1 Writing research papers—A quantitative perspective...

11

Writing research papers—A Writing research papers—A quantitative perspectivequantitative perspective

台南女子技術學院應用外語系台南女子技術學院應用外語系周碩貴周碩貴

5/12/20065/12/2006

22

Speech OutlineSpeech Outline

1. Definition of quantitative studies1. Definition of quantitative studies

2. Quantitative studies frequently seen in 2. Quantitative studies frequently seen in TESL/TEFLTESL/TEFL

3. Research ideas3. Research ideas

4. Conventional structure of research papers4. Conventional structure of research papers

5. Conclusion5. Conclusion

33

1. Definition of quantitative studies1. Definition of quantitative studies

Research that measures and describes in Research that measures and describes in numerical terms.numerical terms.

44

2. Quantitative studies frequently 2. Quantitative studies frequently seen in TESL/TEFLseen in TESL/TEFL

(1) Comparing means, e.g. (1) Comparing means, e.g. tt test, test, FF ratio ratio(2) Chi-square analysis, e.g. a questionnaire (2) Chi-square analysis, e.g. a questionnaire

surveysurvey(3) Correlational studies(3) Correlational studies

55

3. Research ideas3. Research ideas

Research ideas may come fromResearch ideas may come from::

(1) Personal curiosity;(1) Personal curiosity;

(2) Solving problems; (2) Solving problems;

(3) Theoretical puzzles; and (3) Theoretical puzzles; and

(4)(4) Any combination of the above factors.Any combination of the above factors.

66

4.4. Conventional structure of Conventional structure of research papersresearch papers

(1) Introduction(1) Introduction(2) Literature review(2) Literature review(3) Method(3) Method(4) Results(4) Results(5) Discussion and conclusion(5) Discussion and conclusion(6) References(6) References(7)(7) AppendixesAppendixes

77

(1) Introduction(1) Introduction

A. Research backgroundA. Research background

B. Research purposeB. Research purpose

C. Research questionC. Research question

D. Definition of termsD. Definition of terms

E. DelimitationE. Delimitation

F. Significance of the studyF. Significance of the study

88

A brief example of Introduction (1/4)A brief example of Introduction (1/4)

Research backgroundResearch background

“ “Based upon the findings of the process aBased upon the findings of the process approach (Silva, 1990) and the doctrines of thpproach (Silva, 1990) and the doctrines of the metacognitive theory, an EFL writer can lee metacognitive theory, an EFL writer can learn to effectively employ writing strategies arn to effectively employ writing strategies when the strategies are taught explicitly by swhen the strategies are taught explicitly by such means as teacher modeling.”uch means as teacher modeling.”

You & Joe, (2006)

99


Research purposeResearch purpose “ “This current study designed a reading-This current study designed a reading-to-write program to teach the subjects how to-write program to teach the subjects how to write from reading resources by means of to write from reading resources by means of teacher modeling.”teacher modeling.”

You & Joe, (2006)

1010


Research questionResearch question “ “Are there significant differences Are there significant differences between students’ writing performances between students’ writing performances beforebefore and and afterafter the reading-to-write the reading-to-write instruction?”instruction?”

Definition of termsDefinition of terms Operationally define the terms: writing Operationally define the terms: writing performances and reading-to-write performances and reading-to-write instruction.instruction.

You & Joe, (2006)

1111


Significance of the study Significance of the study “ “Hopefully, the activities of the reading-Hopefully, the activities of the reading-to-write instruction, described in the to-write instruction, described in the following section, can be informative and following section, can be informative and useful for the EFL instructors who are also useful for the EFL instructors who are also interested in assisting their students to write interested in assisting their students to write better by means of integrating reading with better by means of integrating reading with writing activities.”writing activities.”

1212

(2) Literature review(2) Literature review

Purposes of literature reviewPurposes of literature review

B. B. ““To demonstrate a familiarity with a body To demonstrate a familiarity with a body of knowledge and establish credibility.of knowledge and establish credibility.””

C. C. ““To show the path of prior research and To show the path of prior research and how a current project is linked to it.how a current project is linked to it.””

D. D. “To integrate and summarize what is To integrate and summarize what is known in an area.known in an area.””

A. A. ““To learn from others and stimulate new To learn from others and stimulate new ideas.ideas.””

Neuman, W.L.(2000), p.446

1313

A brief example of Literature reviewA brief example of Literature review

According to the According to the aforementionedaforementioned research research question, the following variables should be iquestion, the following variables should be included in the literature review.ncluded in the literature review.1. Writing theories, or models1. Writing theories, or models2. Reading-writing relationship2. Reading-writing relationship3. Teacher modeling3. Teacher modeling

1414

(2) Literature review (1/2)(2) Literature review (1/2)

A few basic concepts:A few basic concepts:A. Read abstracts to determine if the studies A. Read abstracts to determine if the studies

have value for you.have value for you.

C. Paraphrase or quote another author’s C. Paraphrase or quote another author’s work or your own previous work. Avoid work or your own previous work. Avoid plagiarism. For further details, please plagiarism. For further details, please refer to APA manual.refer to APA manual.

B. Organize the literature organically.B. Organize the literature organically.

1515

(2) Literature review (2/2)(2) Literature review (2/2)

E. Develop a good habit of keeping a comE. Develop a good habit of keeping a complete record of the references at any timplete record of the references at any time.e.

D. Start reviewing the literature from the D. Start reviewing the literature from the most recent studies.most recent studies.

1616

(3)(3) MethodMethod

A. ParticipantsA. ParticipantsB. Instrument (Materials)B. Instrument (Materials)C. Data collection (Procedures)C. Data collection (Procedures)D. Data analysisD. Data analysis Numbers of the above sections and names Numbers of the above sections and names of the sections may vary according to of the sections may vary according to different training backgrounds and needs of different training backgrounds and needs of studies.studies.

1717

A model of the logic of samplingA model of the logic of sampling

Samplingframe

Sampling process

What you actually observe in the data

Sample

Population

What you would like to talk about

A. A. ParticipantsParticipants --sampling--sampling

Neuman, W.L. (2000), p. 202

1818

PopulationPopulation

Population is the larger group about whiPopulation is the larger group about which the generalization is made. It is an abstrch the generalization is made. It is an abstract concept. act concept.

Example:Example:台南女子技術學院全校學生台南女子技術學院全校學生。。

1919

SampleSample

Sample is the small group that is chosen Sample is the small group that is chosen from the population and that is observed.from the population and that is observed. Example: Example: 台南女子技術學院應用外語系一年台南女子技術學院應用外語系一年級學生與舞蹈系三年級學生級學生與舞蹈系三年級學生。。

2020

Sampling procedures for Sampling procedures for quantitative studiesquantitative studies

The following probability sampling The following probability sampling procedures are employed in TESL/TEFL.procedures are employed in TESL/TEFL.1. simple random sampling1. simple random sampling2. stratified sampling2. stratified sampling3. cluster sampling3. cluster sampling4. systematic sampling4. systematic sampling Yet, in reality a convenient sampling Yet, in reality a convenient sampling procedure is adopted very often for various procedure is adopted very often for various reasons.reasons.

2121

B. InstrumentB. Instrument

(A)(A) Use instrument that is appropriate to Use instrument that is appropriate to your study. your study.

(C) Some important issues about instrument: (C) Some important issues about instrument: feasibility, validity, reliability, and feasibility, validity, reliability, and objectivity.objectivity.

(B) Examples of frequently used instrument (B) Examples of frequently used instrument in TESL/TEFL: a. questionnaire, b. in TESL/TEFL: a. questionnaire, b. testing materials, c. any products testing materials, c. any products generated by the participants.generated by the participants.

2222

When collecting data, be aware of the follWhen collecting data, be aware of the following issues that may influence the results owing issues that may influence the results of your study.of your study.

(A) (A) Environmental issuesEnvironmental issues

(B) (B) Grouping issuesGrouping issues

(C) (C) People issuesPeople issues

(D) (D) Measurement issuesMeasurement issues

C. C. Data collectionData collection

The following six slides are from Brown, J.D. (2000)

2323

(A) (A) Environmental issuesEnvironmental issues

a. Naturally occurring variables--e.g. Noise, a. Naturally occurring variables--e.g. Noise, temperature, adequacy of light, time of dtemperature, adequacy of light, time of day, and seating arrangementsay, and seating arrangements

b. Artificiality--using a hidden camera to b. Artificiality--using a hidden camera to videotape students’ oral abilityvideotape students’ oral ability

2424

(B) (B) Grouping issuesGrouping issues

a. Self-selection--e.g.a. Self-selection--e.g. the practice of letting ththe practice of letting the subjects decide which group to join e subjects decide which group to join

b. Mortality--e.g. subjects’ dropping out of b. Mortality--e.g. subjects’ dropping out of the study for any number of reasonsthe study for any number of reasons

c. Maturation--e.g. subjects getting mature c. Maturation--e.g. subjects getting mature over time. It happens particularly in studover time. It happens particularly in studies that are conducted over a long period ies that are conducted over a long period of time.of time.

2525

(C) People issues(C) People issues

a. Hawthorne effect--When researchers are a. Hawthorne effect--When researchers are present, the performance of the subjects present, the performance of the subjects increased, regardless of the conditions increased, regardless of the conditions that are imposed.that are imposed.

b. Halo effect--This effect is due to the b. Halo effect--This effect is due to the tendency among human beings to respond tendency among human beings to respond positively to a person they like.positively to a person they like.

2626

(C) People issues(C) People issues

c. Subject expectancy--It refers to the c. Subject expectancy--It refers to the situation that subjects think they have situation that subjects think they have figured out what a study is about and try to figured out what a study is about and try to ‘help’ the researcher to achieve the ‘help’ the researcher to achieve the apparent aims.apparent aims.

d. Researcher expectancy--Researchers have d. Researcher expectancy--Researchers have expectations that may color the results of a expectations that may color the results of a study. study.

2727

(D) (D) Measurement issuesMeasurement issues

a. Practice effect--e.g. When the same test is a. Practice effect--e.g. When the same test is given repeatedly in a study to determine if given repeatedly in a study to determine if there are changes in performance.there are changes in performance.

b. Reactivity effect--A reactivity effect may b. Reactivity effect--A reactivity effect may occur when the measures themselves are coccur when the measures themselves are causing a change in the subjects. ausing a change in the subjects. (( 注意注意：：先做測驗再做問卷先做測驗再做問卷 ))

2828

D. Data analysisD. Data analysis

(A) Code participants’ answer sheets.(A) Code participants’ answer sheets.

(B) Use computer to read the data if (B) Use computer to read the data if possible.possible.(C) Evaluate the data yourself. (intra-rater (C) Evaluate the data yourself. (intra-rater

reliability)reliability)

(D) Data is evaluated by different people. (D) Data is evaluated by different people. (inter-rater reliability)(inter-rater reliability)

(E) Employ appropriate statistical procedures.(E) Employ appropriate statistical procedures.

A few tricks:

2929

A brief example of Method (1/4)A brief example of Method (1/4)

SubjectSubject

“ “The current study adopted the method The current study adopted the method of convenient sampling because the of convenient sampling because the researcher was also the instructor and the researcher was also the instructor and the experiment was designed as part of the experiment was designed as part of the curriculum……”curriculum……”

You & Joe, (2006)

3030

A brief example of Method (2/4)A brief example of Method (2/4)

Reading-to-write instructionReading-to-write instruction

“ “Based on the theories and findings of the wriBased on the theories and findings of the writing process approach and the metacognitive theting process approach and the metacognitive theory, the reading-to-write instruction was designeory, the reading-to-write instruction was designed to teach the EFL learners how to effectively intd to teach the EFL learners how to effectively integrate what they read into their own writing by egrate what they read into their own writing by means of teacher modeling, self-monitoring and means of teacher modeling, self-monitoring and collaborative learning to enhance their metacogncollaborative learning to enhance their metacognitive awareness and self-monitoring as well as to itive awareness and self-monitoring as well as to increase their reading-to-write strategies......”increase their reading-to-write strategies......”

You & Joe, (2006)

3131

A brief example of Method (3/4)A brief example of Method (3/4) Writing taskWriting task “ “The students were required to write three pieceThe students were required to write three pieces of composition on the same topic in class hours ds of composition on the same topic in class hours during the eight-week reading-to-write instruction. Turing the eight-week reading-to-write instruction. The topic required the students to compare or contrashe topic required the students to compare or contrast the similarities or differences between the two pot the similarities or differences between the two popular convenient stores in Taiwan, i.e., 7-ELEVEN pular convenient stores in Taiwan, i.e., 7-ELEVEN and FamilyMart. The topic was chosen mainly becaand FamilyMart. The topic was chosen mainly because the convenient stores had been part of the studeuse the convenient stores had been part of the students’ daily life, and because the subjects had learned nts’ daily life, and because the subjects had learned how to write a comparison and contrast paragraph ihow to write a comparison and contrast paragraph in the previous courses……”n the previous courses……”

You & Joe, (2006)

3232

A brief example of Method (4/4)A brief example of Method (4/4)Data analysis Data analysis “ “The compositions were graded for two times. The compositions were graded for two times. They were graded anonymously for the first time They were graded anonymously for the first time immediately after they were collected. One month immediately after they were collected. One month after the third compositions were collected, all the after the third compositions were collected, all the compositions were anonymously graded for the compositions were anonymously graded for the second time by the same instructor. The intra-rater second time by the same instructor. The intra-rater reliability for the first, second and third time reliability for the first, second and third time writings were .979, .960, and .962, respectively, writings were .979, .960, and .962, respectively, (p<.01). The results then underwent statistic (p<.01). The results then underwent statistic analysis to investigate if there are differences analysis to investigate if there are differences between the subjects’ writing performance before between the subjects’ writing performance before and after the reading-to-write instruction.”and after the reading-to-write instruction.”

3333

(4) Results (1/2)(4) Results (1/2)

A. Results should be shown according to the A. Results should be shown according to the order of study questions.order of study questions.

A few reminders:

B. Use past tense to describe results.B. Use past tense to describe results.

C. “Be selective in choosing how many tables C. “Be selective in choosing how many tables and figures to include in your paper.” and figures to include in your paper.”

3434

(4) Results (2/2)(4) Results (2/2)

D. “In the text, refer to every table and figure D. “In the text, refer to every table and figure and tell the reader what to look for.” and tell the reader what to look for.”

E. “Do not include individual scores or raw data.”

APA manual, 5th ed.

3535

A brief example of ResultsA brief example of Results

Improvement of Writing Performance Improvement of Writing Performance

“ “The mean and standard deviation of the The mean and standard deviation of the third time writing were 75.3 and 5.39. The third time writing were 75.3 and 5.39. The values were 71.3 and 5.85 for the second time values were 71.3 and 5.85 for the second time writing. The subjects’ gains were significant writing. The subjects’ gains were significant after the reading-to-write instruction: the after the reading-to-write instruction: the dependent t-test value was 7.24 (p<.001). dependent t-test value was 7.24 (p<.001). Namely, the subjects made significant Namely, the subjects made significant improvement after receiving the reading-to-improvement after receiving the reading-to-write instruction.”write instruction.” You & Joe, (2006)

3636

(5) (5) Discussion and conclusionDiscussion and conclusion

A. “Use the present tense to discuss the A. “Use the present tense to discuss the results and to present the conclusions.” results and to present the conclusions.”

B. “Open the Discussion section with a clear statement of the support or nonsupport for your original hypothesis.”

C. “Similarities and differences between your results and the work of others should clarify and confirm your conclusions.”

APA manual, 5th ed.

3737

(6) References(6) References

A. Generally speaking, only references A. Generally speaking, only references cited in the text are included in the cited in the text are included in the reference list. reference list.

B. In TESL/TEFL research, the APA B. In TESL/TEFL research, the APA style is generally recommended for editing style is generally recommended for editing the reference list.the reference list.

3838

(7) (7) AppendixesAppendixes

The following materials are in general aThe following materials are in general appropriate for an appendix: verbatim instruppropriate for an appendix: verbatim instructions to participants, examples of instrumections to participants, examples of instruments, and raw data.nts, and raw data.

3939

5. Conclusion5. Conclusion

(1) Understanding basic concepts of statistics (1) Understanding basic concepts of statistics is useful. is useful.

(2) For complicated statistical procedures, ask (2) For complicated statistical procedures, ask statistician for help.statistician for help.

(3) Practice reading related journal articles t(3) Practice reading related journal articles that deal with numbers to increase your shat deal with numbers to increase your sensitivity to quantitative studies. ensitivity to quantitative studies.

4040

Books cited in the speech (1/3)Books cited in the speech (1/3)

Both quantitative and qualitative studies are included.

4141


Only quantitative studies are introduced.

4242


4343

Thank you Thank you

[email protected]@ms.twcat.edu.tw

1 Writing research papers—A quantitative perspective...

Documents

Transcript of 1 Writing research papers—A quantitative perspective...