Research Article
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Keystones of research: epistemological and ontological analysis of educational studies

Year 2017, Volume: 6 Issue: 4, 294 - 301, 30.12.2017

Abstract











In educational research, it is vital
for researchers to have an underlying philosophy and to shape their studies in
the borders of a framework. Epistemological and ontological views of the
researchers are the key factors affecting the process of research design.
Researchers’ perceptions about knowledge
and reality are important not only in
shaping their research but also reporting the way they use in their research
paper. Therefore, this study is designed as an in-depth epistemological and
ontological analysis of three selected studies based upon the English Language
Teaching classes. For the analysis part, especially the table (see Appendix) reporting
different research approaches with different epistemological and ontological
views by Guba and Lincoln (1994) were employed. The conclusion drawn from the
analysis of these three studies indicate that researchers conduct their studies
by basing on one framework or theoretical approach, which best suits for the
nature of their research in accordance with the aim of the inquiry.



References

  • Allison, P., & Pomeroy, E. (2000). How shall we “know?” Epistemological concerns in research in experiential education. Journal of Experiential Education, 23(2), 91-98. Allison, P. (2000). Research from the ground up post expedition adjustment. Cumbria, UK: Brathay Hall. Berger, P. L., & Luckmann, T. (1991). The social construction of reality: A treatise in the sociology of knowledge (No. 10). Penguin UK. Boyatzis, C. J. (1997). Of Power Rangers and V-Chips. Young Children, 52(7), 74-79. Forman, R. (2014). How local teachers respond to the culture and language of a global English as a foreign language textbook. Language, Culture and Curriculum, 27(1), 72-88. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of qualitative research, 2 (163-194), 109. Horwitz, E. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: A review of BALLI studies. System, 27,557-576. Kincheloe, J. L., & McLaren, P. (2002). Rethinking critical theory and qualitative research. Ethnography and schools: Qualitative approaches to the study of education, 87-138. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and teacher education, 21(8), 899-916. Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning?. Language learning, 49(3), 377-415. Myers, M. D. (1997). Qualitative research in information systems. Management Information Systems Quarterly, 21(2), 241-242. O'malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge university press. Phillips, D. C., & Burbules, N. C. (2000). Postpositivism and educational research. Rowman & Littlefield. Rifkin, B. (2000). Revising beliefs about foreign language learning. Foreign Language Annals, 33, 394-420. Strauss, A., & Corbin, J. (1990). Basics of qualitative research (Vol. 15). Newbury Park, CA: Sage. Tanaka, K. (1999). The development of an instrument to investigate learners’ beliefs about language learning. Unpublished seminar paper, Department of Applied Language Studies and Linguistics, University of Auckland.
Year 2017, Volume: 6 Issue: 4, 294 - 301, 30.12.2017

Abstract

References

  • Allison, P., & Pomeroy, E. (2000). How shall we “know?” Epistemological concerns in research in experiential education. Journal of Experiential Education, 23(2), 91-98. Allison, P. (2000). Research from the ground up post expedition adjustment. Cumbria, UK: Brathay Hall. Berger, P. L., & Luckmann, T. (1991). The social construction of reality: A treatise in the sociology of knowledge (No. 10). Penguin UK. Boyatzis, C. J. (1997). Of Power Rangers and V-Chips. Young Children, 52(7), 74-79. Forman, R. (2014). How local teachers respond to the culture and language of a global English as a foreign language textbook. Language, Culture and Curriculum, 27(1), 72-88. Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. Handbook of qualitative research, 2 (163-194), 109. Horwitz, E. (1999). Cultural and situational influences on foreign language learners’ beliefs about language learning: A review of BALLI studies. System, 27,557-576. Kincheloe, J. L., & McLaren, P. (2002). Rethinking critical theory and qualitative research. Ethnography and schools: Qualitative approaches to the study of education, 87-138. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and teacher education, 21(8), 899-916. Mori, Y. (1999). Epistemological beliefs and language learning beliefs: What do language learners believe about their learning?. Language learning, 49(3), 377-415. Myers, M. D. (1997). Qualitative research in information systems. Management Information Systems Quarterly, 21(2), 241-242. O'malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge university press. Phillips, D. C., & Burbules, N. C. (2000). Postpositivism and educational research. Rowman & Littlefield. Rifkin, B. (2000). Revising beliefs about foreign language learning. Foreign Language Annals, 33, 394-420. Strauss, A., & Corbin, J. (1990). Basics of qualitative research (Vol. 15). Newbury Park, CA: Sage. Tanaka, K. (1999). The development of an instrument to investigate learners’ beliefs about language learning. Unpublished seminar paper, Department of Applied Language Studies and Linguistics, University of Auckland.
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Details

Journal Section ELT Research Journal
Authors

Kübra Keser

Dinçay Köksal

Publication Date December 30, 2017
Submission Date December 1, 2017
Published in Issue Year 2017 Volume: 6 Issue: 4

Cite

APA Keser, K., & Köksal, D. (2017). Keystones of research: epistemological and ontological analysis of educational studies. ELT Research Journal, 6(4), 294-301.