English for research questions

Learning objective

By the end of this lesson you will be able to turn a broad academic topic into a focused, researchable question and evaluate whether it is feasible.

Why the question matters

A research question guides every later decision: what to read, what data to collect and how to analyse it. A weak question leads to scattered reading and an essay that never quite answers anything. A strong question is specific enough to answer in the available time and open enough to require genuine investigation.

Narrowing a broad topic

Start with a topic, then add layers. For example, "education" is too broad. "University students" narrows the population. "Academic writing feedback" narrows the focus. "How does weekly peer feedback affect first-year students' confidence in academic writing?" adds a measurable outcome. Each layer reduces the scope and makes the question researchable.

Types of research question

Different questions suit different methods. A descriptive question asks what is happening. A comparative question asks how two groups differ. A causal question asks whether one factor affects another. An evaluative question asks whether something works. Choose the type that matches your method and your evidence. Do not ask a causal question if you cannot control or measure the variables.

Feasibility check

Before committing to a question, test it against four criteria: time, data, access and ethics. Do you have enough time to collect and analyse the information? Can you find or generate suitable data? Do you have access to participants or sources? Are there ethical issues, such as sensitive personal data? If any criterion fails, revise the question rather than hoping for the best.

Revising weak questions

Weak questions are often too broad, too vague or unanswerable. "Is technology good for learning?" is broad and value-laden. "How did first-year students use a grammar-checking tool in one course during one semester?" is narrower and observable. Revise by replacing evaluative words with descriptive ones and by adding boundaries.

Common mistakes

• Choosing a question because it sounds impressive.
• Ignoring the method until the writing stage.
• Changing the question without updating the plan.
• Asking a question that requires unavailable data.
• Confusing a topic with a question.

Practical tips

Write your question on a card and keep it visible while reading. If a source does not help answer it, note why and move on. Test your question by explaining it to a supervisor in one minute. If they ask "what do you mean by...?" your terms need defining. Revise the question at least once after a first round of reading.

Summary

A useful research question is specific, answerable, method-appropriate and feasible within your time and data limits.

Worked example

Broad topic: "technology in education." Narrower: "first-year university students." More specific: "academic writing feedback." Researchable question: "How does weekly peer feedback affect first-year students' confidence in academic writing?" The final version names the population, intervention and outcome, and it can be answered within one semester.

Practice task

Start with a topic you care about. Add population, context and variable in three steps. Then run the feasibility check. Revise the question once and explain the revision to a supervisor or classmate in one minute.

Further practice

Write three versions of the same research question: broad, medium and narrow. For each, list the data you would need and the method you would use. Compare the versions and choose the one that is both interesting and feasible. Share your chosen question with a supervisor and note their feedback.

Related lessons

Continue with English for reading research summaries, English for comparing arguments, and Checking an essay for relevance.