You are going to prepare a draft outline for a qualitative research project. This task is meant to help you practice planning a study that uses questionnaire, interview, and observation as instruments. The outline will later be refined through peer and lecturer feedback.

1. General Guidelines

• Your research must be qualitative.
• Your data collection instruments are limited to questionnaire, interview, and observation.
• Your topic should be related to English Language Education, focusing on teaching, learning, curriculum, models, media, or strategies.
• You will choose one topic from the provided list (grouped into five main categories), and then create 4 different styles of title for it.
• Before drafting your outline, you should also look at least 1–2 published journal articles with a similar theme as your chosen topic. These articles will serve as references and inspiration for your own study. To make it easier, please click and read the following sample articles: https://drive.google.com/drive/folders/1IJwHOz3VBkT2kFMJi9hPBOm7LfURCj93?usp=sharing

2. Choose the topic

Select one topic from the list below. The topics are divided into five main categories:

A. Teachers’ Challenges

1 . Challenges in implementing Kurikulum Merdeka in English teaching.
2. Difficulties teachers face in using digital media for academic writing instruction.
3. Barriers to applying Problems-based Learning in English lessons.
4. Challenges in integrating technology into speaking or writing activities.

B. Students’ Needs

5. Students’ needs for digital tools in English learning.
6. Students’ target needs in writing courses.
7. Students’ needs for teacher support in English for Specific Purposes.

C. Problems and Solutions

8. Problems in online English learning and suggested solutions.
9. Common difficulties in speaking
10. Barriers to collaboration in group writing projects and solutions.

D. Teachers’ Perceptions

11. Teachers’ perceptions of using multimodal texts in writing classes.
12. Teachers’ perceptions of integrating AI tools in English learning.
13. Teachers’ perceptions of online vs. face-to-face writing instruction.
14. Teachers’ voices on the implementation of Kurikulum Merdeka in English teaching.
15. Teachers’ voices on integrating 21st-century skills in English classes.

E. Students’ perceptions

16. Students’ perceptions of the usefulness of feedback in academic writing.
17. Students’ perceptions of learning English through social media platforms.
18. Students’ perceptions of learning English through social media platforms.
19. Students’ voices on using AI tools (e.g., ChatGPT) for English writing.
20. Students’ voices on online collaboration platforms (e.g., Google Docs, Padlet) for English writing projects.

3. Develop Four Title Styles

For the chosen topic, write four versions of your title: Descriptive title, Declarative title, Interrogative title, and Compound Title

4. Fill in the Draft Outline

After completing their draft research outline in Worksheet 3.3, students will enter the refining stage. In this phase, students exchange their draft outlines with peers and provide constructive comments. The purpose is to help each student identify strengths, weaknesses, and areas for improvement in their outline. Peer comments serve as a reflection tool, allowing students to see how their work is understood by others, while lecturer feedback provides additional academic guidance. This process mirrors the real practice of academic publishing, where manuscripts are refined through peer review before submission to journals.

In this stage, students are asked to:

1. Read a peer’s outline carefully and provide at least three comments: one on clarity, one on coherence, and one on alignment with the target journal.
2. Receive feedback from peers and reflect on which suggestions they will apply to improve their draft.
3. Revise their draft research outline based on both peer and lecturer comments, producing a refined version for further development.