English project design

QUALITY RESEARCH
 DEFINITION
“The term quality research can be taken to
refer to research that is based on descriptive
data that does not make(regular) use of
statical proceduRich description.Natural and
holistic representation. Few participantsEmic
perspectivesCyclical and open-ended
processPossible idiological
orientationResearch questionsre”.
 CHARACTERISTICS
Rich description.
Natural and holistic representation.
 Few participants
Emic perspectives
Cyclical and open-ended process
Possible idiological orientation
Research questions

6.2 Gathering Quality Data
 Ethnographies  Ethnographic research is the holistic approach taken to describing and
explaining a particular pattern in relation to the whole system of patterns.
 It can profitably make use of methods specifically designed to tap into
participant´s perspective and they often involve or are overlapped with the use
of observations, interviews, diaries, and other means of data collection.
 Case study  To provide a holistic description of language learning or use within a specific
population and setting.
 Case studies tend to provide details description of specific learners(or
sometimes classes) within learning setting.
 Interviews  To gather data for qualitative research.
 Interviews are often associated with survey-based research, as well as being a
technique used by many qualitative research and they may be structured, semi-
structured and unstructured.

Observations Usually refers to methods of generating data which involve the research immersing in a
research setting and systematically observing dimensions of that setting, interactions
relationship, actions, events and so on within it.
Structured observation can facilitate the recording of details such as when, where, and
how the phenomena occu
Diaries
/journals
 UsuallLearner may report their internal processes and thoughts that are elicited by
carefully tailoring the questions that researchers choose to ask.
 Diary entries can be completed according to the participant´s own schedules, this
approaches to data collection allows for greater flexibility that involve observations
and interviewsy refers to methods of generating data which involve the research
immersing in a research setting and systematically observing dimensions of that
setting, interactions relationship, actions, events and so on within it.
 Structured observation can facilitate the recording of details such as when, where,
and how the phenomena occur.

6.3 Analizing Qualitative Data
Researchers often make use of cyclical data
analysis
It refers to the process of data collection,
followed by a data analysis and a hypothesis-
formation stage.
The hypotheses are tested through further
and structured interviews, observations, and
syntactic analysis.
In short, cyclical research is the process by
which researchers bring increased focus to
their topic of interest.

CREDIBILITY
Qualitative research can be based on the assumption of the multiple, constructed realitiesIt may
be important for qualitative research to demonstrate that their findings are credible to the research
population.
TRANSFERABILITY
The research context is seen as integral.
It is important for determining the similarity of context is the method of reporting Know as “ thick
description that involves three components such as particular descriptions, general descriptions,
interpretative commentary.
.
Credibility, transferability, confirmability,
and dependability

CONFIRMABILITY
 Research is required available full details of the data on which they are basing their claims or
interpretations.
Research should be able to examine the data and confirm, modify, or reject the first research's
interpretation.
DEPENDABILITY
 Researches aim to fully characterize the research context and the relationship among
participants.
Research may ask the participants themselves to review the patterns in the data.

6.3.2 TRIANGULATION
It entails the use of multiple, independent
methods of obtaining data in a single
investigation in order to arrive at the same
research findings.
It reduces the observer or interviewer bias
and enhances the validity and reliability(
accuracy of information ( Jhonson, 1992).
For example: in their study of the effects of
training on peer revisión in second language
writing McGroarty and Zhu (1997) included
four instructors and 169 students

THE ROLE OF QUANTIFICATION IN
QUALITATIVE RESEARCH
Quantification can play a role in both the generation of hypotheses and
the verification of patterns that have been noticed.
It can also be used later for the purpose of data of reporting

CLASSROOM RESEARCH
CLASSROOM RESEARCH CONTEXT
It can enhance our understanding of how to
implement effective ways of improving
learners´ second language skills.
RESEARCH CONDUCTED IN CONTROL
LABORATORY
o allow to the research to tightly control the
experimental variables, randomly assign
subjects to treatment groups and employ
control groups.
Research carried out in the laboratory can (or
cannot) be generalized to the L2 classroom in
empirical questions.
Laboratory studies can provide more tightly
controlled environments in which to test
specific theories about second language
development.

Common Techniques for Data Collection
OBSERVATION
Observations are useful means for gathering
in-depth information about such phenomena
as the types of the language, activities,
interactions, and events that occur in a second
and foreign language classroom.
 CONDUCTING CLASSROOM OBSERVATION.
Obtrusive Observer
Observation may initially seem secondary to
the more practical nuts and bolts of carrying
out throughout observations, but conforming
to good observation etiquette is very
important.
Any observer in the classroom runs the risk of
being an obtrusive observer which can be
problematic for research.

2.THE HAWTHORNE EFFECT
 When the observers were present, the
productivity of workers increased regardless of
whether or not there were positive changes in
working conditions.
3. OBJECTIVITY AND SUBJECTIVITY
Classroom observation is not only conducted by
researchers external to the school or educational
environment.
Both objectivity and subjectivity have their
respective roles in research on second language
learning.
It is necessary for researches to both strive
for objectivity and be aware of the subjectivity
elements in that effort.
For example: in how they gather data, analyze
data and report and result of analyses.report and
result of analyses

Observation procedures and Coding Schemes
Describing of Observation Shemes
1.OBSERVATION
SHEMA
The observer marks the frequency of an
observed behavior or event at a regular time
interval..
For example: observation may be
made of every instructor question or
the students´ reaction to he writing
on the board every 5 minutes.
LOW- INFERENCES
AND HIGH -
INFERENCES
To require judgment, such as related to the
function or meaning of an observed event.
For example Target Language
Observation Shema
THE
COMMUNICATIVE
ORIENTATION OF
LANGUAGE
TEACHING OR COLT
-To describe differences in communicative
languages teaching.-The COLT scheme
focuses on the pedagogic and verbal
behavioral for real-time coding and
postobservation analysis of tape records
For example:Lyster and Ranta have
examined four inmersión classroom
interaction.

Caveats to using or Modifying existing
observation Shemes
Research should keep in mind when evaluating, selecting, adapting, or devising an
observational coding scheme
It is necessary to determine whether the scheme is appropriate for the research goal.
Research should be considered the type of findings that are probably to emerge from the
observation scheme.
It is important the use of time as a unit in the observation scheme.
It is important to note that unless that more than one observer is present in the classroom, or
the data are videotaped and later replayed for a second person, with most coding schemes
only one rather observes ( and at the same time codes) the data.

Introspective Method in Classroom
Research
1 UPTAKE SHEET
Introspective methods encourage learners to
communicate their internal processing and
perspective about language learning
experiences- cam afford research Access to
information unavailable from the observation
approaches.
 The undertaken sheet can allow researches
to compare their own observation and other
triangulated data with information obtained
from the learners, and they create a more
detailed picture of classroom event in the
process.

2. STIMULATED RECALL
The observer makes audio tapes or videotape of
a lesson for stimulus and then plays the tape to a
participant, periodically lesson for the stimulus
and the play the tape to a participant had been
thinking at that particular point of time.
Stimulus recall can be used to provide the
research with Access to learners´ interpretation
of the events that were observed and can be a
valuable source of information for researchers
interested in viewing a finely detailed picture of
the classroom.
3 DIARY RESEARCH IN CLASSROOOM
CONTEXTS
 It can produce useful data on a range of aspects
of a second language learning process.
In the classroom research, some structure can
diaries entries.
Instructor diaries tend to focus on classroom
experiences, perceptions about students
reactions and learning and instructional decisión
making for which the method matched the goals
of the research.
it is important for diary writers to schedule
regular times for writing

Practical Consideration in Classroom
Research
 LOGISTICAL ISSUES TO CONSIDER WHEN CARRYING OUT CLASSROOM
Select a recording format that will facilitate the ultimate use of data (e.g) transcription, analysis, presentation).
Consider whose voices and actions need to be recorded, as well as how sensitively and distinguishably this need
to be done and in which situation.
Determine what kinds of microphones and other equipment should be used for these purposes and where they
should be placed to collect as much relevant data as possible.
Supplement your primary recording method with a backup, but to gauge what it is necessary and sufficient for
the job in order to avoid equipment malfunction or undue complexity.pilot testing can help.
Take anonymity concerns seriously and act accordingly.
Consider the human factors such as the age of the participants and q how the equipment may affect them,
acclimate participants if necessary.

 PROBLEMATICS
The logistical concerns arising out of classroom observations, however, it should include certain
dealing with relevant nonparticipating parties such as:
Informed consent
Debriefing participants and facilitators
Ensuring confidentiality and minimizing disruption.
Data segmentation and coding
Considering the Instructional Setting
Summary of problematic

Purposes and Types of Research
Conducted
THE RELATION BETWEEN INSTRUCTORS AND
LEARNING IN SECOND LANGUAGE
Van Pattern and Cadierno concluded that “instructions are apparently more beneficial when it is
directed towards how learners perceive and process input rather than instructions are focused on
having learners practice the language via output”.
Spada ( 1997) investigated the role of instructions in second language development by examining
different approaches to instructions.
 Willians and Evans (1998) used three intact class: a control group, a group that receives an input
flood of positive evidence, group that receives explicit instructions and feedback.
Lyster and Ranta (1997) examined the different techniques that the teachers used when reacting to
students errors, suggesting that some types of feedback facilitate student responses more than
others.
Norris and Ortega ( 2000) performed a meta-analysis of studies of the classroom instructions and
suggesting that instructions do promote second language learning.

Action Research
 DEFINITION
It is a mode of inquirí undertaken
by teachers and it is more oriented
to instructor and learner
development than it is to theory
building, although it can be used for
the letter.
 THEORY AND BACKGROUND TO ACTION
RESEARCH
Action research usually stem from questions
or problem., involves gathering data and is
followed by analysis and interpretation of
those data and possibly a solution to the
research problem.
 ACTION RESEARCH IN PRACTICE
Action research can provide valuable insights
both to individual teachers and to the field of
second language learning.

CODING
 PREPARING DATA FOR CODING
Coding involves making decisions about how
to classify or categorize particular pieces or
parts of data. It is helpful to bear in mind.
Coding represents an attempt to reduce a
complex, messy, context-laden and
quantifications resistance reality to a matrix of
the number”.
There is a wide range of different types of
data in second language research, for example,
data could be oral and recorded onto audio
and or videotapes.
 TRANSCRIPTION ORAL DATA
Transcription conventions are used to
facilitate the representation of data in written
format.
Transcription conventions are used to
facilitate the representation of oral data in a
written format.
Transcription is often referred to as broad to
including fewer details, or narrow- meaning
that they are very finely detailed.

TECHNOLOGY AND TRANSCRIPTION
Technology is also changing the process and
product of transcription.
Digital is becoming more reasonably priced and
accessible, and online controls and software for
playback can be customized to make transcription of
digital data easier.

DATA CODING
Data coding simply defined, entails looking for
and making patterns in data regardless of
modality.
Coding Nominal Data
There are two ways nominal data can be
coded, depending on whether the research
involves a dichotomous( variable with only
two values e.g +/- native speaker) or a
variable with several values
Coding Ordinal data
Ordinal data are usually coded in terms of
ranking.
Coding interval
Data Interval scales also represent a Rank
ordering show the interval or distance between
points in the ranking.
Coding System

Coding System
 The general principle in research is to always use the highest level of measurement that
you can
Coding system is often referred to as a sheet, chart, technique, schemes, and so on.
Usually, in the coding process, patterns in the data are indicated in separated records as
one examine data.
In the second language research field, it would be helpful if researches made more use
of existing coding schemes because this would facilitate easy comparison across studies

Common Coding System and
Categories
UT-units
Suppliance in obligatory context (SOC)
counts
Chat
Conevntions
Turns
Utterances
SentencesComunication units
Tone Units
Analysis of speech units
Idea units
Clauses
S-nodes per sentences
 Type token ratios
 Targelike usage counts

 T –UNITS
One main clause with all subordinate clauses
attached to it.
They were originally used to measure
syntactic development in children´s L1
writing.
This T-unit is error-free that is, it contains no
known target like language. An alternative T-
unit For example :After eating, Peter go to bed
 SUPPLIANCE IN OBLIGATORY CONTEXT (SOC)
A research may be interested in whether a
learner has acquired a particular grammatical
form such as the simple past tense, he
progressive- ing, or third person singular s.
The SOC is a useful measure of morpheme
use in a required context.

CHAT
The chat system is aimed at discourse
Chat was developed as a tool for the study of
the first language acquisition as part of the
Children database
Chat is a particularity useful in qualitative
research. For example, in conversation analysis
A research conducting a quantitative study
might code a transcript for errors in past tense
formation, another researcher undertaking
conversation analysis mark the same transcript
with a much more detail coding system.

Custom- Made Coding System
QUESTION FORMATIONS
They collected data from learners carrying out
communicative task at four intervals in a pretest
/posttest design
The research needs a coding of a scheme that
would allow them to identify how the learners
questions formation changed over
time.NEGATIVE FEEDBACK
It refers to NNS´s reaction that was coded as
respond For example, by incorporating negative
feedback into a subsequence utterance) ignore
or no chance to react to it.
CLASSROOM INTERACTION
 It refers to the use of feedback in second
language immersion school that used in terms of
third-turn uptake.
SECOND LANGUAGE WRITING INSTRUCTIONS
These are coding schemes that focus on the
learners 'overall knowledge of forms, and
evidence of development following an
intervention that is base on the effects of written
errors correction on learners and written
feedback.
TASK PLANNING
It refers to the effects of planning on task
performance has often utilized measures of
fluency, and complexity.

Interrater Reliability
To increase confidence, it is important not
only to have more than one rather code the
data wherever possible but also to carefully
select and trains the raters.
Another way to increase the reliability to
Schedule coding in rounds or trials to reduce
boredom or drift
Researchers should also consider the nature
of the coding scheme in determining how data
should be coded by a second rater.

Calculating Interrater Reliability
 SIMPLE PERCENTAGE AGREEMENT
This is the all coding agreements over the
total number of coding decisión made by the
coders. For example, the study of children¨s
ESL development both researchers and one
research assistant coded all of the data
 COHEN´S KAPPA
. To represent the average rate of
agreement for an entire set of scores,
accounting for the frequency of both
agreements and disagreements by category

 ADITIONAL MEASURE OF REABILITY
They are based on a measure of correlation
and reflect the disagree of association
between the rating provided by two raters
 GOOD PRACTICE GUIDELINES FOR
INTERRATER RELIABILITY
In general, good practice guidelines suggest
that regardless of which measure was used to
calculate interrater reliability, what the score
was, and if, there is space in the report, briefly
explain why that particular measure was
chosen.

 HOW THE DATA ARE SELECTED FOR
INTERRATER RELIABILITY TEST
In some second language studies, the
researchers code all of the data and calculate
ability across 100% of the dataset. However,
an alternative is to have second and third
quarter code only a portion of the data.
 WHEN TO CARRY OUT CODING
RELIABILITY CHECK
Many researchers decide to use a simple data
set( perhaps a subset of the data, or data from
the pilot test) to train themselves and their
others codes and test out their coding scheme
early on in the coding process.

The mechanic of coding
It refers to the implementations of the system
vary among researches according to the personal
preferences
Some researchers may prefer a system of
using highlighting pens, working directly on
transcript
Other researchers depending on their
particular questions, may decide to listen to
tapes or watch videotapes without transcribing
everything, they simply mark coding sheets
when the phenomena they are interested in
occur and may decide to describe only
interesting examples for their discussions
How much to code?
Depending on the research question and the
data set, a number of different segmentation
procedures may be appropriate for second
language research.
When to make Coding DecisionsDesigning
coding sheets ahead of data collection and then
testing them out in a pilot study is the most
effective way to avoid potential problems with
the data for the study.

ANALYZING QUANTITATIVE DATA
 DESCRIPTIVE STATISTICAL
Descriptive statistics can help to provide a
simple summary or overview of the data, thus
allowing researchers to gain a better overall
understanding of the data set.
We present an overview of three different
types of descriptive statistics: measures of
frequency, measure of central tendency and
measure of variability or dispersión.

 MEASURES OF FREQUENCY
The measure of frequency is used to indicate
how often a particular behavior or phenomenon
occurs.
For example, in second language studies,
researchers might be interested in tallying how
often learners make errors in forming the past
tense, engage in particular classroom behavior.
Frequencies may also be represented
graphically in forms such as histogram, bar
graphs, or frequency polygons.
Frequencies and measures of central tendency
can help researches determine which sorts of
statics are appropriate for the data.

Measure of Central Tendency
 MODE
The mode is the most frequent score
obtained by a particular group of learners.
The mode does not always give an accurate
picture of the typical behavior of the group
and it is not commonly employed in the
second language.
 MEAN
The median is the score at the center of the
distribution, that is the score that Split the
group in half.
This measure of central tendency is
commonly used with small number of scores
or when the data contain extreme score, know
as outliners

 MEAN
The most common measure of central
tendency is the mean or the arithmetic
average.
The mean would be the sum of all scores
divided by the number of observation,
 The mean may be represented visually
through the use of graphics, including the bar
graph
For example (78.92,92,74,89,80) = 84,2
 OUTLINERS
These represent data that seem to be atypical
of the rest of the dataset.
The researchers need to carefully look at the
data and determine whether the data
collected from specific individuals are
representative of the data elicited from the
group of a whole

Measure of Dispersion
Measure of central tendency are useful and
they give both the researcher and reader an
idea of the typical behavior of the group.
 A more of measuring variability is through
the calculation of standard deviation..
 The standard deviation is the square root of
the variance.
As an example consider the scores given
earlier 45,99 ,57,17,63,100

Standard Scores
. The standard score is the signed number
of standard deviations by which the value of
an observation or datapoint differs from
the mean value of what is being observed or
measured.
 The two most common standard scores are z
scores and T scores. The first type, z scores,
uses standard deviation to reflect the distance
of a score from a mean.
It has a z score of +1, a score is two standard
deviation above the means has a z score of +2,
and score that is one standard deviation below
the mean has a z score of -1. The calculation of
a z score is straightforward

Normal distribution
In a normal distribution the numbers (scores
on the particular test) cluster around the
midpoint. There is an even and decreasing
distribution of scores in both directions.
Many statistics assume a normal distribution
of scores.
Research represents a normal distribution
with the mean, mode, and median
corresponding at the midpoint.

Probability
The probability value that is reported and is
designed to provide confidence in the claims
that are being made about the analysis of the
data.
The general way of expressing probability is
through a percentage.Probability is an
expression of the likelihood of something
happening again and again
For example, if the probability is .05 there is
a 5% possibility that the result were obtained
by chance alone.

Inferential Statistics
Researchers want to make inferences from
the particular sample to the population at
large.
It is impossible to gather data from all
members of the populations, inferential
statistics can allow researchers to generalize
findings to other, similar language learners,
that is, to make inferences

Prerequisites
Standard Error of the Mean It is the standard deviation of sample
Standarrd Error of the diffrences
Between Sample means
It is based on the assumption that the distribution of difference
between simple means in normal
Critical Values We use as a confidence measure to determine whether our
hypothesis can be substantiated.
One –Tailed Versus Two- Tailed
Hypotheses
They predict a difference but not in which direction the difference
was expected. The former is known as one-tailed hypotheses and
require a different critical value tan do the neutral or two-tailed
hypotheses.

Parametric versus Nonparametric
Statistics
PARAMETRIC
There are a set of assumptions that must be
met before the tests can be appropriately
used.
The data are normally distributed and means
and standards deviation are appropriate to
measure of central tendency.
The data(dependent variable) are interval
data (e.g. scores on a vocabulary test; see for
further information)
Independence of observation-scores on one
measure do not influence scores on another
measure (e.g. a score on a oral test at Time.
NON PARAMETRIC STATISTICS
Test are generally used with frequency data(
e.g. The amount of other-correction in class
discussion in different classroom)

Parametric Statistics
T_test  To determine if the means of two groups are significantly different from one another
There are two groups independent and paired test
Analysis of
variance
 ANOVA results provide an F value, which is a ratio of the amount of variation
between the groups to the amount of variation between the groups to the amount
of variation within the groups Eg. You have conducted a study in which you are
comparing the effectiveness of three different types of instructions
Two –Way
ANOVA
 IIn the second language research, there is often need to consider two independent
variables.For example instruction type and proficiency level.
Analysis of
covariance
(ANCOVA)
 A preexistence difference among groups and the variable where that difference is
manifested is related to the dependent variable..

Multivariate Analysis of Variance
(MANOVA)
 It differs from an ANOVA in that It has more than one
dependent variable.
 Use a multivariate analysis of variance, there has to justification
for believing that the dependent variables are related to one
another.
Repeated Measure (ANOVA)  To compare participants´ performance on more tan one task.

Non parametric Test
CHI Square  The chi-square is often used with categorical and relies on observed
frequencies and expected frequencies. For examples of the categorical data
include age groups (e.g. 8-10 years –old, 11-13, 14-16) gender, types
relatives clauses and so forth.
Mann-Whitney U
/Wilcoxon Rank Sums
 These tests are used with ordinal or interval data rather than categorical
data.These are comparable to the t-test in that they compare to the t-test in
that they com compare two groups but used when the result is Rank scores(
e.g with the ordinal scale dependent measures.
Kruskal –Wallis
/Friendman
 It is a nonparametric test comparable to an ANOVA but used when
parametric test assumption is not met.It is used when research compare
three o more independent group

Statical Tables
 SUMMARY OF STATISTICS
 Summarize some of the different types of
second types of the second language..
DISTRIBUTION OF CHI-SQUARE
 Provide a partial display of the distribution.

 DISTRIBUTION OF CHI SQUARE
The method for Reading this table is the same
as that for Reading the t-test table.

 STRENGTH OF ASSOCIATION
To determine how much of the variation is
actually due to the independent variable in
question
E.g the treatment, the learner´s language
background, the learning context
 ETA AND OMEGA
The most common measurement that can be
used after a t-test is Eta2 which goes beyond
the fact the fact that there is a significant
difference and give us an indication of how
much of the variability is due to our
independent variable.
On the other hand, Omega2 (w2) is the
statical used when all group have an equal n
size.

 EFFECT SIZE
Effect size is a measure that gives an
indication of the strength of the one´s findings.
It is not depend variable on simple size and
therefore can allow comparison (meta-
analysis) across range of different studies with
different simple size.
 META-ANALYSES
Effective size can be a useful tool for
researchers who want to compare the result
with other research that addresses a similar
question

Correlation
Correlational researchers attempt to
determine the relationship between variables,
It does not determine causation.
Depending on the direction of the line,
correlation coefficients can be expressed as
positive and negative values.
LINEAR REGRESATION
A straight line, called regression line might
help us to address this question.
A prediction equation can be used once we
know the slope of the line and the intercept..
The validity of regression for prediction
depends on the variables selected.

 MULTIPLE REGRESSION
Use for two or more variables to be used to
predict the third variable.
We can use multiple regression to do that.
For example, we might predict ESL learners
do in college two factors: their result on a
standardized test and their performance in an
intensive English program (IEP) on their own
campus.
 FACTOR ANALYSIS
Factor analysis is a procedure for determining
common factors that underline measure that
test different variables.
Factor analysis can be used to determine
overall patterns found in correlation
coefficients and is particularly useful when
analyzing result from survey..

Statistical Package
 SPSS
SPSS is a basic analytic program.
One can also converter raw data and output
from SPSS to chart and graphs..
 VARBRUL
It is a statistical package

Concluding and Reporting Research
 THE IMPORTANCE OF REPORTING
RESERACH
The purpose of research is to discover answers
to pertinent questions
Reports of research generally involve a clear
description of the problem and the methodology,
together with the result, the researcher's
interpretations of the data based on their
theoretical framework and a conclusión.
 THE FINAL STAGES OF REPORTING
QUANTITATIVE RESEARCH
The result and discussion of findings may be
combined into the one section or presented in
separate sTis relatively sectionsimple and the
implications of analysis are his section can be
combined if the research design straightforward.
The result section should include a clear
description of the data collected and the
outcomes of any statistical procedures.
The analysis is often organized in terms of the
relevant research questions or hypothesis.
The final section of research report can vary
from author to author and fro type of study.

 DISCUSSION
Discussion section is often central
components of the final stages involved in
reporting research, providing the important
function of summary, explanations,
comparison, and appraisal.T
hey can inform readers as to the purpose of
the research, call attention to its context and
implications, clarify theories and concepts,
and promote investigation and analysis.
 LIMITATION, FUTURE RESEARCH, AND
CONCLUSIÓN SECTION
The elements in the final section of the second
language research articles:
Summary of the results.
Explanations of possible reason for the result
Comparison of the result to those obtained in other
studiespreceding discussion delineated several
common
Commentary on the significance or implications of the
result.
Discuss of limitations.
Suggested áreas for further research.

The final Stages of reporting qualitative
research
To involve distinct standards for reporting and
stylistic elements such as a range of data
collection methods (structure and
unstructured classroom observation, informal
interviews case study, introspective analysis
and diary studies.
Qualitative research paradigm and research
method section. They address preliminary
basis, suppositions and hypotheses.
Research design section represents the
epistemological, conceptual foundation and
assumption of the quality research.
The research methods section should include
the authenticity and credibility
Reports should state how the research gained
Access to participants and what kind of
relationship was established between the
research and participants.
It is also important the inclusion of
information about procedures and how the
data were collected (interviews, observations
etc).
Finally, research should report any
preliminary biases, suppositions, and
hypotheses prior to as the study..

 REPORTING COMBINED METHOD(
QUANTITATIVE AND QUALITATIVE) RESEARCH
In reporting their studies, researches need to
consider all elements and requirements that
will best explain the data to the audience.
For example, Survey-based research
methods, such as the use of questionnaires,
are often used to triangulate both more
quantitative, and more qualitative oriented
data.

Checklist for Completing Reports of
Research
The Research
Problem and
Question
 The problem and question need to be clearly stated and presented as part of a
theoretical framework.
The Research
Hypotheses
 The research hypotheses need to be clearly stated presented as part of the
theoretical framework in the research report.
 To need to specify hypotheses or predictions
The audience  Research need to consider their audience and the match between their work
and what is usually either published by the journal or press or presented at the
conference venue.
The abstarct  To provide a brief overview, that readers will usually use to determine whether
the study is relevant to their current interests and research needs.
 It is important to write a good, representative abstract for retrieval purposes.

The Literatura Review  Explain the context for the research together with details about the findings,
strengths, and weaknesses of the previous studies in the area
The design of the
Study
 The design allows other researchers to replicate the study an to be able to
understand and evaluate the validity of the result, based on the methods
used.
Logistic  Before reporting, researchers should also carefully address practical issues
with a series of checks.
Participants  To include biographical details, selection or assignment of participant to
particular groups provided
 Data gathering  To include general data gathered such as random, non-random,research
questions the evidence of validity and reliability etc.

DATA ANALYSIS Take in mind the following elements for data analysis
 Transcription
 Coding System
 Interrater Reability
 Data oraganization
 Statistic
 Presentation
 Conclusion
 Reference
 Footnotes,
 Endnotes,figures and tables
 Author Note/Acknowledgements
 Posterserach Concerns
 Final touches and formating

Final Touches and Formatting
It is important to consider how the report is presented.
For example (the front and back materials such as title,
page, abstract, author note,reference and appendixes
Research should carefully consult relevant style manual
when preparing to submit their manuscript, for example,
the 2001 APA manual specifies the tables, figures etc.
A grant-awarding body will have an office or website tool
that evaluates proposals in order to ascertain their
compliance with formatting regulation before the
proposal is sent out to be reviewed.
It is important in reporting research are the guidelines
outlined by particular universities for theses and
dissection.

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