Conduct a comprehensive search in academic databases to locate at least four recent (published within the last five years) peer-reviewed research articles related to your topic. For article analysis, you may use digital tools such as https://notebooklm.google/
Write a monograph that includes:
A clear and concise statement of the research problem. A justification section explaining why the problem should be addressed (pertinence) and what benefits are expected from the study (relevance). Evidence from your selected articles to support your justification.
Format and submit your monograph:
Save the file as “3.1 Problem Definition.” Submit it in PDF format. Structure your work with an introduction, development, and conclusion. Ensure proper academic writing, spelling, and grammar.
A clear and concise statement of the research problem.
A justification section explaining why the problem should be addressed (pertinence) and what benefits are expected from the study (relevance).
Evidence from your selected articles to support your justification.
Structure your work with an introduction, development, and conclusion.Write a clear and concise statement of the central problem to be addressed in your research.
Formulate a research question that is directly relevant to and coherent with the central problem.
Establish at least three specific objectives that break down the central problem into clearly defined and manageable components.
Propose a hypothesis that is explicit, precise, and logically aligned with the research question.
Organize your work into a table with the following columns:
Central Problem Research Question Specific Objectives Hypothesis
Remember that for analyzing texts and resources, you can use digital tools such as https://notebooklm.google.
Describe the phases of the research project, from the formulation of the problem to the interpretation of the results.
Specify whether the study will follow a qualitative, quantitative, or mixed-methods approach, and indicate the research paradigm (positivist, interpretivist, critical, etc.).
Identify the type of study (descriptive, experimental, correlational, etc.) and explain its relevance to the research problem.
Select the data collection methods (e.g., surveys, interviews, observations, document analysis).
Specify the data analysis methods to be used (e.g., statistical analysis, content analysis).
Provide a brief written justification for the choice of each methodological design component, linking it to the research problem and questions.
Organize the information into a diagram that clearly visualizes the study phases, approach and paradigm, type of study, data collection methods, data analysis methods, and the justification.
You may use digital tools such as https://prezi.com/ to create your diagram.
Save the file as “3.3 Methodological Design” in PDF format including the diagram and written justifications. Ensure proper academic writing, spelling, and grammar.
Deliverable:
Diagram with written justification
THE PHASE OF MY PROJECTA ARE
Using the current progress of your research project, answer the following guiding questions:
What type of data is expected to be obtained with the selected methodology? How will these results answer the research question? Is there evidence in prior research that supports these possible results? How are these results related to the objectives of the study?
Identify and formulate the expected results according to their theme and research objectives.
Organize the results in a key diagram, starting with the most general results and subdividing them into specific results.
You may use digital tools such as:
https://miro.com/ https://www.lucidchart.com/pages/ https://coggle.it/
Prepare your work in a document titled “3.4 Expected Results – Key Diagram”, ensuring that spelling, grammar, and academic style are correct. Include a brief cover page identifying the work.
Save the document in PDF format and submit it before the deadline.
Using the current progress of your research project, answer the following guiding questions:
What type of data is expected to be obtained with the selected methodology?
How will these results answer the research question?
Is there evidence in prior research that supports these possible results?
How are these results related to the objectives of the study?
What type of data is expected to be obtained with the selected methodology?
How will these results answer the research question?
Is there evidence in prior research that supports these possible results?
Identify the keywords of your research project. You may extract them from your hypothesis, research question, and objectives.
Based on these key terms, select a minimum of four research articles relevant to your topic. Ensure that they are credible and pertinent sources, and identify their main ideas. You may use analysis tools such as https://notebooklm.google.com/?authuser=1
Create a visual presentation that includes:
Title of the presentation, your name, and the date. A list of the selected articles, including: author(s), year of publication, article title, journal name, volume, issue, and page range. A justification for selecting these articles, explaining why they are relevant to your research and what they contribute to the topic. Definitions of the key terms that will be used in your research and that are essential for understanding the topic. Properly formatted in-text citations and references in accordance with APA 7th edition guidelines, including examples of how citations would appear both in-text and in the reference list.
Title of the presentation, your name, and the date.
A list of the selected articles, including: author(s), year of publication, article title, journal name, volume, issue, and page range.
A justification for selecting these articles, explaining why they are relevant to your research and what they contribute to the topic.
Definitions of the key terms that will be used in your research and that are essential for understanding the topic.
Properly formatted in-text citations and references in accordance with APA 7th edition guidelines, including examples of how citations would appear both in-text and in the reference list.3.5 REFERENCES AND KEY TERMS – DIGITAL PRESENTATION CONTENT Title Slide
Conceptual Framework: Vocabulary Retention in ESL Learners 3.5 Activity – References and Key Terms Student: Ernesto Bruno Jr. Date: _____________________ Course: Educational Research
SLIDE 1 — Selected Research Articles (APA 7th Reference List) Article 1
Webb, S., & Nation, P. (2022). How vocabulary is learned: Reexamining input, repetition, and retention. Language Teaching Research, 26(2), 147–165.
Article 2
Hulstijn, J. H., & Laufer, B. (2020). Cognitive involvement in vocabulary learning: Levels of processing revisited. Studies in Second Language Acquisition, 42(3), 599–621.
Article 3
Alharbi, M. A. (2021). The role of vocabulary learning strategies in enhancing EFL learners’ vocabulary retention. Journal of Language Teaching and Research, 12(3), 450–459.
Article 4
Soyoof, A., Reynolds, B. L., & Roshan, S. (2023). Game-based language learning and vocabulary retention: A systematic review. Computer Assisted Language Learning, 36(4), 902–925.
SLIDE 2 — Justification for Article Selection Why These Articles?
Offers a theoretical foundation on vocabulary input, repetition, and memory mechanisms.
Essential for explaining why some instructional methods lead to low retention.
Provides a cognitive framework (Involvement Load Hypothesis) explaining deeper learning processes.
Supports your hypothesis that cognitively engaging tasks improve retention.
Explores the effectiveness of strategy-based instruction on long-term vocabulary learning.
Highly relevant to your experimental group.
Shows how motivational, interactive, and game-based strategies increase retention.
Supports integration of meaningful engagement and strategy use.
These articles collectively create a strong conceptual foundation to justify your methodological decisions and your expected results.
SLIDE 3 — Key Terms for the Conceptual Framework Vocabulary Retention
The ability of learners to store newly acquired words in long-term memory and retrieve them accurately over time.
Cognitive Engagement / Involvement Load
The depth of mental processing required during learning tasks; high involvement results in stronger vocabulary retention. (Hulstijn & Laufer, 2020)
Strategy-Based Instruction
Teaching methods that explicitly train learners to use memory, metacognitive, and contextual strategies when encountering vocabulary. (Alharbi, 2021)
Deep Processing
Using elaboration, inference, and contextualization to strengthen memory traces of new vocabulary.
Input Frequency
The number of meaningful exposures learners receive to a vocabulary item; greater exposure predicts better retention. (Webb & Nation, 2022)
Game-Based Learning
The use of competitive, interactive, or gamified tasks to increase motivation and reinforce vocabulary acquisition. (Soyoof et al., 2023)
SLIDE 4 — Definitions of Key Conceptual Framework Components 1. Instructional Approaches
Traditional Instruction: Teacher-centered, focusing on memorization or isolated practice.
Cognitively Engaging Instruction: Centers on tasks that require deeper processing, personalization, and active participation.
Short-Term: Immediate recall after instruction.
Long-Term: Ability to remember and use vocabulary weeks later (critical for your delayed posttest).
Embedding vocabulary in authentic sentences, stories, or communicative tasks that promote understanding.
SLIDE 5 — In-Text Citation Examples (APA 7th) Parenthetical Citations
Vocabulary retention improves with deeper cognitive engagement (Hulstijn & Laufer, 2020).
Repeated exposure significantly increases learning (Webb & Nation, 2022).
Narrative Citations
Alharbi (2021) explains that strategy-based instruction fosters long-term retention.
According to Soyoof et al. (2023), game-based learning increases motivation and vocabulary outcomes.
SLIDE 6 — Full Reference List (APA 7th)
Webb, S., & Nation, P. (2022). How vocabulary is learned: Reexamining input, repetition, and retention. Language Teaching Research, 26(2), 147–165.
Hulstijn, J. H., & Laufer, B. (2020). Cognitive involvement in vocabulary learning: Levels of processing revisited. Studies in Second Language Acquisition, 42(3), 599–621.
Alharbi, M. A. (2021). The role of vocabulary learning strategies in enhancing EFL learners’ vocabulary retention. Journal of Language Teaching and Research, 12(3), 450–459.
Soyoof, A., Reynolds, B. L., & Roshan, S. (2023). Game-based language learning and vocabulary retention: A systematic review. Computer Assisted Language Learning, 36(4), 902–925.
SLIDE 7 — Contribution to the Conceptual Framework These articles collectively support your framework by:
Defining how vocabulary is learned (input, repetition, memory).
Explaining why learners forget words (low involvement, limited strategies).
Demonstrating what improves retention (strategy use, cognitive involvement, gamified engagement).
Connecting theoretical constructs to your research variables (instruction type → retention outcomes).
Your conceptual framework therefore stands on three pillars:
Cognitive Processing Theory (Hulstijn & Laufer)
Input and Repetition Theory (Webb & Nation)
Strategy and Motivation Theories (Alharbi; Soyoof et al.)
SLIDE 8 — Closing and Acknowledgments
This conceptual framework guides the interpretation of results, informs methodological choices, and defines key constructs in the study of vocabulary retention among ESL learners.
4.0 Integrative Activity Research Protocol
Title: Concisely state the research topic and the researcher’s perspective on the object of study.
Statement of the Problem: Clearly define the problem to be addressed in the research.
Research Question: Formulate the central question guiding the study.
Hypothesis: Present a clear and testable hypothesis that addresses the research question.
Objectives: Include both the general objective and the specific objectives you aim to achieve.
Justification: Explain the relevance (why) and pertinence (for what purpose) of the study within the educational context.
Methodological Design: Describe the research approach (qualitative, quantitative, or mixed), paradigm (positivist, interpretive, critical, etc.), type of study (exploratory, descriptive, explanatory), and method (experimental, correlational, case study, etc.).
Conceptual Framework: Define the key concepts supporting the research and explain their relationship to the problem.
Expected Results: Indicate the anticipated findings and their possible contributions to the field.
References: Include all consulted sources formatted according to APA 7th edition guidelines.
Title: Concisely state the research topic and the researcher’s perspective on the object of study.
Statement of the Problem: Clearly define the problem to be addressed in the research.Research Question: Formulate the central question guiding the study.
Hypothesis: Present a clear and testable hypothesis that addresses the research question.
Title: Concisely state the research topic and the researcher’s perspective on the object of study.
Statement of the Problem: Clearly define the problem to be addressed in the research.
Research Question: Formulate the central question guiding the study.
Hypothesis: Present a clear and testable hypothesis that addresses the research question.
Objectives: Include both the general objective and the specific objectives you aim to achieve.
Justification: Explain the relevance (why) and pertinence (for what purpose) of the study within the educational context.
Methodological Design: Describe the research approach (qualitative, quantitative, or mixed), paradigm (positivist, interpretive, critical, etc.), type of study (exploratory, descriptive, explanatory), and method (experimental, correlational, case study, etc.).
Conceptual Framework: Define the key concepts supporting the research and explain their relationship to the problem.
Expected Results: Indicate the anticipated findings and their possible contributions to the field.
References: Include all consulted sources formatted according to APA 7th edition guidelines.
References: Include all consulted sources formatted according to APA 7th edition guidelines.Here is the clear roadmap for your course Educational Research Methodology and exactly where your big paper (the final Research Protocol) begins, and how all previous assignments connect to it.
✅ Where does your paper start?
Your final paper starts in Unit 3 — Activity 3.1: Problem Definition. This is the foundation of the entire Research Protocol.
Everything before Unit 3 is preparation. Everything after Unit 3 builds on your Problem Definition.
🧱 Structure: How your Research Protocol is built
Think of the entire course like building a house:
UNIT 1 → Foundations: Understanding research
1.1 Research Approaches → helps you choose if your study is qualitative / quantitative / mixed methods
1.2 Types and Scope of Research → quiz confirms your basic theory
1.3 Importance of Educational Research → prepares your justification
These do not yet start your paper — they are conceptual.
UNIT 2 → Materials: Finding academic sources
This unit prepares the LITERATURE for your Research Protocol:
2.1 Databases Forum → where to search (ERIC, Scopus, WoS, etc.)
2.2 Peer-Reviewed Journals → guarantees your sources are high quality
2.3 Information Selection → selecting relevant studies
2.4 Academic Plagiarism, Citations, References → APA 7 formatting skills
These activities give you the articles and APA references for your final paper. But your paper still hasn’t started.
🚀 UNIT 3 → NOW your paper begins
This is where you start writing the actual Research Protocol, step by step.
Your paper starts here:
✔ 3.1 Activity: Problem Definition — This is the FIRST PAGE of your paper
This is your real starting point.
Here you write:
The topic (e.g., gamification, English reading comprehension, student anxiety, etc.)
The problem observed
The context (school, learners, level)
Why this problem matters (justification)
What research gap exists
This becomes Section 1 of your final Research Protocol.
✔ 3.2 Research Questions, Objectives, and Hypothesis
This becomes Section 2 of your paper.
You build directly from the problem:
3–4 research questions
General + specific objectives
Hypothesis (if quantitative)
✔ 3.3 Methodological Design
This becomes Section 3 of your paper.
You choose:
Research approach
Research type
Population and sample
Instruments
Procedure
Analysis plan
✔ 3.4 Expected Results
This becomes Section 4.
You explain:
What results you expect
Why those results matter
How this impacts education
✔ 3.5 Conceptual Framework References
This becomes Section 5.
Here you insert:
Concepts
Definitions
Theoretical models
APA references from Unit 2
🎓 FINAL: Integrative Activity – Research Protocol (15%)
This is your full paper.
👉 You simply combine Sections 1–5 from Activities 3.1 to 3.5 into one complete, clean, polished research protocol.
Nothing new — you are just integrating.
📌 SUMMARY — EXACT STARTING POINT
Your research paper officially starts at:
🟩 3.1 Activity: Problem Definition
Everything before that is theory. Everything after that is writing.
⭐ If you want, I can help you RIGHT NOW with:
✅ Writing your Problem Definition ✅ Choosing a topic ✅ Creating your Research Questions ✅ Drafting your entire Research Protocol — exactly how your university expects it
Just tell me:
“My topic is ______. Let’s start with 3.1.”
I’ll build the whole paper with you step-by-step.