Rationale for Using Mixed Methods Language learning is a complex process. Thus, this study seeks to incorporate an interdisciplinary framework for data collection, analysis and interpretation (Smith, 1997). It is hoped that this methodology would create “dialogic opportunities to generate better understandings of important phenomena” (Greene, 2012, p. 755). I am particularly interested in aspects of complementarity (Greene, 2007), where one phenomena (English Language Learning) is studied using a primary mode (Qualitative in this project), while jointly analyzing the larger context based on a quantitative study. I will investigate both the lived experiences of individual’s students and the larger structures of language learning such as the …show more content…
This study requires a zoom in zoom out function, which helps recognize and make connections between individual lived experiences and the larger organizational, social structures that mediate these experiences. Furthermore, mixed methods are based on the premise that in using different methods for inquiry allows for dialogic inquiry that aids in better understanding (Greene, 2012).As such, would allow me to provide a thick description (Geertz, 1973) of the multiple forms of evidence I provide for my arguments (Smith, 1997). Thus, this study is interested in triangulation, which seeks convergence, to increase the validity of the construct by measuring the same phenomenon using multiple methods (Greene, 2007). Mixed methods, as conceptualized in this study, allows for “mixed method lite”, where the mixing is done only at the methodological level with one dominant (in this study the qualitative analysis) and one secondary methodology (Greene, 2012 p.758). Since the purpose of using mixed methods in this particular study is based on improving understanding, this level of mixing is deemed appropriate. For instance, one part of first research question is concerned with identifying language learning experiences of students in the various tracks. While, the qualitative methodology will be able to provide information based on a detailed description of these experiences and how they are perceived by the students, the …show more content…
Overall, the methodology in collecting and analyzing will be based on Critical Discourse analysis (CDA), as described by Gee (2014). CDA is a methodology based on a theory of language which seeks to tie individual communication structures to larger contextual and social issues. The theorizing of this method is based on the assumption that speakers use language to co-construct relationships, roles and identities, particularly in terms of privilege and marginalization. More importantly, this methodology helps examine what the data gathered from the interviews and other sources such as observations and documents really mean. As such, the interpretation of the data based on the student’s narratives could be warranted
The author could have employed other methods of qualitative research such as, narrative analysis, grounded theory, discourse analysis, data display and analysis, content analysis and quantifying qualitative data and computer assisted qualitative data analysis software (CAPDAS) (Saunders et al., 2016). Nevertheless, these approaches seem cumbersome sometimes and take a long time to complete (Willig, 1999; Braun and Clarke, 2006 and Smith and Bekker,
Conversation analysis was developed as a systematic study of discourse. This was established by the American pioneers in this sector, Harvey Sacks, Emanuel A. Schegloff, and Gail Jefferson. This was further labeled as the 'systematic analysis of the talk produced in everyday situations of human interaction: talk-in-interaction' (Hutchby and Wooffitt, 1998: 13). The study of conversational analysis is an approach to understand how individuals create and understand conversations, looking into investigating the elements of turn-taking, overlapping, pauses within a piece of discourse. The early development of conversational analysis has been deep rooted within sociology, as Harvey Sacks was mainly concerned with creating a way that 'sociology could become a naturalistic, observational science” (Hutchby and Wooffitt, 1998: 25).' The critical analysist's within Conversational analysis are concerned with any discourse, being informal or formal. The most important aspect of...
The type of data collection for a qualitative research study depends on the research design. The qualitative design itself originates out of the disciplines and flow throughout the process of research (Creswell, 2014). Creswell (2014) recommends narrative, phenomenology, ethnography, case study, and grounded theory as common qualitative research methods. These were recommended because of they are popular across the social and health and science research studies. Hays and Woods (2011) asserted that selecting a research tradition congruent with one's research orientation and study purpose, and at the same time, infusing it in all phases of qualitative inquiry, is one of the key criterions for trustworthiness of the research results. Hays and Woods (2011) recommends six qualitative research traditions, including ground theory, phenomenology, consensual qualitative research, ethnography, narratology, and participative action research. Indeed, while there are additional qualitative research methods available, scholars have identified these six qualitative traditions consistently or identified them as emerging and common methods of qualitative research (Hays & Woods, 2011).
PROMPT 1 Middle and higher education are my work contexts as a teacher. Ethnographic observation seems to be hard to plan and apply since most of my students have a part-time job and they do not spend much time at home. Ethnographic observation demands a lot of time and planning. However, it is worth it since it provides teachers with the opportunity to develop themselves as researchers and to improve their professional practices. It allows teachers to know students contexts and the marginalized literacy practices they perform.
Various information gathering techniques can be utilized, as the specialist and the examination subjects cooperate in this collaborative dialogic relationship (Moen, 2006). Data can be as field notes; journal records; interview transcripts; one's own particular and other's perceptions; narrating; interview transcripts; personal written work; reports, for example, school and class arrangements, bulletins, and different writings, for example, standards and principles; and pictures (Moen, 2006). According to Moen (2006), the narrative methodology is arranged inside of the qualitative or interpretive examination method. A subjective way to deal with the field of examination implies that analysts study things in their characteristic settings, attempting to understand and translate phenomena as far as the significance individuals bring to them (Moen, 2006). Throughout the many disciplines that utilized narrative inquiry, certain theoretically oriented narratives help researchers to listen and understand the stories of individuals and to become advocates for them (Sheperis, Young & Daniels, 2010). As with all methods, caution must be used. For instance, narrative researchers have to interrogate and allow their presence in all phases of the investigative process (Sheperis, Young & Daniels,
Qualitative research seeks to understand a social or human problem through an inquiry process. It is conducted in a natural setting and reports the views of informants in rich detail. Qualitative research strives to describe the extraordinarily complex nature of people and their perceptions of their experience in the specific social context in which the experience occurs. (Geertz, 1973). This is quite different than the paradigm of quantitative research. The raw material for qualitative research is ordinary language, as opposed to the numbers that are the raw material for quantitative research. The language may be obtained in many ways. It may be the participant’s own descriptions of him or he...
Critical Research is also referred to as the transformative paradigm. Critical paradigms are used in qualitative research methods that include interviews and group discussions; these are techniques that allow for collaboration that can be carefully deployed in a way that avoid discrimination (Mackenzie & Knipe, 2006). Critical research analysis and interpretation seeks categories, patterns and themes to result in the data collection. The results are useful to identify ethical integrity and social injustices.
….both quantitative and qualitative research are important and useful. The goal of mixed methods research is not to replace either of these approaches but rather to draw from the strengths and minimize the weaknesses of both in single research studies and across studies.
Lightbown, P., & Spada, N. M. (2006). How languages are learned (3rd ed.). Oxford [england: Oxford University Press.
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Long, M. (1996). The role of the linguistic environment in second language acquisition. In W.Ritchie and T.Bhatia (eds.) Handbook of Second Language Acquisition (San Diego, CA: Academic Press), 413-68.
Long, M, H. & Doughty, C, J. ( Eds.).(2009). The Handbook of Language Teaching. Blackwell Publishing Ltd.
Another option available to a researcher is mixed methods which focuses on collecting, analyzing, and mixing both qualitative and quantitative data in a single study; also, it is based on the premise that the use of quantitative and qualitative combination provides a better understanding of the research problem than either approach alo...
However, during the last 20 years language learning trends have noticeably changed in favour of the study of English as a foreign language, ...
WORKS CITED Krashen, Stephen. The. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 2003. 1982 Omaggio, Alice C. Teaching Language in Context.