j.1540-4781.2013.12051.x
Carty, R. (2007). Teaching research methods: A pragmatic approach. Investigations in university teaching and learning, 4(2), 98-105.
Ciarocco, N. J., et al. (2013). The impact of a multifaceted approach to teaching research methods on students’ attitudes. Teaching of Psychology, 40(1), 20-25. https://doi.org/10.1177/0098628312465859
Ciarocco, N. J., et al. (2017). What’s the point? Faculty perceptions of research methods courses. Scholarship of Teaching and Learning in Psychology, 3(2), 116. https://doi.org/10.1037/stl0000085
Daniel, B., Kumar, V., & Omar, N. (2018). Postgraduate conception of research methodology: implications for learning and teaching. International Journal of Research & Method in Education, 41(2), 220-236. https://doi.org/10.1080/1743727x.2017.1283397
DeZure, D. (2002). Learning from Change: Landmarks in Teaching and Learning in Higher Education from Change Magazine, 1969-1999. Stylus Publishing.
Dey, I. (1995). Reducing Fragmentation in Qualitative Research. In Udo Kelle (Ed.), Computer Qualitative Data Analysis: Theory, Methods, and Practice (pp. 69-79). Sage Publications.
Dornyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford University Press.
Downe-Wamboldt, B. (1992). Content Analysis: Method, Applications, and Issues. Health Care for Women International, 13(3), 313-321. https://doi.org/10.1080/07399339209516006
Earley, M. A. (2014). A Synthesis of the Literature on Research Methods Education. Teaching in Higher Education, 19(3), 242-253. https://doi.org/10.1080/13562517.2013.860105
Elo, S., & Kyngäs, H. (2008). The Qualitative Content Analysis Process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Fattahi, A., et al. (2009). Comparison of the Effect of Assessment Methods (Performance, Descriptive, and Objective) on the Performance of Counseling and Guidance Students in Research Method Course, Islamic Azad University of Shabestar. Journal of Educational Sciences, 2(6), 7-33.
Fisher, S., & Justwan, F. (2018). Scaffolding Assignments and Activities for Undergraduate Research Methods. Journal of Political Science Education, 14(1), 63-71. https://doi.org/10.1080/15512169.2017.1367301
Gonulal, T., et al. (2017). The Development of Statistical Literacy in Applied Linguistics Graduate Students. International Journal of Applied Linguistics, 168(1), 5-133.
Gurung, R. A. R., & Stoa, R. (2020). A National Survey of Teaching and Learning Research Methods: Important Concepts and Faculty and Student Perspectives. Teaching of Psychology, 47(2), 111-120. https://doi.org/10.1177/0098628320901374
Hatch, E., & Farhady, H. (1982). Research Design and Statistics for Applied Linguistics. Newbury House Publishers.
Hesse-Biber, S. (2015). The Problems and Prospects in the Teaching of Mixed Methods Research. International Journal of Social Research Methodology, 18(5), 463-477. https://doi.org/10.1080/13645579.2015.1062622
Heydari, E., et al. (2019). Investigating the Relationship between University Research Culture and Research Self-Efficacy of Graduate Students: The Mediating Role of Scientific Writing Competency. Journal of Research in Educational Systems, 13(47), 7-21.
Hodson, R. D. (1999). Analyzing Documentary Accounts. SAGE Publications.
Hsieh, H.-F., & Shannon, S. E. (2005). Three Approaches to Qualitative Content Analysis. Qualitative Health Research, 15(9), 1277-1288.
Hudson, T., & Liosa, L. (2015). Design Issues and Inference in Experimental L2 Research. Language Learning, 65(S1), 76.
Kaeedi, A., et al. (2021). Research Methods Curriculum in Graduate Program: An Investigation of the World’s Top Universities Approaches to Design, Implementation and Evaluation. Educational Measurement and Evaluation Studies.
Karami, M., et al. (2019). Research Teaching Content Knowledge: A Framework for Developing Textbooks of Research Methods in Educational Sciences and Psychology. Journal of Research and Writing University Books, 23(45), 118-136.
Kilburn, D., et al. (2014). Learning as Researchers and Teachers: The Development of a Pedagogical Culture for Social Science Research Methods? British Journal of Educational Studies, 62(2), 191-207. https://doi.org/10.1080/00071005.2014.918576
Lehti, S., & Lehtinen, E. (2005). Computer‐Supported Problem‐Based Learning in the Research Methodology Domain. Scandinavian Journal of Educational Research, 49(3), 297-324. https://doi.org/10.1080/00313830500109618
Lewthwaite, S., & Nind, M. (2016). Teaching Research Methods in the Social Sciences: Expert Perspectives on Pedagogy and Practice. British Journal of Educational Studies, 64(4), 413-430. https://doi.org/10.1080/00071005.2016.1197882
Liebscher, P. (1998). Quantity with Quality? Teaching Quantitative and Qualitative Methods in an LIS Master’s Program. Library Trends, 46(4), 668-680.
Mackey, A., & Gass, S. M. (2016). Second Language Research: Methodology and Design. Routledge.
Mahmoudi, F., et al. (2016). Application of Process Evaluation in Primary Schools (Case Study of Education of Mameghan). Journal of Education and Evaluation, 9(34), 51-62.
Maroufi, Y., et al. (1989). Qualitative Evaluation of Teaching Quality in Higher Education: A Review of Some Views. Journal of Curriculum Studies, 2(5), 88-112.
Mehrmohammadi, M., et al. Curriculum, Perspectives, Approaches and Outlooks. SAMT Publications.
Naji, S. (2006). A Critique of Research Methods Teaching in the Country's Education System. Journal of Seminary and University, 12(47), 136-155.
Nasr, A. R., et al. Theoretical and Practical Approaches to Curriculum Development in Higher Education. SAMT Publications.
Neuendorf, K. A. (2017). The Content Analysis Guidebook. SAGE Publications.
Polit, D. F., & Beck, C. T. (2004). Nursing Research: Principles and Methods. Lippincott Williams and Wilkins.
Plonsky, L. (2014). Study Quality in Quantitative L2 Research (1990-2010): A Methodological Synthesis and Call for Reform. Modern Language Journal, 98(1), 450-470. https://doi.org/10.1111/j.1540-4781.2014.12058.x
Purpura, J. E., et al. (2015). Improving the Validity of Quantitative Measures in Applied Linguistics Research. Language Learning, 65(S1), 37-75.
Ross, K., & Call-Cummings, M. (2020). Reflections on Failure: Teaching Research Methodology. International Journal of Research and Method in Education, 43(5), 498-511. https://doi.org/10.1080/1743727x.2020.1719060
Sizemore, O. J., & Lewandowski Jr., G. W. (2009). Learning Might Not Equal Liking: Research Methods Course Changes Knowledge but Not Attitudes. Teaching of Psychology, 36(2), 90-95. https://doi.org/10.1080/00986280902739727
Stark, J. S., & Lattuca, L. R. (1997). Shaping the College Curriculum: Academic Plans in Action. Allyn and Bacon.
Sweifach, J. (2014). Group Work Education Today: A Content Analysis of MSW Group Work Course Syllabi. Social Work with Groups, 37(1), 8-22. https://doi.org/10.1080/01609513.2013.816920
Yadegarzadeh, G. (2018). Conceptualization of Higher Education Curriculum. Iranian Encyclopedia of Curriculum.
Yamani Dozi Sorkhabi, M. (2012). Quality in Higher Education. SAMT Publications.
