Mixed Methods Research for TESOL

14 Pages·2014·4.13 MB·English

by  James Brown

Mixed Methods Research for TESOL
[email protected]
BUTUH LENGKAP HUB
Mixed Methods Research for
TESOL
James Dean Brown
EDINBURGH
University Press
© James Dean Brown, 2014
Edinburgh University Press Ltd
The Tun – Holyrood Road, 12(2f) Jackson’s Entry, Edinburgh EH8 8PJ
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Typeset in 10/12 Minion by
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ISBN 978 0 7486 4639 5 (hardback)
ISBN 978 0 7486 9805 9 (webready PDF)
ISBN 978 0 7486 4638 8 (paperback)
ISBN 978 0 7486 9806 6 (epub)
The right of James Dean Brown to be identified as Author of this work has been asserted in
accordance with the Copyright, Designs and Patents Act 1988, and the Copyright and Related
Rights Regulations 2003 (SI No. 2498).
CONTENTS
List of Figures, Screenshots, and Tables
Preface
Acknowledgments
Series Editors’ Preface

Section One: Getting Research Started
1 Introduction to Research
2 Starting Research Projects
3 Gathering, Compiling, and Coding Data

Section Two: Analyzing Research Data
4 Analyzing Quantitative Data
5 Analyzing Qualitative Data
6 Analyzing MMR Data

Section Three: Presenting Research Studies
7 Presenting Research Results
8 Writing Research Reports
9 Disseminating Research
10 Conclusion

Glossary
Bibliography
Index
LIST OF FIGURES, SCREENSHOTS, AND
TABLES
FIGURES
Very broad categories of TESOL research (Nunan 1992
Figure 1.1
interpretation of Brown, 1988a)
Emergence of many new types of research (adapted from
Figure 1.2
Brown, 2004)
Primary research characteristics continua (adapted from
Figure 1.3
Brown, 2004)
Qualitative, quantitative, and mixed methods research (based
Figure 1.4
on Johnson et al., 2007, p. 124)
Figure 7.1 Semesters of study (based on results in Table 7.1)
Figure 7.2 Majors (based on results in Table 7.1)
Figure 7.3 Future plans (based on results in Table 7.1)
Future plans (plain two-dimensional bar graph, based on
Figure 7.4
results in Table 7.1)
Future plans (shaded three-dimensional bar graph, based on
Figure 7.5
results in Table 7.1)
Future plans (three-dimensional cylinder graph with axes
Figure 7.6
switched, based on results in Table 7.1)
Future plans (three-dimensional pie chart, based on results in
Figure 7.7
Table 7.1)
Future plans (two-dimensional donut chart, based on results
Figure 7.8
in Table 7.1)
Evaluation design and simplified timeline (Figure 1 in
Figure 7.9
Kletzien, 2011, p. 57)
Figure Example item from the Ethóks etymology test (from de la
7.10 Cruz Villegas and Izquierdo Sandoval, 2009a, p. 113)
SCREENSHOTS
Screenshot
Example quantitative data set
3.1
Screenshot
Example qualitative data set with codings added
3.2
Screenshot
Example qualitative data set for recoding
3.3
Screenshot
Example Excel spreadsheet of data from Chapter 3
4.1
Screenshot
Example Excel spreadsheet with all statistics calculated
4.2
Screenshot
Made-up data for Excel Play Activity
4.3
Screenshot
Made-up data for Excel Correlation Function
4.4
Screenshot Mean listening scores pre- and post-intervention for two
4.5 groups (Phuong, 2011, p. 5)
Screenshot New classification scheme for data classified in Screenshot
5.1 3.2
TABLES
Strengths and weaknesses of the qualitative and quantitative
Table 2.1 sides of research (compiled from Brown, 2001a, 2004;
Johnson and Ongwuegbuzie, 2004, pp. 19–20)
Table 2.2 Types of triangulation
Rules of thumb and associated questions for starting an
Table 2.3
MMR project
Which data sources lead to data that are qualitative,
Table 3.1
quantitative, or both?
Rules of thumb and associated questions for gathering,
Table 3.2
compiling, and coding data
Values necessary for the Pearson product-moment
Table 4.1 correlation coefficient to be significant (adapted from Fisher
and Yates, 1963)
Values necessary for a t- test to be significant (adapted from
Table 4.2
Fisher and Yates, 1963)
Summary display of the correlation coefficients (adapted from
Table 4.3
Chang, 2007)
Expanded summary display of the correlation coefficients
Table 4.4 (above the diagonal) and coefficients of determination (below
the diagonal) (adapted from Chang, 2007)
Rules of thumb and associated questions for quantitative
Table 4.5
data analysis
Complementary strengths of qualitative and quantitative
Table 5.1
research sides of MMR
Very abridged version of the effects matrix for the first year
Table 5.2 outcomes of the UdeG/UCLA REST project (adapted from
Lynch, 1992, p. 85)
Abridged site-dynamics matrix (adapted from Lynch, 1992, p.
Table 5.3
89)
Table 5.4 Example checklist matrix
Table 5.5 Example time-ordered matrix
Table 5.6 Example conceptually clustered matrix
Table 5.7 Example role-ordered matrix
Table 5.8 Example three-factor matrix
Table 5.9 Example four-factor matrix
Country X study checklist matrix of observations and sources
Table 5.10
of information
Rules of thumb and associated questions for qualitative data
Table 5.11
analysis
Characteristics of sound quantitative and qualitative research
Table 6.1
studies (summarized from Brown, 2004)
Definitions of principal concepts and methods for
Table 6.2 enhancing/corroborating/defending the quality of qualitative
and quantitative research methods
Table 6.3 Key forms of legitimation useful in MMR
Key techniques for enhancing/corroborating the legitimation
Table 6.4 of an MMR study
Rules of thumb and associated questions for MMR data
Table 6.5
analysis
Profile of student survey respondents (adapted from Table 1
Table 7.1
in Pierce, 2012, p. 55)
Student and faculty perceptions of teaching experience within
Table 7.2
the BA program (adapted from Table 4 in Pierce, 2012, p. 60)
Table 7.3a Student questionnaire responses (n = 304)
Student questionnaire responses ordered from high to low (n
Table 7.3b
= 304)
Table 7.4a Correlation coefficients from imaginary study
Simpler display of correlation coefficients from the imaginary
Table 7.4b
study in Table 7.4a
Teaching reference within SLS course syllabuses (adapted
Table 7.5
considerably from Table 3 in Pierce, 2012, p. 58)
Abridged comments from the post-term interview with the
Table 7.6 second teacher (adapted from Table 9 in Kletzien, 2011, p.
73)
Summary of positive classroom observations from the
Table 7.7
Country X study
Summary of problems observed and sources of information
Table 7.8
from the Counry X study
Criteria for CALL task appropriateness (Table 1 in Ranalli,
Table 7.9
2008, p. 443, from Chapelle, 2001, pp. 55–8).
Paired-sample t- test results for pre- and post-tests (Table 3
Table 7.10
in Ranalli, 2008, p. 448)
Description of the Greek/Latin-rooted words included in the
Table 7.11 software (Table 2.2 in de la Cruz Villegas and Izquierdo
Sandoval, 2009a, p. 114)
Description of the Greek/Latin-rooted words not included in
Table 7.12 the software (Table 2.3 in de la Cruz Villegas and Izquierdo
Sandoval, 2009a, p. 114)
Rules of thumb and associated questions for presenting
Table 7.13
MMR results
Table 8.1 Guidelines for writing sound questionnaire items (draws on
material in Brown, 1997, 2001a)
Mapping MALQ factors and listening strategies (adapted from
Table 8.2
Table 6 in O’Bryan and Hegelheimer, 2009)
MALQ scores (adapted from Table 7 in O’Bryan and
Table 8.3
Hegelheimer 2009)
Emergent patterns in source text use (adapted from Table 5
Table 8.4
in Plakans and Gebril, 2012)
Writers’ responses to items regarding source text use
Table 8.5
(counts) (adapted from Table 8 in Plakans and Gebril, 2012)
Rules of thumb and associated questions for writing research
Table 8.6
reports
Rules of thumb and associated questions for disseminating
Table 9.1
research results
Table 10.1 Rules of thumb and associated questions for the conclusion