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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
Readapassageaboutmobilephoneuseaheresearchreport.
ResearchReport
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