Integrating research proposal writing into a postgraduate research method course: what does it tell us?

ABSTRACT

Due to the challenging nature of research method learning among postgraduates, the present study reports integration of research proposal writing into a master research method course. Specifically, the study explores the practices and views of 10 postgraduates joining applied linguistics in a Malaysian university over an academic semester. Qualitative analyses of (1) instructor-learner interactions in the seminars, (2) online interactions over their drafts of proposals and (3) follow-up interviews were used. The findings revealed that the students engaged in several practices in which they worked through the challenges in research proposal writing: topic selection, searching and reading about their topics, selecting research methods, writing the first drafts, seeking support from the instructor and revising their proposals. The follow-up interviews revealed students views on research proposal writing as a good experience, a means to reflect on research method learning and a way to become familiar and raise their interests and self-confidence about research. The pedagogical implication of the findings is that assigning research proposal writing to postgraduates is useful for teaching and learning of research method courses, especially when it is augmented with instructor’s support and guidance.

KEYWORDS:

• Research methods
• research proposal writing
• instructional scaffolding
• postgraduates

Acknowledgements

We should thank the postgraduates who participated in this study. We also extend our gratitude to those who have helped in coding the data.

Disclosure statement

No potential conflict of interest was reported by the author(s).