English project design

1. METHODOLOGY AND DESIGN
LEARNING ACTIVITY 2.1

2. CHAPTER 6
◦QUALITATIVE RESEARCH

3. DEFINING QUALITATIVE RESEARCH
Natural and holistic representation: Qualitative researchers aim to
study individuals and events in their natural setting
Ernie perspectives: Qualitative researchers aim to interpret phenomena
in terms of the meanings people attach to them
Rich description: The aims of qualitative researchers often involve
the provision of careful and detailed descriptions as opposed to the
quantification of data through measurements, frequencies, scores,
and ratings.
Cyclical and open-ended processes: Qualitative research is often process-
oriented, or open ended, with categories that emerge.

4. GATHERING
QUALITATIVE
DATA
Ethnographies
Interviews
Diaries/journalsCase studies
Observational
techniques

5. Ethnographies
• to describe and interpret the cultural behavior, including communicative
behavior, of a group
Case Studies
• they allow the researcher to focus on the individual in a way that is
rarely possible in group research.
Interviews
• Interviews can allow researchers to investigate phenomena that are not
directly observable, such as learners' self-reported perceptions or
attitudes.

6. Observations
• Observations are useful in that they provide the
researcher with the opportunity to collect large amounts
of rich data on the participants' behavior and actions
within a particular context.
Diaries/Journals
• In many diary studies, learners are able to record their
impressions or perceptions about learning, unconstrained
by predetermined areas of interest.

7. Comprehensive:
Topic oriented:
Hypothesis oriented:
• In which all possible aspects of a chosen
context are researched.
• In which the topic is clarified
through preliminary analysis and
focused data collection.
• In which hypotheses are
generated based on data.
ANALYZING QUALITATIVE DATA

8. theoretical
triangulation
investigator
triangulation
TRIANGULATION
methodological
triangulation
using multiple perspectives to
analyze the same set of data.
using multiple observers or
interviewers.
using different measures or
research methods
to investigate a particular
phenomenon.
Use of multiple, independent methods of
obtaining data in a single investigation in order to
arrive at the
same research findings.

9. CHAPTER 7
◦CLASSROOM RESEARCH

10. Conducting Classroom
Observations
An obtrusive observer
may also be problematic
for the instructor and
students in terms of
compromising the quality
of the lesson.
The Hawthorne
Effect..- The workers
were apparently happy to
receive attention from
researchers who
expressed an interest in
them by observing them,
and this impacted their
behavior.
Instructors often observe
each other's classes for
professional development
as well as for research
purposes, and they may
also carry out
observations of their
own classes, usually using
audio or videotapes to
assist with this process.

11. INTROSPECTIVE METHODS
IN CLASSROOM RESEARCH
Techniques that encourage
learners to communicate their internal processing and perspectives about
language learning experiences
It can afford researchers access to information
unavailable from observational approaches

12. UptakeSheets
Uptake sheets were
initially developed
as a method of data
collection following
interest in learners'
perceptions about
what they learned in
their language
classes. StimulatedRecall
Stimulated recall
can be used to
provide the
researcher with
access to the
learners‘
interpretations of
the events that were
observed and can
be a valuable source
of information.
DiaryResearchinClassroom
Contexts
Diary studies have
the additional
advantage of time
sensitivity. Because
most diary research
is longitudinal, it
can illuminate how
perceptions develop
over time.
INTROSPECTIVE METHODS IN CLASSROOM RESEARCH

13. PREPARING DATA FOR
CODING
Coding involves
making decisions
about how to
classify or
categorize
particular pieces
or parts of data.
Coding represents
an attempt to
reduce a complex,
messy, context-
laden and
quantification
resistant reality to
a matrix of
numbers
Oral data may
come from a
range of sources,
including, for
example, native
speaker learner
interviews.

14. CHAPTER 8
CODING

15. Transcribing Oral Data
Transcription Conventions
Transcriptions are often referred
to as broad, including less detail,
or narrow—meaning that they
are very finely detailed.
Transcription Machines
Transcription machines make the
process of transcribing data
significantly easier. Transcription
machines usually have a foot
pedal so that both hands are free
for typing;
Technology and Transcription
Technology is also changing the
process and product of
transcriptions. Digital recording
equipment is becoming more
reasonably priced and accessible.

16. Coding
Nominal Data
• Nominal data include cases in which "entities may be the same or
different but not 'more' or less.
Coding
Ordinal Data
• Ordinal data are usually coded in terms of a ranking.
Coding
Interval Data
• Interval scales, like ordinal scales, also represent a rank ordering..
DATA CODING

17. Common Coding Systems and Categories
T-units.
Suppliance in obligatory context
(SOC) counts.
CHAT convention.
Turns.
Utterances.
Sentences.
Communication units.
Tone units.
Analysis of speech units.
Idea units.
Clauses.
S-nodes per sentence.
Type-token ratios.
Type-token ratios.

18. CHAPTER 9
Analyzing Quantitative Data

19. DESCRIPTIVE STATISTICS
Measures of Frequency
Measures of
frequency are used
to indicate how
often a particular
behavior or
phenomenon occurs.
In addition to tables,
frequencies may also
be represented
graphically in forms
such as histograms,
bar graphs, or
frequency polygons
Frequencies and
measures of central
tendency can help
researchers
determine which
sorts of statistical
analyses are
appropriate for the
data.

20. Mode
Median
Mean
Outliers
• The mode is the most
frequent score obtained by
a particular group of
learners.
• The median is the score at
the center of the
distribution
• These represent data that
seem to be atypical of the
rest of the data set.
Measures of Central Tendency
The mean may be represented
visually through the use of
graphics.

21. Prerequisites
INFERENTIAL
STATISTICS
Standard Error of the
Mean
Standard error of the
mean (SEM) is the
standard deviation of
sample means.
Standard Error of the
Difference
Between Sample
Means
It is based on the
assumption that the
distribution of
differences between
sample means is normal.
Degrees of Freedom
The determination of
significance of statistical
tests.
Critical Values
To determine whether
our hypothesis can be
substantiated.
One-Tailed Versus
Two-Tailed
Hypotheses
This hypothesis predicts
a difference in the
performance of the two
groups.

22. • Can be used when one wants to determine if the means of two
groups are significantly different from one another..t-tests
• ANOVA results provide an F value, which is a ratio of the amount
of variation between the groups to the amount of variation within
the groups.
Analysis of Variance
(ANOVA)
• Effect of one independent variable that is dependent on
the other independent variable.Two-way ANOVA
• The preexisting difference will need to be controlled for
and is referred to as the covariate.
Analysis of Covariance
(ANCOVA).
• It differs from an ANOVA in that it has more than one
dependent variable.
Multivariate Analysis of
Variance (MANOVA)
• To compare participants' performance on more than
one task.
Repeated Measures
ANOVA
Parametric Statistics

23. Effect size is a measure
that gives an indication
of the strength of one's
findings.
It enables readers to
evaluate the stability of
research across samples
It allows evaluation of
the practical relevance
of the research
outcomes.
It provides the basis of
power analyses and
meta-analyses needed in
future research
EFFECT
SIZE

24. CORRELATION
Linear Regression
A theoretically sound
explanation for suspecting a
relationship between the
variables.
Multiple
Regression
To test the validity of the
predictor variables for
predicting the third variable.
Pearson Product-
Moment Correlation

25. It can be used with
either Macintoshes
or PCs.
STATISTICAL
PACKAGES
SPSS
SPSS is a basic analytic program.
There are add-on packages for more
sophisticated statistical.
VARBRUL
It is a statistical package
that is designed for
analyzing variation data.

26. CHAPTER 10
◦Concluding and Reporting Research

27. THE
IMPORTANCE
OF
REPORTING
RESEARCH
The purpose of research is to discover answers to
pertinent questions.
The nature of research reports often
differs for quantitative and
qualitative studies
In order for answers to be meaningful, they must be reported to an audience
Reports of research generally
involve a clear description of the
problem and the methodology

28. THE FINAL STAGES IN REPORTING QUANTITATIVE RESEARCH

29. The Research
Problem and
Questions
The Research
Hypotheses
The
Audience
The
Abstract
CHECKLIST FOR
COMPLETING
REPORTS OF
RESEARCH
The problem and questions need to be clearly
stated and presented as part of a theoretical framework.
It needs to be clearly stated and presented
as part of a theoretical framework in the research report..
It takes into consideration the needs, interests, and
expectations of the audience.
It provides a brief overview, that readers will
usually use to determine whether the study is relevant.

30. The Literature
Review
The Design
of the Study
Logistics
Participants
Data
Gathering
It explains the context for the research, together with
details about the findings, strengths, and weaknesses
The researchers to replicate the study and to be able to
understand and evaluate the validity of the results.
The researchers should also carefully address practical
issues with a series of checks.
Important questions involving the study's participants
Questions addressing how the data were gathered should also be
considered.
CHECKLIST FOR
COMPLETING
REPORTS OF
RESEARCH

31. Data Analysis
Data
Analysis
Transcription
Coding
Systems
Interrater
Reliability
Data
Organization
Statistics
Presentation