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Chapter III

Research Methodology

3.1 Introduction

This Chapter is to present about the methods of investigation of the present

research. The Chapter starts with research design where research design is explained.

Next, sampling rationales and selection of the sample are presented. Profile of the

students and institution are given in the next section. This is followed by methods of data

collection and tools of data collection. Procedure and framework analysis are given in

the next sections.

3.2 Research Design

The aim of the present research is to find out the English vocabulary stock of

engineering students. After a careful study of the previous literature the investigator

selected survey method and testing procedure to get answers to the research questions

regarding vocabulary stock. In the survey method, it is possible to collect information

about the students and their vocabulary stock. The survey method is broadly applicable to

problems in many fields. Its‟ capacity for a wide application and broad coverage gives

the survey technique its great usefulness in the behavioural sciences.

The information that exists as it is, is studied through survey method. Surveys

depend on direct contact with those persons whose characteristics, behaviours or attitudes

are relevant for a specific investigation. The survey method is used when the desired

information can be obtained more easily and less expensively from other sources. In this

method, there is no need to have controlled situation. The researcher is expected to go to

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the field to conduct a survey and that can be about anything. In view of the advantages of

the survey method, the investigator selected the sample survey and testing procedures.

Contrastive linguistics and descriptive linguistics are widely employed in this

study. The vocabulary score obtained by the students are compared and contrasted

between two variables and the various influencing factors are identified. The total score is

described using the principles of descriptive linguistics.

3.3 Sampling and Rationales for Choice of Subjects

The „sample‟ whom researchers actually examine is defined as “a subset of a

population selected from the full set or the entirety of population in accordance with the

research design” (Howitt and Cramer 2000, p. 93; Runyon and Haber 1991, p.7), which is

representative of the whole population” (Dörnyei 2003, pp. 70-71). Kinner and Gray (2000,

p. 2) and Robson (2002, p. 260) view a sample as “a selection of observations (often assumed

to be random) from a reference set, or population of possible observations that might be made”.

All research works, including qualitative research, involve sampling. This is because no study,

whether quantitative, qualitative or both, can include everything: „you cannot study everyone

everywhere doing everything‟ (Miles and Huberman 1994, p. 27). Therefore, the process of

selecting sample known as a subset of members of a population is very important since the

sample is the actual group of the population or people drawn from the total target group who

would be the subject of the research.

A good sample can be represented or generalised to the whole target population. Bell

(1999, p. 126) affirms that the sampling techniques will be employed in order to produce a

sample which is, as far as possible, representative of the population as a whole. That is, a

sample must be a good representative of the target population. Kane (1983, p. 90) indicates


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that the sample has to be similar to the population. If not, the results of the study are useless.

This is consistent with Dörnyei (2003, p. 71) who indicates that a good sample is very similar

to the target population in its most important general characteristics such as age, gender,

ethnicity, educational background, academic capability, social class, socioeconomic status,

etc. Besides, de Vaus (1996, p. 60) indicates that since a sample is obtained by collecting

information about only some members of the population, thus samples can reflect the

populations from which they are drawn with varying degrees of accuracy. In short, the

sample should provide results similar to the entire population studied.

In selecting the sample for an investigation, many points are questioned by novice

researchers, for instance, who the sample shall consist of, or how many people are needed to

survey, or how large the sample should be, or whether or not the subjects are representative,

etc. According to the sample size, Cohen and Manion (1994, p. 89) state, “the correct sample

size depends on the purpose of the study and the nature of the population under scrutiny”. The

sample size is very important because, as Drew (1980); Ferguson (1981); and Runyon and

Haber (1991) affirm, if the sample does not accurately represent the population, interpretations

of the results may not be accurate for individuals other than those actually used as subjects.

Based on the classification of the purposes of research works proposed by Robson

(1993) and Runyon and Haber (1991), the present investigation is broadly classified as an

exploratory research. The researcher has to consider that the sample should not be too big

to be manageable. This means that the research subjects should be the representative of II

year Engineering Students of Tiruppur District. However, Dörnyei (2003, p. 71) points

out, “in most L2 survey research, it is unrealistic or simply not feasible to aim for perfect

representativeness in the psychometric sense”.


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In terms of numbers of subjects used in the investigation, Locke et al. (1998) offer

that the sample should be adequate, not too big or not too small, since it finds out if it is

reasonable to believe that the results of the research would hold for any situation or group

of people. Besides, Bell (1999, p. 126) also suggests that the number of subjects in an

investigation will necessarily depend on the amount of time researchers have.

As mentioned earlier, the present investigation is broadly exploratory, therefore some

crucial factors dealing with the variables for the present investigation are taken into

consideration when selecting the sample, for example, how many subjects should be in

the present investigation, and how to select the research subjects. For the present study

Tiruppur District is purposively selected. 240 sample respondents are selected by using

stratified simple random sampling method from four engineering colleges. The selection

of respondents are made in active consultation with the research supervisor.

The respondents are selected randomly from second year engineering students.

The following table presents the sample distribution of respondents.

Table 3.1

Distribution of Sample Respondents

S.No. Name of the College No. of Respondents

1 EBET Group of Institutions 60

2 Angel College of Engineering 60

3 Jai Sriram College of Engineering 60

4 Professional Group of Institutions 60

Total 240


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3.4 Profile of the Students and Colleges

For the present investigation, second year under graduate engineering students are

selected using ratified simple random sampling method. The students are aged between

18 -21 both male and female students. All the four engineering colleges are self-financing

institutions and affiliated to Anna University of Technology, Coimbatore. All the

colleges have minimum of four under graduate engineering programs. In each class, there

are 60 students on average in certain branches they have 120 students in two classes.

Mixtures of both rural and urban students pursue their studies but majority are from rural

base.

3.5 Methods for Data Collection for the Present Investigation

Robson (1993, p. 290) points out, “There is no rule that says that only one method

must be used in an investigation. Using more than one method in an investigation can

gain substantial advantages, even though it almost inevitably adds to the time investment

required. One important benefit of multiple methods is in the reduction of inappropriate

uncertainty. Using a single method and finding a pretty clear-cut result may delude

investigators into believing that they have found the right answer”. This would suggest

that using more than one method of data collection in a research work is accepted and

will probably be more beneficial.

However, to serve the purpose of their research works, researchers have their own

ways to choose methods of data collection. Creswell (2003, p. 12) indicates, “Individual

researchers have a freedom of choice. They are „free‟ to choose the methods, techniques,

and procedures of research the best meet their needs and purposes.” The key is that


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individual researchers can select the methods of data collection that best suit their

purposes of their investigation. Certainly different methods of data collection can result

in different conclusions of each study.

Since there are different methods of data collection, and each method has its own

advantages and disadvantages; therefore the researchers have to take crucial aspects of

method of data collection into consideration, and justify which method can best suit the

purpose(s) of their studies. Ellis (1994, p. 534) suggests that the use of structured

interviews and questionnaires are methods that have been found to be successful, since

they call for retrospective accounts of the strategies learners employed. Likewise,

O‟Malley and Chamot (1990, p. 88) affirm that questionnaires and guided interviews can

be used to draw out the language learners‟ broadest range of experience for strategy use.

Creswell‟s (2003) study suggested that the sequential procedures of strategies associated

with the mixed methods approach may begin with a qualitative method for exploratory

purposes and followed by a quantitative method with a large sample so that it can

generalize results to a target population. In the present investigation, both quantitative

and qualitative research method are employed.

3.5.1 Primary Data

The primary data are collected from the 240 students who are studying II year

engineering students. The information is gathered through test from the selected students.

Further, the details of their medium of study, family income level, rural and urban

location, admission and etc are collected distributing personal profile sheet.


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3.5.2 Secondary Data

The primary data are supplemented by a spate of secondary sources of data. The

secondary data pertaining to the study is gathered from the Journal Papers. Latest

information is gathered from well-equipped Libraries in EFL University Hyderabad,

British Council Library, Chennai and various University Libraries, and from Internet web

resources. A number of standard books are studied to obtain pertinent literature on

vocabulary research.

3.6 Tools of Data Collection

By virtue of a mass of data obtained from research survey, as well as data from

secondary sources are presented in the present report, descriptive research is considered

most appropriate for the study. The research problems and the questionnaire were all

framed accordingly. The suggestions offered in the final chapter of the present research

report emerged from the inferences drawn from the study of the sample respondents‟

information who study in the research area. The researcher is used Nation's Vocabulary

Levels Tests (2001) to diagnose the vocabulary stock of the students and separate

questionnaire is given to collect students‟ socio demographic details.

In the context of the present investigation, methods for data collection are taken

into consideration, and a multi- method approach known as „triangulation‟ – a mixed

methods for data collection – is selected, and how to analyse data are carefully planned

for the employment. Triangulation, as Allwright and Bailey (1991); Bell (1999); Cohen

and Manion (1994); Merriam (2002); Metz (2000); and Robson (1993; 2002) emphasise,

is the use of two or more methods of data collection to study complex issues and to


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increase valid of research findings. As a result, both qualitative and quantitative methods

for data collection for the present investigation which include one-to-one semi-structured

interviews and Paul Nation‟s (2001) Vocabulary Level Tests.

3.6.1 Discussions and Informal Interviews

In order to know the vocabulary stock of engineering students and recent

developments in vocabulary study, benefits and problems came across by the students;

several rounds of discussion are held with experts in the field of vocabulary, and research

supervisor. English professors of the study area have been interviewed. Sample students

also have been randomly interviewed.

3.6.2. Vocabulary Level Test (VLT)

Paul Nation‟s (2001) Vocabulary Levels Tests are used to gauge students'

receptive and productive vocabulary levels. The receptive vocabulary levels tests consist

of four general vocabulary tests establishing vocabulary levels of 2000, 3000, 5000 and

10,000 words each, and of a special vocabulary test, the test of the Academic Word List

(AWL), determining knowledge of words used frequently in academic writing beyond the

first 2000 words (Coxhead, 2000). According to Nation (1990), the 2000 and 3000-word

levels contain the high-frequency words that all learners need to know to read

unsimplified texts; the 5000-word level represents the upper limit of general high-

frequency vocabulary that is worth spending time on in class; and the 10,000-word level

covers the more common lower-frequency words of English. The AWL consists of 570

word families, i.e., base words and their derivations through prefixation and suffixation.


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It is a list of general academic vocabulary developed to help students in reading their

textbooks and other academic reading material. According to Coxhead (2000), the AWL

covers around 10 percent of the words found in an academic text.

The receptive tests involve word-definition matching. Test takers are required to

match the words to the definitions. The four general vocabulary tests consist of 60 words

and 30 definitions, the AWL test consists of 72 words and 36 definitions, in groups of six

and three respectively, as in the following example from the 2000 word-level test:

1. birth

2. dust --- game

3. operation --- winning

4. row --- being born

5. sport

6. victory

The productive vocabulary levels tests also consist of four general vocabulary

tests of 2000, 3000, 5000, and 10,000 words each, and of another special vocabulary test,

a test based on the University Word List (UWL), a somewhat older academic word list

covering words used frequently in university textbooks beyond the first 5000 words

(Campion & Elley, 1971). The productive tests consist of sentences including a blank.

Test takers are required to write the missing target word in each blank. A variable number

of initial letters are provided for each blank to ensure that only the target word correctly

fits. The productive levels tests consist of 18 items each as in the following example from

the 2000 word-level test.

1 They will restore the house to its orig state.


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3.6.3 Personal Profile Questionnaire

Along with the VLT, personal profile questionnaire is circulated to the students to

collect their personal profile like medium of instruction in school level, locality of school,

civic status, parents‟ education and their occupation, boarding in the college, admission

category to engineering college, and etc.

3.6.4 Rationale for selecting VLT

It is internationally much acclaimed vocabulary test format devised by Dr. Paul

Nation who is an internationally renowned expert in the field of vocabulary, which is not

only being used for diagnostic purpose but also for the placement purpose also. Read (1997)

asserts that the purpose of the VLT is to give classroom teachers a quick, practical way of

profiling their students‟ vocabulary knowledge at the beginning of a course, in order to

provide a basis for planning a vocabulary teaching and learning programme either for the

class as a whole or individual learners within it. Read (1988) found substantial degree of

implicational scaling across the five frequency levels. There are also some evidence of the

effects of learning when the test is administered a second time at the end of a three-month

intensive EAP course. Language testers opine that standardized measures of examining

performance of students will result in more reliable measurement than individual teachers do

in their classroom with varying standards and criteria with unsystematic observation. In the

purview of aforementioned reasons, VLT is employed in the present research.


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3.7 Testing Procedure

3.7.1 Pilot Study

A pilot study is conducted using VLT with a sample of 30 students from a

particular section of students pursuing engineering. The main issue of the pilot study is,

students find the time limit of one hour for each test is insufficient. This is corrected and

the more time is given in the original study.

3.7.2 Test Administration

VLT is administered to the students with prior notice. Objectives and purpose of

the test are elucidated very clearly to get the utmost cooperation from students. Tests are

conducted in the spacious classrooms and test taker comfort is taken care. The researcher

is present during the test and onsite help is also rendered to ensure the quality output of

the test. Necessary details were provided to the students before taking the test. Students

are asked to fill up their responses and asked to verify their answers before submitting the

answer sheets. Adequate care is taken to make the students to give the reliable answers.

The separate personal profile data sheet is circulated to collect students‟ personal profile

information.

3.7.3 Scoring Procedure

After completion of the data collection, all the response sheets are carefully

examined. The personal profile questionnaire and the responses of the subjects on all the

tests are carried over to the tabulation sheets. The responses are converted into numerical

scores with the help of the scoring key for each tests.


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3.7.4 Coding of the Data for Computer Analyses

The data is fed into the computer from the data sheets along with the standard

statistical package and results are obtained through output. The results obtained through

computer analysis are discussed in the next Chapter. The vocabulary stock of the students

is identified on the basis of mean and standard deviation of total sample.

3.8 Approach to the Study of Vocabulary Stock

The difference in the scores achieved by students based on their gender, medium

of study, board of study, location of school, father‟s education, mother‟s education, other

educated persons of the family, financial position of the family, admission quota,

boarding and branch of study etc. are studied by means of Range analysis, Percentages,

Averages, and SD.

3.8.1 Mean, SD, Minimum and Maximum Score

As mentioned above, based on the dependent variables, their mean, SD, minimum

and maximum receptive and productive vocabulary score are calculated to identify the

difference between the two variables.

3.8.2. Range Analysis

With the aim of presenting the students‟ scores in different ranges, the scores

have been divided into four levels that is 0-25% as poor, 26-50 average, 51-75 good,

76-100 very good. It is presented as range analysis.

3.8.3. The Chi-Square Tests

This test is used to determine whether there is a relationship between the two

variables. The test looks at the numbers of observations made in each category, and


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compares this with the number of observations which would be expected if there was no

relationship between the variables, and if differences between the populations in each

category were simply a result of chance (Heyes et al. 1986, p. 50). In the context of the

present investigation, the Chi-Square test is used to determine the significant differences

between vocabulary stock and other variables.

The degree of influence of the following independent variables pertaining to

student‟s vocabulary Stock is studied by applying the Chi-square test.

(i) Respondents‟ Gender

(ii) Respondents‟ Medium of Study

(iii) Respondents‟ Board of Study

(iv) Respondents‟ Location of School

(v) Respondents‟ Admission Category

(vi) Respondents‟ Boarding in College

(vii) Respondents‟ Father‟s Education

(viii) Respondents‟ Mother‟s Education

(ix) Respondent‟s Father‟s Occupation

(x) Respondent‟s Mother‟s Occupation

(xi) Respondents‟ Monthly Income of the Family

(xii) Respondents‟ Engineering Department


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In order to identify the factors influencing the vocabulary level of students of the

study area, a Chi-Square (X2) test is applied and the formula is given below.

Chi–square test (2) =

E

EO 2)(

With Degree of Freedom (D.F.) = (c-1) (r-1) where,

O = Observed frequency,

E = Expected frequency,

c = Number of Columns,

r = Number of Rows.

3.8.4 Pre Test

Paul Nation‟s (2000) Vocabulary Level Tests are used to conduct a test and the

vocabulary mean score is identified in 2000, 3000, 5000, 1000, word levels in both

receptive and productive vocabulary along with University Word list level and Academic

Wordlist Level and the same are presented in the Chapter 5.

3.8.5 Post Test

After employing the activities in the classroom, the post test was conducted using

the same Paul Nation‟s (2000) Vocabulary Level Tests to identify the difference between

pre test and post test.


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3.9 Period Covered by the Study

The period of the study is confined from 2009 to 2012. With a view to gain an

insight into vocabulary stock of engineering students, a detailed study is conducted.

The review of literature and conceptual frame work of the study is taken six months

period. Preparation of the test and conducting the pilot study is consumed six months.

The Collection of Primary data from the students took one year of time. Two hundred and

forty students from four engineering colleges are selected as respondents for this study.

The analysis and interpretation of the data has taken another six months. The last six

months period are used for rough drafting and final form of the thesis.

3.10 Chapter Summary

The Chapter has started with research design and the following sections have

discussed about sampling rationales and selection of the sample. Profile of the research

population and institution have been presented in the next section. This has been followed

by methods of data collection and tools of data collection. Procedure and framework

analysis have been given in the next sections followed by the Chapter summary.


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