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Linguistics: Research Methods

Selected research methods texts.

Methods in Contemporary Linguistics (online)

The Oxford Handbook of Linguistic Analysis (online)

Research Methods in Sociolinguistics: A Practical Guide (online)

The Routledge Encyclopedia of Research Methods in Applied Linguistics (online)

The Oxford Handbook of Linguistic Fieldwork (online)

Linguistics research methods.

Research Methods Database: SRMO

• SAGE Research Methods Online (SRM) Guide to SRM, database featuring articles, books, case studies, datasets, and video. Covers practices of quantitative, qualitative, and mixed methods research methodologies.

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• URL: https://guides.lib.uw.edu/research/linguistics

• General & Introductory Linguistics
• Second Language Acquisition

Research Methods in Language Teaching and Learning: A Practical Guide

ISBN: 978-1-119-70163-7

Wiley-Blackwell

Digital Evaluation Copy

Kenan Dikilitas , Kate Mastruserio Reynolds , Li Wei

A practical guide to the methodologies used in language teaching and learning research, providing expert advice and real-life examples from leading TESOL researchers

Research Methods in Language Teaching and Learning provides practical guidance on the primary research methods used in second language teaching, learning, and education. Designed to support researchers and students in language education and learning, this highly accessible book covers a wide range of research methodologies in the context of actual practice to help readers fully understand the process of conducting research.

Organized into three parts, the book covers qualitative studies, quantitative studies, and systematic reviews. Contributions by an international team of distinguished researchers and practitioners explain and demonstrate narrative inquiry, discourse analysis, ethnography, heuristic inquiry, mixed methods, experimental and quasi-experimental studies, and more. Each chapter presents an overview of a method of research, an in-depth description of the research framework or data analysis process, and a meta-analysis of choices made and challenges encountered. Offering invaluable insights and hands-on research knowledge to students and early-career practitioners alike, this book:

• Focuses on the research methods, techniques, tools, and practical aspects of performing research
• Provides firsthand narratives and case studies to explain the decisions researchers make
• Compares the relative strengths and weaknesses of different research methods
• Includes real-world examples for each research method and framework to highlight the context of the study
• Includes extensive references, further reading suggestions, and end-of-chapter review questions

Part of the Guides to Research Methods in Language and Linguistics series, Research Methods in Language Teaching and Learning is essential reading for students, educators, and researchers in all related fields, including TESOL, second language acquisition, English language teaching, and applied linguistics.

Kate Mastruserio Reynolds is Professor of TESOL and Literacy at Central Washington University, USA. She has authored and edited many works in the field of TESOL, including Introduction to TESOL: Becoming a Language Teaching Professional with Kenan Dikilits and Steve Close (Wiley Blackwell, 2021). She was Associate Editor of the vocabulary volume of The TESOL Encyclopedia of English Language Teaching (Wiley Blackwell, 2018).

Exploring Research Methods in Language Learning-teaching Studies

• December 2018
• Advances in Language and Literary Studies 9(6):27-33

• Universiti Putra Malaysia

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Applied linguistics for the language classroom

• 1 Applied linguistics for the language classroom
• 2 Applied linguistics: Research methods for language teaching
• 3 Applied linguistics: Mobile phones
• 4 Applied linguistics: Empowering language learning through assessment
• 5 Applied linguistics: Teaching pronunciation
• 6 Applied linguistics: Choosing a method

Applied linguistics: Research methods for language teaching

By Netta Avineri

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Netta Avineri, Assistant Professor of TESOL at the Middlebury Institute of International Studies at Monterey, offers a step-by-step guide to conducting research in the language classroom.

Source: Hero Images, Getty Images/Hero Images

Introduction

All language teachers are researchers – coming up with questions about our teaching, trying things out, reflecting, and making ongoing changes in response to various factors. Research is engagement in inquiry with the goal of understanding a phenomenon in the world through the systematic collection, analysis, and interpretation of data. This article will give you the basics so you can ACE the research process – conducting research that is Applicable (to your language classroom), Collaborative (integrating you into a teacher-researcher community practice), and Empowering (for you and the participants in your research).

Why conduct research in your language classroom?

Engaging in research allows you to learn about a range of perspectives on the issues you’re interested in. Research can allow you to have a clear rationale for your teaching choices. Conducting research can have a direct, relevant impact on your classroom, your students, and your teaching. It can also help you to refine your teaching philosophy and pedagogical approach. In addition, research provides you with an opportunity to become part of a teacher-researcher community of practice, which provides you with connections and networks upon which to depend and to which you can contribute.

For more information on action research see: www.teachingenglish.org.uk/article/action-research

Here I present the 11 steps to conducting research in your language classroom, so you can get a clear sense of the what, how, and why of the research process. Throughout every step of the research process, it is essential to be sensitive to the four Rs of ethics (the Reasons , Roles , Responsibilities , and Relationships central to your research). You can use these steps like a ‘to-do’ list throughout your process of inquiry.

1. Area of interest 

The first step in research is deciding what you’re interested in finding out more about – an area of interest or a topic – which can stem from questions you ask yourself about your students and your pedagogical approaches. Some examples of areas of interest are interaction in asynchronous learning environments, error correction, and focus on form in grammar teaching.

Some questions we may consider:

• Sociolinguistic topics (e.g. which language variety should I use/teach in class?)
• Linguistic matters (e.g. how helpful is it to give students vocabulary lists?)
• Methodological concerns (e.g. should I focus on fluency or accuracy?)
• Classroom management (e.g. how often should I put students in groups?)

Make sure to choose a topic that interests you and that is relevant to your language classroom context.

2. Literature review

The next step is conducting a literature review, so you can have a sense of what relevant academic fields are saying about your topic of interest. This will give you a picture of the state of the field and the kinds of methods that researchers use to conduct research on similar topics to yours, and allows you to see what gaps exist in the literature (i.e. which areas of inquiry still need to be explored). Cast a wide net when conducting the literature review by including peer-reviewed academic articles and books, blogs, documentaries, reports, institutional materials, and personal communication. The literature review process includes six steps: understanding, organizing, dialoguing/critiquing, synthesizing, reporting, and becoming (part of the literature). Once you have conducted your literature review you will have a clear sense of topics and themes in relevant fields.

3. Research questions

The next step is creating research questions, which are the guiding questions for your inquiry. Your research questions should be specific, empirical (data-based), and answerable. These questions can be inductive (open-ended) or deductive (closed-ended). An example of an inductive research question would be: ‘How do students respond when I use their first languages (L1s) in the classroom setting?’ An example of a deductive research question would be ‘When teachers engage in error correction by rephrasing beginning-level Mandarin students’ utterances during class, do the students disengage?’ Throughout the remaining steps of the research process, it is important to remain accountable to your research question, so that you collect, analyze, and interpret data that can answer your question.

4. Research design

Once you have crafted your research question you will select an appropriate research design. For example, if your research question is focused on teacher-student interactions it may be necessary to use classroom observations, field notes, video recordings, and/or transcripts. If your research question is focused on students’ perceptions of teaching methods it may be necessary to conduct focus groups, interviews, and/or questionnaires. It is essential for your research question to be intimately connected with the data collection methods you select.

5. Data collection

You will then begin collecting your data. Examples of data collection approaches are questionnaires, interviews, focus groups, reflections, case studies, ethnography, and visual data. Data collection involves multiple steps and considerations:

A. Selecting a sample population, which involves determining who will be part of the research and why, and interacting with them.

B. Piloting, which means trying out your data collection instruments, getting feedback, and making changes before distributing them to your entire sample.

C. Collecting qualitative data, which can be observed.

D. Collecting quantitative data, which can be measured.

6. Data analysis

Once you have collected your data you will begin data analysis, which involves making sense of your data and looking for patterns/themes across the dataset. For qualitative data (e.g. interview responses, observations) this will involve interpretive data analysis, and for quantitative data (e.g. responses to Likert Scale questions, test scores) this may involve statistical analysis.

7. Findings

When you have engaged in in-depth data analysis you will identify your findings – the main nuggets of information you have discovered based on themes (synthetic connection points) across the data.

8. Interpretation

Data analysis is ’data-close’, which involves looking closely at what your data tells you. Interpretation moves beyond the data itself to inferences, hunches, and intuition. The process of interpretation also allows you to connect your findings with what you found in the literature review, to see how your research contributes in unique ways to the field and pedagogical practices.

9. Argument

Based on your identification of findings along with your interpretation you can then build an argument, a discourse intended to persuade other members of your community of practice. This overarching argument will include material from a variety of sources to create a story about your data and participants. The most convincing arguments have sufficient data/evidence to back them up. At this stage, you will also want to return to your research question to make sure you have answered it!

10. Pedagogical implications

As language teachers, we want to be sure that our research is applicable to our own classrooms and hopefully to other teachers’ classrooms too. Therefore, at this stage you can identify the pedagogical implications of your research. This is your opportunity to ask yourself: ‘What should I do with my research results?’ Implications are more actionable and believable when based upon rigorous, thorough, and well-done research. In general, these implications are based on questions that include can or should (e.g. ‘Should I recast utterances for my beginning-level Mandarin students?’). These implications can be shared with others in your community of practice as well.

11. Sharing your findings

Now that you have gone through the previous ten steps of the research process you can share your findings, interpretations, argument, and implications. You may share your research in the form of articles, conference presentations, professional development workshops, research reports, departmental faculty meeting reports, listservs, and social media – to continuously build our communities of practice (e.g. English as a Foreign Language, Learner Autonomy, Technology; www.connectededucators.org , www.eslcafe.com ). This process of sharing involves identifying the relevant what, how, and why of our research for different audiences. It can also include giving and receiving relevant feedback as we continue to refine our research stories.

Engaging in applicable research can be empowering and collaborative. Research doesn’t always go as planned (just like our language lessons!), but the process of inquiry can create new possibilities for exploration into meaningful language pedagogy for both teachers and students.

Language Teaching Conferences:

www.tesol.org/attend-and-learn/academies-conferences-symposia/upcoming-regional-conferences

www.actfl.org/convention-expo

www.aaal.org/?page=Conference

www.aila.info/en/congresses.html

Language Teaching Journals:

www.tesol.org/docs/default-source/books/how-to-get-published-in-applied-linguistics-serials.pdf?sfvrsn=4

www.tefl-tips.com/2014/06/list-of-esl-efl-and-linguistic-journals.html?m=1

www.academia.edu/2064493/Choosing_the_right_international_journal_in_tesol_and_applied_linguistics

http://linguistlist.org/pubs/journals/browse-journals.cfm

This article is based on  Research Methods for Language Teaching  by Netta Avineri. To find out more about the book and to buy a copy, click  here . Download the sample below, to read the first chapter. 

Research Methods for Language Teaching: Sample chapter

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Applied linguistics: Mobile phones

Applied linguistics: Empowering language learning through assessment

Applied linguistics: teaching pronunciation.

Applied linguistics: Choosing a method

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RESEARCH METHODS IN FOREIGN LANGUAGE LEARNING AND TEACHING: AN OVERVIEW OF SOME OF THE RESEARCH METHODOLOGIES USED IN APPLIED LINGUISTICS

ASTRACT: This library study aims at providing the reader with an overview of some of the methods used for research in applied linguistics so he or she is able to conduct research in her/his own classroom by developing strategies to formulate questions, collect and analyze data, and most importantly, choose the method that best fits the research question (s) posed. In order to do so, the concepts of research, qualitative and quantitative approach are explained. Research happens when one identifies a question or problem in a given scenario, collects data or evidence relevant to this question or problem, and analyses or interprets these data (NUNAN, 1992; DORNYEI, 2007). The collection and analysis of these data is made through the use of research methods. Some of the main research methods used in applied linguistics, like the experimental method, ethnography, case study, action research, and introspective methods, are exposed in this study. We hope to encourage undergraduate students and teachers to do research and contribute to their language learning and teaching environment as we believe in the contributions of research not only to increase our understanding of the world around us, but also as a means for teacher development.

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Learning about research is a lot like learning about anything else. To start, you need to learn the jargon people use, the big controversies they fight over, and the different factions that define the major players. We’ll start by considering five really big multi-syllable words that researchers sometimes use to describe what they do. We’ll only do a few for now, to give you an idea of just how esoteric the discussion can get (but not enough to cause you to give up in total despair). We can then take on some of the major issues in research like the types of questions we can ask in a project, the role of time in research , and the different types of relationships we can estimate. Then we have to consider defining some basic terms like variable , hypothesis , data , and unit of analysis . If you’re like me, you hate learning vocabulary, so we’ll quickly move along to consideration of two of the major fallacies of research, just to give you an idea of how wrong even researchers can be if they’re not careful (of course, there’s always a certainly probability that they’ll be wrong even if they’re extremely careful).

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Research methods in applied linguistics and language education: current considerations, recent innovations, and future directions

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Farahnaz Faez, Juliane Martini, Niousha Pavia, Research methods in applied linguistics and language education: current considerations, recent innovations, and future directions, ELT Journal , Volume 76, Issue 2, April 2022, Pages 276–296, https://doi.org/10.1093/elt/ccab091

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Introduction

The field of applied linguistics, which frequently overlaps with and borrows from the fields of education, psychology, psycholinguistics, linguistics, and language teacher education, is an example of increasing interdisciplinarity and diversity in research. As the field advances, significant growth in the quality, quantity, and diversity in research perspectives is attested by the increasing number of publications in research methods in applied linguistics (e.g. Paltridge and Phakiti 2015; Riazi 2016) and second language studies (e.g. Mackey and Gass 2015). As suggested by McKinley and Rose in the first book in this review, we now face new problems and linguistic needs that are not solvable by a single disciplinary or epistemological approach. These new demands in research come as a result of continuous globalization, increasing migration, and evolving technology worldwide which are reflected in politics, society, and education. Even though the field involves broad and complex issues, there is a collective effort to identify a systematic approach to research methods. Independently of the focus of each of the publications in this review, they all attempt to help us design solid research by following methodological rigour and quality.

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Types of Research Methods Explained with Examples

Research methods are the various strategies, techniques, and tools that researchers use to collect and analyze data . These methods help researchers find answers to their questions and gain a better understanding of different topics. Whether conducting experiments, surveys, or interviews, choosing the right research method is crucial for obtaining accurate and reliable results.

In the ever-evolving world of academia and professional inquiry, understanding the various research methods is crucial for anyone looking to delve into a new study or project. Research is a systematic investigation aimed at discovering and interpreting facts , plays a pivotal role in expanding our knowledge across various fields.

Table of Content

What is Research?

Types of research methods, types of research methodology, difference between qualitative and quantitative research.

This article will explore the different types of research methods , how they are used, and their importance in the world of research.

Research is the process of studying a subject in detail to discover new information or understand it better. This can be anything from studying plants or animals, to learning how people think and behave, to finding new ways to cure diseases. People do research by asking questions, collecting information, and then looking at that information to find answers or learn new things.

This table provides a quick reference to understand the key aspects of each research type.

1. Qualitative Research

Qualitative research method is a methodological approach primarily used in fields like social sciences, anthropology, and psychology . It’s aimed at understanding human behavior and the motivations behind it. Qualitative research delves into the nature of phenomena through detailed, in-depth exploration.

Definition and Approach: Qualitative research focuses on understanding human behavior and the reasons that govern such behavior. It involves in-depth analysis of non-numerical data like texts, videos, or audio recordings.

Key Features:

• Emphasis on exploring complex phenomena
• Involves interviews, focus groups , and observations
• Generates rich, detailed data that are often subjective

Applications: Widely used in social sciences, marketing, and user experience research.

2. Quantitative Research

Quantitative research method is a systematic approach used in various scientific fields to quantify data and generalize findings from a sample to a larger population.

Definition and Approach: Quantitative research is centered around quantifying data and generalizing results from a sample to the population of interest. It involves statistical analysis and numerical data .

• Relies on structured data collection instruments
• Large sample sizes for generalizability
• Statistical methods to establish relationships between variables

Applications: Common in natural sciences, economics, and market research.

3. Descriptive Research

Descriptive research is a type of research method that is used to describe characteristics of a population or phenomenon being studied . It does not answer questions about how or why things are the way they are. Instead, it focuses on providing a snapshot of current conditions or describing what exists.

Definition and Approach: This Types of Research method aims to accurately describe characteristics of a particular phenomenon or population.

• Provides detailed insights without explaining why or how something happens
• Involves surveys and observations
• Often used as a preliminary research method

Applications: Used in demographic studies, census, and organizational reporting.

4. Analytical Research

Analytical research is a type of research that s eeks to understand the underlying factors or causes behind phenomena or relationships . It goes beyond descriptive research by attempting to explain why things happen and how they happen.

Definition and Approach: Analytical research method goes beyond description to understand the underlying reasons or causes.

• Involves comparing data and facts to make evaluations
• Critical thinking is a key component
• Often hypothesis-driven

Applications: Useful in scientific research, policy analysis, and business strategy.

5. Applied Research

Applied research is a type of scientific research method that aims to solve specific practical problems or address practical questions . Unlike fundamental research, which seeks to expand knowledge for knowledge’s sake, applied research is directed towards solving real-world issues .

Definition and Approach: Applied research focuses on finding solutions to practical problems.

• Direct practical application
• Often collaborative , involving stakeholders
• Results are immediately applicable

Applications: Used in healthcare, engineering, and technology development.

6. Fundamental Research

Fundamental research, also known as basic research or pure research, is a type of scientific research method that aims to expand the existing knowledge base. It is driven by curiosity, interest in a particular subject, or the pursuit of knowledge for knowledge’s sake , rather than with a specific practical application in mind.

Definition and Approach: Also known as basic or pure research, it aims to expand knowledge without a direct application in mind.

• Theoretical framework
• Focus on understanding fundamental principles
• Long-term in nature

Applications: Foundational in fields like physics, mathematics, and social sciences.

7. Exploratory Research

Exploratory research is a type of research method conducted for a problem that has not been clearly defined. Its primary goal is to gain insights and familiarity with the problem or to gain more information about a topic. Exploratory research is often conducted when a researcher or investigator does not know much about the issue and is looking to gather more information.

Definition and Approach: This type of research is conducted for a problem that has not been clearly defined.

• Flexible and unstructured
• Used to identify potential hypotheses
• Relies on secondary research like reviewing available literature

Applications: Often the first step in social science research and product development.

8. Conclusive Research

Conclusive research, also known as confirmatory research, is a type of research method that aims to confirm or deny a hypotheses or provide answers to specific research questions. It is used to make conclusive decisions or draw conclusions about the relationships among variables.

Definition and Approach: Conclusive research is designed to provide information that is useful in decision-making.

• Structured and methodical
• Aims to test hypotheses
• Involves experiments, surveys, and testing

Applications: Used in market research, clinical trials, and policy evaluations.

Here is detailed difference between the qualitative and quantitative research –

Understanding the different types of research methods is crucial for anyone embarking on a research project. Each type has its unique approach, methodology, and application area, making it essential to choose the right type for your specific research question or problem. This guide serves as a starting point for researchers to explore and select the most suitable research method for their needs, ensuring effective and reliable outcomes.

Types of Research Methods – FAQs

What are the 4 main types of research methods.

There are four main types of Quantitative research:  Descriptive, Correlational, Causal-Comparative/Quasi-Experimental, and Experimental Research . attempts to establish cause- effect relationships among the variables. These types of design are very similar to true experiments, but with some key differences.

What are the 5 main purpose of research?

The primary purposes of basic research (as opposed to applied research) are  documentation, discovery, interpretation, and the research and development (R&D) of methods and systems for the advancement of human knowledge .

What are 7 C’s of research?

The 7 C’s define the principles that are essential for conducting rigorous and credible research. They are Curiosity, Clarity, Conciseness, Correctness, Completeness, Coherence, Credibility.

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NDC Partnership In-Country Assistant Coordinator – The Philippines (Partnerships Senior Analyst) - Retainer Homebased

WEC Background: 

The Water, Environment and Climate (WEC) portfolio, based in Vienna, and with offices based globally is part of the UNOPS Global Portfolio Office. The Portfolio has built strong partnerships and is effectively managing a portfolio of over 500 million USD over the last 15 years to support key initiatives with fund management, project implementation and administrative support. 

WEC effectively operationalizes partners' agendas with global approaches, as well as regional and country specific activities focused on climate action, protection and conservation of the environment. Partners profit from WEC’s ability to operationalize and/or scale up their important substantive agendas, including in support of key multilateral environmental and climate agreements,  such as the Paris Agreement, the Cartagena Convention as well as the Sustainable Development Goals. 

NDC Partnership: 

The NDC Partnership is a global coalition of countries and institutions collaborating to drive transformational climate action through sustainable development. In 2015, the world endorsed the Paris Agreement and the 2030 Agenda for Sustainable Development. Nations signal their commitments to the Paris Agreement through Nationally Determined Contributions (NDCs) - each country’s strategy to cut its greenhouse gas (GHG) emissions and build resilience against the negative effects of a changing climate. The Partnership advances the goals of the Paris Agreement by bringing together over 200 countries and institutions in new ways to accelerate NDC implementation and enhance ambition over time. The Partnership’s work through 120 partners supporting more than 90 countries produces many examples of impact, lessons learned and ideas for the future. The Partnership is governed by a Steering Committee, co-chaired by two country representatives. The Partnership’s work is facilitated by a Support Unit based at the World Resources Institute in Washington DC and the United Nations Framework Convention on Climate Change (UNFCCC) Secretariat in Bonn, Germany.

Country Context: 

Recognizing the country-driven model, conditioned on a country-defined process of NDC formulation, the Republic of the Philippines joined the NDC Partnership in November 2017. The Climate Change Commission (CCC) and the National Economic and Development Authority (NEDA), appointed as focal points, closely collaborated with the NDC Partnership and developed a platform for enhanced global cooperation leading to access of key resources for NDC formulation. During the reconstruction phase of the NDC development, the NDC Partnership provided technical assistance support for economy-wide analysis and emission scenario building and development of NDC models for the agriculture and transportation sectors, a pivotal output in the finalization of the country’s NDC. 

In 2021, the Philippines submitted its First NDC to the UNFCCC. The NDC conveys a target of reducing and avoiding GHG emissions by 75% in the sectors of agriculture, wastes, industry, transport, and energy from 2020 to 2030, wherein, 2.71% is unconditional, while 72.29% is conditional. Subsequently, to support the NDC, lead sectoral agencies identified Policies and Measures (PAMs) to reduce/avoid emissions towards achieving these commitments. Further, the NDC articulates the Philippines’ aspirations to peak its emissions by 2030 in the context of accelerating a just transition of its sectors into a green economy. 

To achieve these goals, the Philippines plans to actively access the means of implementation such as climate finance, technology development and transfer, and capacity building under the Paris Agreement. The country recognizes the importance of engaging all stakeholders in the implementation, updating, and monitoring of its NDC to ensure its success. 

Through the NDC Partnership Plan, PAMs and NDC targets covering areas on capacity building; resilience, risk and vulnerability; NDC integration; MRV; and finance, investments, and feasibility studies, can be supported by the NDC Partnership through its development and implementing Partners. 

The NDC Partnership Plan, through its institutional and technical capacity support, has been a significant input in the overall NDC Implementation Plan (NIP), the country’s roadmap and set of strategies for carrying out the Philippines' NDC, and which is currently in progress with support from the Asian Development Bank (ADB). The NIP acknowledges the Partnership Plan's capacity-building outcome as an essential mechanism for delivering the PAMs, emphasizing that the implementation of a comprehensive technical assistance program developed by the NDC Partnership country program will offer additional support.

In 2024, the Philippines accepted the invitation from the NDC Partnership to be among its Steering Committee Country Members and designated its representatives from the CCC and NEDA. 

In this context, the government has requested for an NDC Partnership In-country Assistant Coordinator (hereinafter referred to as “Assistant Coordinator”) to support the Climate Change Commission for: 

Coordinating, tracking, and monitoring the support provided by development partners on the above points; and populating and regularly updating The Philippines’ monitoring/reporting tool for NDC Partnership Plan;

Extending operational support to activities around project development and preparation for potential funding by donors; 

Organizing trainings, workshops, convenings and other events necessary to promote strengthened climate action coordination and implementation among government agencies and development partners;

Assisting in collecting and coordinating data needed by the In-Country Facilitator, and tracking the implementation of the NDC Partnership Plan; and

Supporting day-to-day operations related to technical assistance for NDC Partnership extending any other support needed by CCC to coordinate with development partners, including but not limited to the preparation of meeting reports, presentations, and event briefers, among others.

Facilitation Model

The Assistant Coordinator will work in the offices of the Climate Change Commission and work on a day-to-day basis with the Climate Change Commission-Climate Change Office, through the Strategic Partnership Division, while reporting the NDC Partnership Country Engagement Specialist. As the lead policymaking body of the government tasked to coordinate, monitor, and evaluate the programs and action plans of the government relating to climate change, the CCC coordinates activities related to the fulfilment of climate commitments, including the Nationally Determined Contribution (NDC).

The Assistant Coordinator serves as the close counterpart of the NDC Partnership In-country Facilitator, strengthening the NDC Partnership’s interface in the country and operating as a liaison between the country and other NDC Partnership members. The Assistant Coordinator ensures that the Facilitator has adequate technical and operational backing by supporting ongoing coordination efforts between the Support Unit, the various partners in the NDC Partnership and the Philippines NDC Partnership Focal Points. The Assistant Coordinator will support the smooth implementation of the Country Engagement Process. This involves technical, operational and research support to the Facilitator for working closely with the Sectoral Agencies of the Philippines in the implementation of the NDC Partnership Plan; and serving as an anchor to assist the NDC Partnership in communicating and coordinating services at the country level. The Assistant Coordinator will also liaise with the NDC Partnership Support Unit for vertical information-sharing, including contributing to and accessing knowledge products. The following responsibilities are part of the Assistant Coordinator role in the Philippines:

• Support to NDC 

1.1. Support the Philippines and the NDC Partnership Support Unit in sustaining and strengthening NDC Partnership in-country engagement; 

1.2. Support the Facilitator to coordinate, track, and monitor the support provided by development partners on the NDC Implementation Plan, and populating and regularly updating Philippines’ monitoring/reporting tool for NDC Partnership Plan; 

1.3. Collaborate with the Support Unit to document changes in the operating context and provide support to the government and stakeholders in decision-making processes; and 

1.4. Upload the country’s NDC Implementation Plan into the Online Partnership Plan Tool (or similar domestic online systems, if available) and update the database regularly, at least twice a year.

• Coordination and communication with key stakeholders 

2.1. Ensure that communications relevant to NDC Partnership engagement are shared with relevant national and international level stakeholders; 

2.2. Under the guidance of the Facilitator, develop and maintain a stakeholder map of government agencies and development organizations relevant to NDC Partnership Plan implementation, including contact information; 

2.3. Support the Facilitator in facilitating periodic coordination and information exchange among partners in the Philippines, with the aim of leveraging and mobilizing their respective advantages in support of the implementation of NDC Partnership Plan; 

2.4. Collaborate with the Support Unit to document changes in the operating context and provide support to CCC and stakeholders in decision-making processes; 

2.5. Coordinate with the NDC Partnership and support the organization and logistics preparation of scoping missions to The Philippines; 

2.6. Provide support in the drafting of country engagement reports and other reporting tasks for the NDC Partnership; 

2.7. Assume responsibility and coordinate management of specific activities, tasks and work packages within the engagement plan; and 

2.8. Facilitate the translation of key documents, training materials, presentations and others.

• Organize and support NDCP-related meetings as needed 

3.1. Support the organization and logistical preparation of Partner Coordination Meetings and other national multi-stakeholder NDC dialogues, including report writing; and 

3.2. Other support needed by CCC to coordinate development partners. 

3.3. Provide technical support for the participation of the Philippine Representatives to the NDC Partnership Steering Committee Meetings.

This is a retainer national vacancy / position based in Manila, Philippines for twelve 12 months, a maximum of 220 working days, with the possibility of an extension for another year based on performance. The incumbent will need to use his/her own laptop and software.  The Assistant Coordinator is not expected to report on a daily basis to the CCC office in Manila but shall be available on an on-call basis and shall take ownership over a full work schedule.

A bachelor’s degree preferably in public policy, global governance (climate/environment), environmental science, geography, management, economics, sustainable development, or a similar field;

Minimum 4 years of experience in project management experience in public policy, climate/environment, or sustainable development;

Experience in planning, stakeholder management, and/or monitoring and reporting;

Asset 

Familiarity with UNFCCC processes including Subsidiary Body and Conference of Parties (CoP), NDC and past experience on government climate change process, including the implementation of NDCs;

Experience with public service organizations in the Philippines is desirable;

Ability to foster formal and informal networks to strengthen cooperation between agencies, including Government, private sector participants, NGOs and other stakeholders;

Excellent MS Office (i.e., Word, Excel, PowerPoint and others) and internet research skills;

Please note that UNOPS does not accept unsolicited resumes.

Applications received after the closing date will not be considered.

Please note that only shortlisted candidates will be contacted and advance to the next stage of the selection process, which involves various assessments.

UNOPS embraces diversity and is committed to equal employment opportunity. Our workforce consists of many diverse nationalities, cultures,  languages, races, gender identities, sexual orientations, and abilities. UNOPS seeks to sustain and strengthen this diversity to ensure equal opportunities as well as an inclusive working environment for its entire workforce. 

Qualified women and candidates from groups which are underrepresented in the UNOPS workforce are encouraged to apply. These include in particular candidates from racialized and/or indigenous groups, members of minority gender identities and sexual orientations, and people with disabilities.

We would like to ensure all candidates perform at their best during the assessment process.  If you are shortlisted and require additional assistance to complete any assessment, including reasonable accommodation, please inform our human resources team when you receive an invitation.

Terms and Conditions 

For staff positions only, UNOPS reserves the right to appoint a candidate at a lower level than the advertised level of the post. 

For retainer contracts, you must complete a few Mandatory Courses (they take around 4 hours to complete) in your own time, before providing services to UNOPS. For more information on a retainer contract here .

All UNOPS personnel are responsible for performing their duties in accordance with the UN Charter and UNOPS Policies and Instructions, as well as other relevant accountability frameworks. In addition, all personnel must demonstrate an understanding of the Sustainable Development Goals (SDGs) in a manner consistent with UN core values and the UN Common Agenda.

It is the policy of UNOPS to conduct background checks on all potential personnel. Recruitment in UNOPS is contingent on the results of such checks.

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