Teaching Research Methodology in EFL Classrooms: Bridging the Gap between Design and Delivery

Abstract

Conceptual and empirical knowledge are a two sides coin of research methodology course. Previous research has revealed that most of times this course is taught through traditional teacher-centered approach which made students perceive it as boring and lacking context this is because that they were just exposed to the theoretical knowledge, and did not have the chance to communicate the empirical side of the research process. This study was conducted in order to collect information regarding the issue of teaching research methodology course with the context of EFL classrooms. The main purpose of this study is to capture the way research methods teachers’ and M2 undergraduate students at AbdelhamidIbnBadis University of Mostaganemperceive the teaching-learning process of this course. In other words, this dissertation is intended to evaluate the effectiveness of this course through the perspectives of instructors and students.