Research in Language Teaching

8/17/2019 Research in Language Teaching

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DISCUSSION

A. Definition of Mixed Methods Research

Mixed methods research is a research design with philosophical assumptions as

well as methods of inquiry. As a methodology, it involves philosophical

assumptions that guide the direction of the collection and analysis of data and the

mixture of qualitative and quantitative approaches in many phases in the research

process. As a method, it focuses on collecting, analyzing, and mixing both

quantitative and qualitative data in a single study or series of studies. Its central

premise is that the use of quantitative and qualitative approaches in combination

provides a better understanding of research problems than either approach alone

(!"#reswell . $tudies that are products of the pragmatist paradigm and that

combine the qualitative and quantitative approaches within different phases of the

research process. (%asha&&ori ' %eddlie, )* Mix methods research designs

combine quantitative and qualitative approaches by essentially mixing both

quantitative and qualitative data in singly study. %he purpose of these designs is to

build upon the synergy and strength that exists between quantitative and

qualitative methods in order to more fully understand a given phenomenon than is

possible using either quantitative or qualitative methods alone.

%hese potential limitations, mixed method can be used to build on the finding

of a qualitative study by pursuing a quantitative phase of the research, or vice

versa. Alternatively, you may find yourself wor&ing in a graduate program that is


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less receptive to qualitative research than quantitative research, but you may

genuinely interested in incorporating a qualitative component into the study. A

mix method approach will enable you to achieve this goal. %he same issues in the

general debate over qualitative versus quantitative paradigms arise in discussion

of mixed methods evaluation. +or example, qualitative researchers who are

philosophically opposed to quantitative methods argue that these methods have

taught us very little about how and why programs wor&. owever, both sides can

benefit from collaboration. -uantitative studies are good at established what, but

qualitative studies help us to understand how a program succeeds or fails.

B. Three types of mixed methods designs

%hree characteristics that differentiate types of mixed methods designs

!* %he priority given to either the quantitative or qualitative data collection. %he

researcher has three choices about the priority given to qualitative and

quantitative data qualitative and quantitative data are of equal weight,

quantitative data are of greater weight than qualitative data, or qualitative data

are greater weight than quantitative data.

* %he sequence of collecting quantitative or qualitative data. %he researcher

can/t collect quantitative and qualitative simultataneously. -uantitative data

are collected first, followed by qualitative data qualitative data are collected

first, followed by quantitative data or in a -0A1"-0A2 approach both types

3* of data are collected during the same period.

4* %he data analysis techniques used to either combine the analysis of data or

&eep the two types of data separate. As we have discussed throughout this text,

one of the most difficult aspects of any research endeavor is the analysis of


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data. %his problem is showcased when we attempt to analyze quantitative and

qualitative data sources concurrently or in sequence and attempt to find points

of intersection as well as discrepancies.

%here are %hree common types of mix method research designs the

-0A2"quan model, the -0A1"qual model, and the -0A1"-0A2 model, in the

name of the models, our use of uppercase and lowercase letters follows the

converitions presented by #reswell. %he method are described in the following

sections.!* -0A2"-uan Model

%he exploratory mixed methods design. -ualitative data are collected first

and are more heavily weighted than quantitative data. A qualitative study (or

phase in s study* comes first and is typically an 5explanatory6 study in

which observation and open ended interviews with individuals or group are

conducted and concepts and potential hypotheses are identified. In a second

study or phase, variables are identified from concepts derived from the

qualitative analyzes and hypotheses are tested with quantitative techniques.

%he -0A1"qual approach is useful for researchers who obtain results from

multi item scales to measure phenomena. %he validity of the qualitative

results can be enhanced by quantitative results obtained from the second

study or phase.

* -0A1"-ual Model

%he explanatory mixed methods design, -uantitative data are collected first

and are more heavily weighted than qualitative data. In the first study or

phase, the researcher formulates a hypothesis, collects quantitative data, and

conducts data analysis. %he findings of the quantitative study determine the

type of the data collected in a second, qualitative study or phase. %his study


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or phase is comprised of qualitative data collection, analysis, and

interpretation to help explain or elaborated on the quantitative results.3* %he -0A1"-0A2 model. As the triangulation mixed method design,

quantitative and qualitative data are equally weighted and are collected

concurrently throughout the same study"the data are not collected in separate

studies or distinct phase, as in the other two methods. 7ne method maybe

dominant over the other ( -0A1"qual or -0A2"quan*, or the two methods

may be qiven equal weight throughout. 8hen quantitative methods are

domain (-0A1"qual* , for example, researcher might enliven their

quantitative findings by collecting and writing case vignettes. 8hen

qualitative methods are domain(-0A2"quan* qualitative researchers might

decide to include survey, census, and li&ert"scale data with narrative data.

%he fully integrated -0A1"-0A2 approaches is the most challenging type

of mixed method research.

%en #haracteristics of Mixed Methods 9esigns

!* %he title of the research includes terms that suggest more than one method is

being uses Mixed methods, Integrated, %riangular, -uantitative : qualitative.

* ;oth quantitative and qualitative methods are used in the study

3* %he researcher describes the &inds of mixed methods being used

4* %he data collection section indicates narrative, numerical, or both types of

data are being collected


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=* -uestions are stated and described for both quantitative and qualitative

approaches

>* %he researcher indicates the preference given to qualitative or quantitative

data collection techniques.

)* %he researcher indicates the sequencing of collecting qualitative and?or

quantitative data (i.e., -0A1"-ual, -0A2"-uan, or -0A1"-0A2*

@* %he researcher describes both quantitative and qualitative data analysis

strategies

!* %he writing is balanced in terms of quantitative and qualitative approaches

C. Data Coection Techni!"es

Coecting #oth !"antitati$e and !"aitati$e data

%"antitati$e data %"aitati$e data

Instruments Interviews

#hec&lists 7bservations

ecords 9ocuments

Audio"visual materials

%"antitati$e data

#lose"ended scales

Attitudinal?behavioral scales

;ehavioral chec&lists


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#ensus, attendance records

%"aitati$e data

7pen"ended responses

$emi"structured interviews

$emi"structured observations

ecords?documents

Bideotapes

Images such as pictures or drawings

D. &$a"ating mixed methods designs

Cight questions

!* 9oes the study use at least one quantitative and one qualitative research

strategyD

* 9oes the study include a rationale for using a mixed methods designD

3* 9oes the study include a classification of the type of mixed methods designD

4* 9oes the study describe the priority given to quantitative and qualitative data

collection and the sequence of their useD


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=* 9oes the study include both quantitative and qualitative research questionsD

>* 9oes the study clearly identify qualitative and quantitative data collection

techniquesD

)* 9oes the study use appropriate data analysis techniques for the type of

mixed methods designD

( #resweel p


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given phenomenon than is possible using either quantitative or qualitative

methods alone.

%hree characteristics that differentiate types of mixed methods designs

%he priority given to either the quantitative or qualitative data collection, %he

sequence of collecting quantitative or qualitative data, %he data analysis

techniques used to either combine the analysis of data or &eep the two types of

data separate. %hree common designs, -0A2"-uan Model %he exploratory

mixed methods design. -0A1"-ual Model %he explanatory mixed methods

design., -0A1"-0A2 Model %he triangulation mixed methods design.

Cvaluating a mixed methods study, a mixed methods study can be

evaluated by answering questions related to the use of at least one qualitative and

one quantitative research method, the rationale for using a mixed methods

research design, the priority and sequence given to qualitative and quantitative

data collection, the use of qualitative and quantitative research question and

matching data collection techniques, and the use of appropriate data analysis

techniques for mixed methods designs.

;I;2I7EAFI

Cducational researchG Flanning, #onducting, and Cvaluating -uantitative and

-ualitative esearch, by, H. 8. #reswell.


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Eay, Mills, Airasian. =. Educational Research; Competencies for Analysis and Applications: Eight Edition. Columbus Ohio. Person Merril Prentice all.

Moehnilabib, Mu&adis, A, Ibnu, suhadi, $oeparno, +ofi/udin, dan $u&aryana, I

8ayan. 3. !asar"dasar Metodologi Penelitian.

Methods of educational and socialscience research An integrated approach, by.

9. . rathwohl . !@@). eading, MA A99I$71"8C$2J

%asha&&ori, A., ' %eddlie, #. ()*. Introduction to mixed method and mixed

model studies in the social and behavioral science. In B.2. Flano"#lar& '

H. 8. #reswell (Cds.*, %he mixed methods reader,

-uestions adapted from educational research ( #resweel p

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Research in Language Teaching