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Section 3 Linking Research Questions to Data Analysis techniques（第1页）

Se3:LinkingResearchQuestionstoDataAnalysisteiques

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&hegreatestdifficultiesthatstudentsandbeginningresearchersfagresearchisattemptingtolinkresearchquestionstodataanalyses.Becauseofitslogituitiveappeal，aninumberofresearchersareutiliziiveandquaaahodsormixedmethodstouudies.

Quantitativeresearplaryquahodologyistheexperimentaldesigionnaires，wherebyinitssimplestfroupsaremeasured.Whenonegroupistreated，thegroupsaremeasuredagaisarethenpared.Inquantitativeresearch，variablesaredefinedbynumbers，suchasmeasuringbehaviinstances，whicharetheoprovideinformationaboutourworldasabasisforparisonsands.Kypeofquantitativeresearchquestionhelpresearchersseleappropriatestatistialysis.Quantitativeresearchquestionsusuallyrepresehefollowiypes:descriptive，correlational，orparative.

Qualitativeresearch:Qualitativeresearchersuseobservations，ioriarrativedotation，andsimilarsubjectivedataasabasisfordisgandiionshipsamongvariables.Maionsprobesocialsituationsandusefieldreseariques，whichgivesiderableattentiontthetextofthesoviro.Manyqualitativeresearchersbelievethatthereisooaivedata，throughthemethodoftparativeortparisonanalysis.Forexample，reaninformalpollofschoolofedufacultyatalargeuyoionwas，“howqualitativedatabeanalyzed?”

Morethan80%ofthepartitsrespoh“tparisonanalysis”

.Wedthatusis-allapproach（i.e.，tparisonanalysis）toanalyzingqualitativedata，atleastsometimes，willleadtoihatarenottwiththeunderlyingdata—therebyaffeglegitimationviapossuterpretivevalidityaicalvalidity.

Leewuegbuziedescribedseveralqualitativedataanalysisteiques，ingthefollowihodoftparison，keywords-i，wordt，classitanalysis，domainanalysis，taxonomialysis，aialanalysis.

Uisnotpossibletomatcheachqualitativeresearchquestiontoitsmostappropriatedataanalysistool.Thisisbecausethesamequalitativeresearchquestionalyzedinmultipleways.Indeed，Leewuegbuziereendthatresearalyzetheirdatausiwoproordertulatetheirfindingsaioa-analysistriangulation）.

Activity3-1:Identifyingquantitativeandqualitativedataanalysis

&hefollowingthsaheirdataahods.

1.Thestudyioexamiioweelishlearningoutarch1998，morethan1700non-EnglishmajorswhowerefromthreeuedinHeilongjiang，ShandongandJiaothe“LearorQuestionnaire”

aheytookd4.Theresultsyieldedbymultipleregressionanalysisindicatewhierfactorshavepredigpoweriothestude.

2.ThestudyattemptedtofiudentswithhigherL2proficyusedreadingstrategiesdifferentlyifparedtostudentswithlowerL2proficy.ThesubjevolvedwerefourstudentswhoweremajinRussianandJapaudyEnglishastheirsedfuage.Theresearcherselectedtassagestomatchtproficyrespectively.Eatwasaskedtoreadthepassageindividuallywhilespeakingaloudwhatwasgoingonihewholeprocesswasredtranscribedsubsequeegiesusedbythestudeegorizedaed.Aadebetweewogroupsiheuseies.

Activity3-2:Identifyiaanalysisteiques

SkimovertheacademicarticletitledFuageAy:UandingItsStatusandInsiders’Awaretitudes（SeeAppendix2）.Studyitsdataanalysisteiquesandlistitspartsintheboxbelow.

WhatYoushouldKnow

&ionsoughtandpopulatiohesamplihods.Ifiobemade，arepresentativesamplewillbesought，mostlikelythroughrandomsampliionvariesagtogeographicalloorbyspecialgroupihnicgroups），thenstratifiedrandomsamplingmaybeheselosrreatdealihenproportionalsamplingswithiamaybenecessary.Ifthepopulationisquitewidespreadanditatiosamplingindividualswithiioerssuchasschoolsorclasseswithinsaybeusedwiththerandomizationofclusters.Iftheinformationaboutthepopulationissoadequatethatarepresentativesamplebelogically，thenperhapsapurposivesamplemightbeused.Holihodsshouldbeusedonlywhehecharacteristicsofthepopulationisimpossibleduetoe，orotherresourstraint.Athh，detailedexplanationofthesamplingteiquesisoestablishthevalidityoftheinformationandfindings.

&icalmethodsusedwillbelargelydetermiionsought.Ifdescriptiveinformationissought，theivestatistics，suts，pertages，means，andranges，maybethemostadequatestatisticaltool.However，ifinferenpletoapopulatioheatistiddescriptiveinformationwillbeherparisoiht，themeasurementlevel（nominal，ordinal，interval）aio（normalityofpopulation，equalvariac.）willdetermiypeofiooltouse.

LanguageFocus

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