Hello, your research looks very original. I would include a questionnaire with free answers and/or scaling to a few questions about what learning activities and teaching methods students consider the most effective -provide MC or list with scale - and why. the questionnaire may be a simple and short one, and still quite informative.

Good ideas. I suggest to consider the literature on learning styles which addresses axiology concepts and culture. Here is a starting point.

Hello, I think we can ask the students how they feel about collecting data.  And which class do students like best after taking many courses?  Why do you like this class?  I hope I can help you

赵同学你好：

关于你对“为中国学生学习英语提供更好的教学方法”的研究，我有几点想法和建议：

1、一个班级中的学生，他们的文化背景和生活背景都是不同的，不同的背景会对学习能力有较大的影响，包括成长地区和社会背景等。我觉得作者可以抽取一部分学生进行背景调查，采访其家庭对于学生的学习要求和影响。

2、英语是一门语言，主要以应用为主。学生的学习目的是要学会用英语和他人沟通，一门语言的学习涉及读写和听说。作者也可以通过调查学生在哪一学习模块比较薄弱，从而研究自己应着重哪块来进行深入教学，以提高学生的英语能力。

3、另外研究学生对于英语学习的兴趣也是改善教学方式很重要的变量。了解学生想要什么、想怎么学，会对教师的教学方式有很大的帮助。

以上是我的一些拙见，希望能得到你的回复。谢谢

Chengcheng，谢谢你的建议。

你的关于“学生的背景”的提议非常重要，我会纳入收集data的范畴；另外在应用方面，我将研究的课题锁定在1-2年级“阅读理解”的部分；关于学生对英语的学习兴趣，我会考虑之后再做决定。

Your conceptualization is very good. In your plan you could consider how you are going to integrate your qualitative and quantitative findings so that they make a meaningful whole.

The "Can Do" descriptors under Common European Framework of Reference (CEFR) for English (A1,A2, B1,B2, C1 and C2) could be a useful guide for you to develop a weekly-self evaluation checklist to be used by your students (assuming that they are youngsters/teenagers with certain level of English proficiency ). You can also get them to start a reflective journal where they could write down account of their likes, dislikes and preferences in terms of the English lessons. These are two tools where your students themselves could provide testimony, weekly, on their language attainment, mastery and obstacles faced. Plus data from other possible research tools, you should develop a language attainment and progress chart for all language aspects, in a form of learner language profiling. This will be useful for you show to parents and make them to see the language areas that the students have progressed.

Pragmatism is founded on the idea that researchers should utilize the philosophical or methodological approach that is most appropriate for investigating a phenomenon of interest. A good example is using the pragmatic approach for planning sample size in quantitative L2 research, ensuring accuracy in estimating effect size (Norouzian, 2020). You could go through the following references for in-depth insights.

Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26. https://doi.org/10.5430/ijhe.v6n5p26

Loan Nguyen, T. T. (2019). Selection of research paradigms in English language teaching: Personal reflections and future directions. KnE Social Sciences. https://doi.org/10.18502/kss.v3i19.4826

Norouzian, R. (2020). Sample size planning in quantitative L2 research: A pragmatic approach. Studies in Second Language Acquisition, 42(4), 849–870. https://doi.org/10.1017/S0272263120000017

Taguchi, N. (2018). Description and explanation of pragmatic development: Quantitative, qualitative, and mixed methods research. System, 75, 23–32. https://doi.org/10.1016/j.system.2018.03.010

Good luck,

In such cases, Action Research is the best option where you can improve your professional skills and the learning of your students. You can use the following research tools for data collection.

1- A Diagnostic Assessment Test

2- A Students' Feedback Questionnaire

3- A Teachers' Observation Checklist

4- A Final Test

There are a few more options but their application depends on many things; for example, the purpose of study, level of the students, time factors and the experience of the researcher to analysis data. Best of Luck!

Howard Gardner's multiple intelligence theory and Dornyei could give you greater insights into the paradigms of learning.

I think you should consider the utilization of some extra contextual factors such as the cultural or educational background of the students.

Also, you can employ more pragmatic based tools such the intentional use of certain teaching tools.

Following...

You should

You must adopt more pragmatic related strategies such as communicative questions that illustrate some extra meanings

Meng: You should start with small discourses, like "Jokes," and then go on to larger translation issues. Please see the two PowerPoints below. For advanced students, you can go into the various types of "Irony." Again, I've added a PowerPoint.

It is amazing how many ways we have of displaying and presenting various types of lexical and pragmatic information. These displays and presentations are at various levels of abstraction, detail and presentation medium. They are chosen to represent time, space, significance, and other relative differences. Consider the following: Advertisement, Audio-Visual Aid, Bar Graph, Bell-Shaped Curve, Blood Lines, Caricature, Cartoon, Category, Cause-Effect Line, Chain of Command, Chinese Boxes, Drawing, Family Tree, Floor Plan, Flow Chart, Hierarchy, Map, Matrix, Musical Score, Outline, Photograph, Diagram (e.g. Reed Kellogg), Set, Sketch, Time Line, Tree Diagram, Venn Diagram, etc. This lexical and pragmatic information can be presented over various mediums. Consider the following: Book, Card Catalogue, Catalogue, Chalk Board, Cell Phone, Internet, Journal, Magazine, Movie, PowerPoint, Radio, Skype, Teleconference, Telephone, Video Stream, Webinar, White Board, Zoom, etc. And information can be organized alphabetically, numerically, sequentially, spatially, etc. Lexical items can also be semantically weighted, and related to other lexical items in various ways, and these weightings and relationships can be quantified (always, usually, sometimes, seldom, never, etc. How important for you is pragmatics in the field of Teaching English as a Foreign Language?