T 5.1 Brainstorming (YIELD)

At this stage, students work individually to explore provided research instruments, including a sample questionnaire and a structured interview guide. The purpose of this activity is to help students understand how these instruments are designed to align with specific research objectives and how they are typically reported in the Method section of academic articles.

Students first examine the provided instruments carefully, paying attention to:

• The structure and organization of items or questions.
• The wording used to ensure clarity and avoid bias.
• How each item or question is linked to research objectives.

After studying the examples, students then develop their own instruments:

• Interview questions (at least 5–7) that are open-ended, clear, and directly connected to their research objectives.
• Questionnaire items (8–10) that can be closed-ended (e.g., Likert scale) or open-ended, aligned with the focus of their study, and easy to understand for respondents.

Worksheet 5.1 Developing Research Instruments

Instructions:

1. Study the provided instruments below.

The following example represents a set of research instruments adapted for a study entitled “Research Instruments: Students’ Voices on Digital Tools in Writing.” These instruments were designed to collect data from students using three approaches: a Likert-scale questionnaire, semi-structured interviews, and classroom observations. The questionnaire aims to explore students’ voices regarding the use of digital tools in writing, while the interview guide provides deeper insights into their experiences and challenges. The observation sheet is included to triangulate the findings by documenting how digital tools are applied in real classroom settings.

 a. Questionnaire (Likert Scale)

Theme: Students’ Perceptions of Digital Tools in Writing

Scale: 1 = Strongly Disagree, 2 = Disagree,  3 = Agree, 4 = Strongly Agree

1.     Digital tools (e.g., Google Docs, Grammarly) help me organize my writing better.
2.     Using digital tools makes it easier to revise my writing.
3.     I feel more motivated to write when I use digital tools.
4.     Digital tools improve the accuracy of my grammar and vocabulary.
5.     I can collaborate more effectively with peers through digital platforms.
6.     Feedback received through digital tools is useful for improving my writing.
7.     I can access more resources and references through online tools.
8.     Digital tools save time in the writing process.
9.     I feel more confident in my writing when I use digital tools.
10. Digital platforms encourage me to write more frequently.
11. I find it easy to learn new digital writing tools.
12. Digital tools make writing tasks more enjoyable.
13. I believe digital tools are essential in academic writing today.
14. Using digital tools enhances my creativity in writing.
15. I prefer using digital tools over traditional pen-and-paper methods.
16. Digital tools allow me to track my progress in writing.
17. I feel more independent in learning when I use digital tools.
18. Digital tools make peer-review activities more effective.
19. I experience fewer difficulties in writing assignments with digital tools.
20. I would like teachers to integrate more digital tools in writing courses.

b. Interview Guide (Semi-Structured)

Theme: Students’ Voices on Digital Tools in Writing

1.     What digital tools do you usually use in writing tasks?
2.     How do these tools help you in developing your academic writing?
3.     Can you describe any challenges you face when using digital tools for writing?
4.     How do digital tools affect your motivation and confidence in writing?
5.     Do you think digital tools make collaboration with peers easier? Why or why not?
6.     In what ways do digital tools influence the quality of your writing?
7.     What kind of support do you expect from lecturers regarding the use of digital tools?
8.     How would you like to see digital tools integrated in future writing courses?

 c. Observation Sheet

Theme: Classroom Observation on the Use of Digital Tools in Writing

 2. Based on the sample instruments provided, develop your own data collection tools:

1. Interview Questions – Create 5–7 open-ended questions that are clear, easy to understand, and directly linked to your research objectives.
2. Questionnaire Items – Design 8–10 items (Likert-scale) that are simple and relevant to your study focus.
3. Observation Checklist – Prepare 4–6 aspects to observe in classroom or learning settings. Each aspect should include indicators that reflect your research objectives.

T 5.2 Individual Exploration (YIELD)

At this stage, students work individually to develop and write their own Method section for their research project. Using the sample Method section from a reputable journal and the provided research instruments (questionnaire and interview guide) as references, students are asked to:

1. Identify the key elements to include in their Method section, such as research design, participants, instruments, and procedures.
   
2. Ensure that the description of instruments (questionnaire and interview guide) aligns with their research objectives.
   
3. Write their Method section in a clear and replicable manner, paying attention to academic style, tense, and voice commonly used in Method sections.
   
4. Integrate any additional methodological details relevant to their study, such as ethical considerations or data analysis procedures.
   

At this stage, you will develop and write the draft of your own Method section based on the research objectives and research questions you formulated in the previous stages.

Before writing your own Introduction section, it is important to first read examples from reputable journals to see how experienced authors begin their research articles. By examining these samples, you will learn how background information is introduced, how research gaps are highlighted, and how research aims are presented in a clear and logical flow. This activity will help you understand the structure and style expected in academic writing, providing a model to guide you when developing your own Introduction. To begin, please read the two sample Introduction sections provided below.

Worksheet 5.2 Writing a Clear and Organized Method Section

Instructions 

• Write each part of your Method section in the Student Work column.
• Follow Swales’ move for each section to keep it clear and organized
• Use the Guidance / Prompts to make sure your writing matches your research objectives and questions.
• Add any references (APA 7th) that support your methods or instruments.
• Complete the following table:

The outcome of this activity is an initial draft of the Method section that will later be refined in the Sharing and Discussion stage (T 5.3) through peer and lecturer feedback.

T 5.3 Sharing and Discussion (TRANSFORM & HONE)

At this stage, students exchange their draft Method sections with peers for review and feedback. This activity allows them to reflect on their writing, identify strengths and weaknesses, and improve clarity, coherence, and alignment with research objectives.

During this stage, students are asked to:

1. Read a peer’s Method draft carefully and provide constructive feedback, including:
   • Clarity of each section (research design, participants, instruments, procedure, data analysis)
   • Coherence and logical flow of information
   • Alignment with the research objectives and research questions
   • Accuracy of references and adherence to APA 7th style
   • Language, grammar, and academic writing style
2. Receive feedback from peers and reflect on which suggestions they will apply to improve their own draft.
3. Discuss observations with the class under the guidance of the lecturer to clarify common issues and exemplary practices.

Worksheet 5.3 Peer Review for Method Section

Instructions:

1. Exchange your draft Method section with a peer.
2. Read your peer’s draft carefully and provide constructive feedback.
3. Focus on: clarity, coherence, alignment with research objectives/research questions, APA references, and language/grammar.
4. Use the table below to record your feedback.

The outcome of this stage is a set of peer-reviewed suggestions that students can use to revise and refine their Method section in the next stage (T 5.4 Drafting and Refining).

T 5.4 Drafting and Refining (TRANSFORM & HONE)

At this stage, students revise and refine their Method section draft based on feedback received from peers and the lecturer during the previous Sharing and Discussion (T 5.3). This stage emphasizes improving clarity, coherence, alignment with research objectives, and adherence to academic writing standards.