16/09/2014
DEPENDENT VARIABLES: . . . show the effect of manipulating or introducing the independent variables. For example, if the independent variable is the use or non-use of a new language teaching procedure, then the dependent variable might be students' scores on a test of the content taught using that procedure. In other words, the variation in the dependent variable depends on the variation in the independent variable.
INDEPENDENT VARIABLES: . . . are those that the researcher has control over. This "control" may involve manipulating existing variables (e.g., modifying existing methods of instruction) or introducing new variables (e.g., adopting a totally new method for some sections of a class) in the research setting. Whatever the case may be, the researcher expects that the independent variable(s) will have some effect on (or relationship with) the dependent variables.
INTERVENING VARIABLES: . . . refer to abstract processes that are not directly observable but that link the independent and dependent variables. In language learning and teaching, they are usually inside the subjects' heads, including various language learning processes which the researcher cannot observe. For example, if the use of a particular teaching technique is the independent variable and mastery of the objectives is the dependent variable, then the language learning processes used by the subjects are the intervening variables.
MODERATOR VARIABLES: . . . affect the relationship between the independent and dependent variables by modifying the effect of the intervening variable(s). Unlike extraneous variables, moderator variables are measured and taken into consideration. Typical moderator variables in TESL and language acquisition research (when they are not the major focus of the study) include the sex, age, culture, or language proficiency of the subjects.
CONTROL VARIABLES: Language learning and teaching are very complex processes. It is not possible to consider every variable in a single study. Therefore, the variables that are not measured in a particular study must be held constant, neutralized/balanced, or eliminated, so they will not have a biasing effect on the other variables. Variables that have been controlled in this way are called control variables.
EXTRANEOUS VARIABLES: . . . are those factors in the research environment which may have an effect on the dependent variable(s) but which are not controlled. Extraneous variables are dangerous. They may damage a study's validity, making it impossible to know whether the effects were caused by the independent and moderator variables or some extraneous factor. If they cannot be controlled, extraneous variables must at least be taken into consideration when interpreting results.
Abbreviations
| Control or Extraneous Variable | C or E. V | Intervening Variable | I.V.V |
| Dependent Variable | D.V | Independent Variable | I.V |
| Moderator Variable | M.V | | |
Examples:
1) In routine work(C or E. V) the introduction of 4 days work week (I.V)will lead to the high productivity (D.V)especially among younger workers (M.V).
2) The introduction of 4 days working week (I.V)will lead to high productivity (D.V)by increasing job satisfaction (I.V.V).
3) A promotion complains (I.V) will increase saving activities (D.V)especially when free prizing (M.V)are offered, but cheering among smaller saver (C or E. V). The results come from enhancing the motivation to save (I.V.V).
4) Changing to worker self inspection (I.V) will reduce the number of defective parts (D.V), when the parts are indentified with producer (M.V) in electronic assembly work (C or E. V) by muring the workers sense of responsibility (I.V.V).
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