RESEARCH ON YOUNG LEARNERS: ADVANCING UNDERGRADUATE STUDENTS’ RESEARCH EXPERIENCE
Abstract
Research for young learners has been receiving considerable attention from the respective world
education institutions due to its increasing importance for teaching demands. As a result, the
research has taken enormous strides over the past few decades, which has had its significance
implications for the teaching of young learners. This article thus far discusses the nature of
research in the area of young learners and then goes on to discuss its characterists, current
trends, and process of research in the area of young learners. Next, it concludes with the
research method that most commonly carried out by undergraduate students in their field of
study.
Keywords
Full Text:
PDF
DOI: https://doi.org/10.15548/alawlad.v7i1.417
Abstract views : 135 times 
PDF : 166 times
References
Aivazoglou, E., & Griva, E. (2014). Reading
Skills and Strategies: Assessing Primary
School Students‘ Awareness in L1 and
EFL Strategy Use. International
Journal of Applied Linguistics and
English Literature, 3(5), 239–250.
Bae, J. (2007). Development of English Skills
Need Not Suffer as a Result of
Immersion: Grades 1 and 2 Writing
Assessment in a Korean/English TwoWay
Immersion Program. Language
Learning, 57(2), 299–332.
Beckman, M., & Hensel, N. (2009). Making
explicit the implicit: Defining
undergraduate research. CUR Quarterly,
(4), 40–44.
Botting, N., Faragher, B., Simkin, Z., Knox, E.,
& Conti-Ramsden, G. (2001).
Predicting pathways of specific
language impairment: What
differentiates good and poor outcome?
Journal of Child Psychology and
Psychiatry, 42(8), 1013–1020.
Butler, Y. G., & Lee, J. (2006). On-Task
Versus Off-Task Self-Assessments
Among Korean Elementary School
Students Studying English. The Modern
Language Journal, 90(4), 506–518.
Coppock, V. (2011). Children as peer
researchers: Reflections on a journey of
mutual discovery. Children & Society,
(6), 435–446.
Creswell, J. W. (2008). Educational research
planning, conducting, and evaluating
qualitative and inquiry and research.
New Jersey: Pearson International
Edition.
Drew, I. (2009). Using the early years literacy
programme in primary EFL Norwegian
classrooms. Early Learning of Modern
Foreign Languages: Processes and
Outcomes, 108–120.
Echeverri, C. J., Beachy, P. A., Baum, B.,
Boutros, M., Buchholz, F., Chanda, S.
K., … others. (2006). Minimizing the
risk of reporting false positives in largescale
RNAi screens. Nature Methods,
(10), 777–779.
Enever, J., Szpotowicz, M., & Mihaljevic
Djigunovic, J. (2009). Early language
learning in Europe (ELLiE): a
multinational, longitudinal study.
Fraenkel, J. R., & Wallen, N. E. (2006). How to
design and evaluate research in
education . Boston: TheMcGraw-Hill
Companies. Inc.
García-Carbonell, A., Rising, B., Montero, B.,
& Watts, F. (2001). Simulation/gaming
and the acquisition of communicative
competence in another language.
Simulation & Gaming, 32(4), 481–491.
Gardner, S. F., & Yaacob, A. (2007).
Researcher-initiated role play and third
space discourses. Unpublished Paper.
University of Warwick. Cited in Pinter,
A.(2011). Children Learning Second
Languages. Basingstoke: Palgrave
Macmillan, 132–133.
Gay, L. R., & Airasian, P. (2000). Educational
research: Competencies for analysisand experience. New Jersey: PrenticeHall.
Gay, L. R., & Airasian, P. (2003). Educational
research: Consequences for analysis
and applications. Upper Saddle River,
NJ: Pearson.
Goh, C., & Taib, Y. (2006). Metacognitive
instruction in listening for young
learners. ELT Journal, 60(3), 222–232.
Retrieved from
http://eltj.oxfordjournals.org/content/60/
/222.short
Harley, B. (1998). The role of focus-on-form
tasks in promoting child L2 acquisition.
Focus on Form in Classroom Second
Language Acquisition, 156–174.
Heining–Boynton, A. L., & Haitema, T. (2007).
A ten-year chronicle of student attitudes
toward foreign language in the
elementary school. The Modern
Language Journal, 91(2), 149–168.
Johnson, A. P. (2005). A short guide to action
research. Pearson/Allyn and Bacon
Boston.
Johnson, B. (2001). Toward a new
classification of nonexperimental
quantitative research. Educational
Researcher, 30(2), 3–13.
Karn, S. K. (2007). Current trends in ELT
around the globe. Journal of NELTA,
(1), 60–66. Retrieved from
http://www.nelta.org.np/uploads/images
/files/Nelta%20Journal/2007.pdf#page=
Kemmis, S., & McTaggart, R. (1988). The
action research reader. Geelong.
Victoria: Deakin University Press.
Kuchah, K., & Pinter, A. (2012). ―Was this an
interview?‖Breaking the power barrier
in adult-child interviews in an Africancontext. Issues in Educational Research,
(3), 283–297.
Kuh, G. D. (2008). Excerpt from high-impact
educational practices: What they are,
who has access to them, and why they
matter. Association of American
Colleges and Universities.
Lopatto, D. (2006). Undergraduate research as
a catalyst for liberal learning. Peer
Review, 8(1), 22–25.
Lopatto, D. (2010). Undergraduate research as
a high-impact student experience. Peer
Review, 12(2), 27. Magliano, J. P., &
Millis, K. K. (2003). Assessing reading
skill with a think-aloud procedure and
latent semantic analysis. Cognition and
Instruction, 21(3), 251–283.
Mawhood, L., Howlin, P., & Rutter, M. (2000).
Autism and developmental receptive
language disorder—A comparative
follow-up in early adult life. I:
Cognitive and language outcomes.
Journal of Child Psychology and
Psychiatry, 41(5), 547–559.
McNiff, J. (2013). Action research: Principles
and practice. Routledge.
McNiff, J., & Whitehead, J. (2011). All you
need to know about action research.
Sage Publications.
Mustafa, R. F. (2011). The POE Ms of
educational research: A beginners‘
concise guide. International Education
Studies, 4(3), 23.
Papapavlou, A. N. (1999). Academic
achievement, language proficiency and
socialisation of bilingual children in a
monolingual Greek Cypriot-speaking
school environment. International
Journal of Bilingual Education and
Bilingualism, 2(4), 252–267.
Seymour, E., Hunter, A.-B., Laursen, S. L., &
DeAntoni, T. (2004). Establishing the
benefits of research experiences for
undergraduates in the sciences: First
findings from a three-year study.
Science Education, 88(4), 493–534.
Shak, J., & Gardner, S. (2008). Young learner
perspectives on four focus-on-form
tasks. Language Teaching Research,
(3), 387–408.
Tagoilelagi-LeotaGlynn, F. ‘asaulala,
McNaughton, S., MacDonald, S., &
Farry, S. (2005). Bilingual and
biliteracy development over the
transition to school. International
Journal of Bilingual Education and
Bilingualism, 8(5), 455–479.
Toloa, M., McNaughton, S., & Lai, M. (2009).
Biliteracy and language development in
Samoan bilingual classrooms: The
effects of increasing English reading
comprehension. International Journal
of Bilingual Education and
Bilingualism, 12(5), 513–531. 5
Turek, A. (2013). Engaging young learners in
L2 research. LANGUAGE, 5, 32–40.
White, P. R. (1998). Telling media tales: The
news story as rhetoric. University of
Sydney.
Refbacks
- There are currently no refbacks.