Chapter 5 Nerbat — Data ee / Numba, Darn * QUANTITATIVE vs. (QUALITATIVE RESEARCH IN LANGUAGE LEARNING verview This chapter presents the differences in the paradigms between quantitative and qualitative research. The discussion covers (a) verifying vs. generating theory, (b) formulating research problems, (c) numerical vs. verbal data, (d) sample vs. informant, (e) one vs. many kinds of data sources, (f) one vs. many techniques in data collection, (9) natural vs. non-natural setting, (h) deductive vs. inductive analysis, (i) linear vs. circular procedure, (j) snow balling technique, (k) process vs. product, (I) human vs. non-human instrument. This chapter does not claim that one approach is more scientific than the other. Each approach has its own scientific value if used for the right kind of data. A researcher does not have to bother about contrasting or combining the two approaches. A researcher, though, may use the two approaches at the same time for different kind of data, not combining the two approaches for the same kind of data dbjectives After reading this chapter readers are expected to be able to 1. Explain the differences between quantitative research and quali- tative research 2. Propose a research project using qualitative research design 3. Explain some methods used in qualitative research Chapter 5 Quantitative vs. Qualitative Research In Language Learning EEN Dipindai dengan CamScannernot expect every body to have the same Way of think nor ren way of solving problems. The difference naturally fe pens because we are exposed to different experience. Those who Shag the same experience, though, may agree on the same way of thinking In research, the different way of thinking can be Classified, amo : others, based on quantitative and qualitative paradigms. This Chapte, discusses different ways of thinking especially in research. Examples of Two Different Ways of Thinking Everyday we always make decisions to make choices in Our life, From the time we wake up from bed in the morning, to the time we qo to bed again; we make decisions to choose what time to wake UP, What to eat for breakfast, to go to school (for students), to work (for those who have a job) or to stay at home, to teach what subject and how (for teachers), to spend weekend at home or to go somewhere, etc, Each decision of choices leads to different results. The best choice for us is of course decided based on our knowledge and experience. We will not make a decision to choose to do something that we know will not lead us to our success. Following are some examples of different decisions in choosing an action. In developing students’ good behavior, some teachers believe in behaviorist's theory of stimulus-response, which fequires teachers to give rewards for students’ good behavior and Punishment for bad be- havior. They believe that students will have good behavior in their life if they get used to good habits and are never allowed to experience bad realize that what they are doing is wrong (Degeng, 2000:5). In teaching English skills to Students, some teachers believe in structural theory that drilling the students is the best way, because drill ing develops students’ accuracy of lan i Curacy of the students’ use of English. Others believe in communicative theory that Practicing com "munication in English is the best way becaus® Research Methods On Language Learning Dipindai dengan CamScanneri be learned by actually usi A English can " ' using the language in th - nication. They emphasize fluency of students’ td ofEngish cemm Insome organizations, leaders are elected based on voting, those who getthe eae of the voles are considered to be the best leaders for them. In other organizations leaders are selected b: ciiteria, Those who get the highe: oe pened o).some ‘St score on the criteria-based selection are considered to be the best leaders for them. Indeciding students’ scores at the end of asemester, some teach- ers use norm-referencing technique, which require the teachers to give high scores to few of the students, middle scores to the majority of the students, and low scores to another few of them. Proportion of students who get high, mid, and low scores is always of interest to the teachers. Other teachers use criterion-referencing, which requires the teachers to use a certain standard of scoring. In this scoring technique, the per- centage of students who get high, mid, and low scores is not of inter- est. There are still many other different ways in solving the same prob- lems. What is important is that each approach is selected with certain teasoning and is believed to be the best choice. Qualitative and Quantitative Research As each research is trying to discover the underlying system of the tesearch objects, a researcher has to decide the appropriate strategy for that purpose. The strategy is decided based on either quantitative or qualitative approach. The different approaches dictate different ways in the process of research; in defining data, in selecting data gathering instrument, in selecting the right sources of data, in gathering data, and in data analysis. Let's start with defining qualitative research as follows Qualitatiuve research is a process of inquiry aimed at understanding human behavior by building complex, holistic pictures of the social and cultural settings in which such behavior occurs, It does so by analyzing words rather than numbers, and by reporting the detailed views of the people who have been studied. Chapter 5 Quantitative vs. Qualitative Research In Language Learning EE Dipindai dengan CamScannerin settings where people Natu, Such inquiry is ead jally designed laboratories or clea, interact, as oO 1s. Qualitative research seeks to Understang experimental se' Fe ‘and where of an event or an action in gy, i the what, ee concepts, and definitions, characterises rephon, symbol, and descriptions (Angrosino, M.V, 2097, Following are differences between quantitative and qualitative re. search paradigms. Verifying vs. Generating Theory Research questions ask the underlying system of the objects of the study. In quantitative Tesearch, a researcher predicts the answer to the research problems based on theory. This theoretical Prediction is called research hypothesis, The goal of the quantitative research is to verify this theoretical hypothesis using empirical data. The empirical data are analyzed to\verify the theoretical hypothesis. So the goal of the quanti- tative research is to verify theory. In qualitative fesearch, researchers try to understand a research object without tion. The existing theory does not dictate what understand a research object. Anything r Pears epoca analysis will be accepted as the find; from the result of observation of the research object result of observation (Bogdan & Biklen 1998: 8), Fixed vs, Flexible Research Problems In quantitative research, research Proble; IL a ms oped Cautiously based on the Purpose, the design to ey fa aay devel, of data to be selected, the instruments to be devel ‘ang soutees pothesis to Predict the finding. So it Usually takes a fotee, the hy- before a research Problem can fi Stick to that research Problem. Th ones fixed - The ont, ed faced with the process ofr ea eng (o | 72 | Research Methods On Language Learning Dipindai dengan CamScanneretthe answer to the problem. The researcher does not need to wort Srout changing or modifying the research problem that has eat wal aeveloped. In qualitative research, research problems are usually de- fined ina general way. The more focused research problems are usually made after the research has been started, when some collected data have been analyzed (Bogdan & Biklen, 1998:2). So while research prob- jemsin quantitative research are made fixed from the beginning, research roblems in qualitative research are developing into more focused dur- ing the process of research. Observation Observation is used as a technical term in research with its spe- cific meaing. In everyday language, observation usually refers to the use of our visual sense to record and make sense of information. |n research, observation refers to data gathering which involves the use of not only visual sense, but also all the senses necessary to get valid and reliable data. Observation also refers to one of the techniques in gath- ering data. So in research observation which means data gathering may be done by tests, questionnaires, interview (in quantitative research), participant or non-participant observation, in-depth interview (in quali- tative research). In quantitative research, data is gathered by observing people in hich the researchers controll all the vari- highly controlled settings in wl ables involved, with the aim of experimentally testing specific hypoth- esis, By contrast, in qualitative researh, data is collected by observing people when they are interacting in their natural settings, so that their behaviors and words can be put into their proper context (Angrosino, M.2007:1). Manipulated Setting vs. Natural Settings Quantitative research data are usually resulted from a formal assessment, like a test, questionnaire, structured interview, etc. This kind of assessment is usually done in an experimentally manipulated Settings where data can be collected efficiently. Anachievement test, for Chapter 5 Quantitative vs. Qualitative Research In Language i] 79 | dai dengan CamScanner. i students are not learning, An i example, is administered when ne shen an oice when clare ies view to an English teacher can be dig Can bE einerss n ing. In an experimental research, setting » ental ae assigning one group of students to an experimental rou fi be glen an experimental treatment, and eae into a control group tobe given a control conventional treatment. This is ve different from the way qualitative researchers gather data. Qualitative researchers gather data using naturalistic observation or authentic as. sessment, in the setting in which the data naturally Occurs involvin those who would naturally take part in the activities. Qualitative Te. search data on students’ language achievement, for example, is gath- ered through authentic classroom assessment at the time when stu- dents are actualy using the language while studying in a classroom or at the play ground when they are playing using the language we are assessing. Research data on language teachers’ teaching behavior is observed when the language t teacher is in class teaching the language, Charles, C.M. (1995:118) states that a study on Patterns of personal interaction, dominance, and submission among children requires a natural ” s listic observation done at the play ground while the children are playing and. interacting. A study on changes, over time, in language Patterns by young learners learning Eni iglish requires nai turalistic observation, Numerical Data vs. Verbal Data In quantitative research, data collected are representeg numeri- cally. Data representing achievement, for example, are fecorded j Scores. Even data representing sex are fecorded in numbers, 4 fee male and 2 for female. The numbers are needed for Statistical anal sis. Charles, C.M. (1995:118) states that: “Quantitative ata are ae lyzed mathematically, and the results are expressed in statisticay termi. nology.” In qualitative fesearch, the data analysis does Not use Statistics that requires numerical data. Therefore, the data are collecteg and recorded in description, not symbols or numbers (Bogdan & Biklen, 1998- 5). Data representing students’ language achievement, for example woulg El Research Methods On Language Learning a Me Dipindai dengan CamScannerbe the description of what language performance Students can show to re resent their language competence. Charles, C.M (1995:118) states that: “Qualitative data are analyzed through logical-inductive analysis, a process of grouping, regrouping, and matching data with research questions. The results are expressed as verbal statements”. Representative vs. Authoritative In quantitative research, sources of data are assumed to be het- erogeneous, having different variations, each of which has equal right to represent the group. Since the population of the sources of data is usually big and so only a sample can be taken, then the best sample is the one that is most representative to the population. The sample is usually called respondents or the research subjects (when the source is. human beings). In qualitative research, sources of data are assumed to be homogeneous, having no variation. Therefore, the trustworthy source of data does not come from representation of different groups of the source, but selected based on certain criteria to find the most authoritative one. The source in qualitative research is usually called informants (of course when the source is human being). The Same Source vs. Many Different Sources of Data In quantitative research, data are collected from the same group of sources. When data on personality are collected from students of the English Department of State University of Malang, for example, only Scores resulted from personality tests of those students are collected. The interpretation of the students’ personality is mainly based on the Scores resulted from the personality test done by the students. In quali- tive research, when personality is involved as one of the variables, the data on personality are assessed from as many different sources as Possible; from their parents, from their neighborhood, from their dia- Nes, etc. In short, in quantitative research, only one kind of sources is eet while in qualitative research, many different kinds of sources are sed. Chapter 5 Quantitative vs. Qualitative Research In Language Learning TW Dipindai dengan CamScanner— — srarent Techniques of D2? Gathering . Many D! ffe sing one data collec Technique ve colle u . one quantitative research, data ant e collected from students In qui en data - of Malang, for example, personally ® tof State Universi those students are col tion technique ent 0 lish Depart ity tests © ; iat resulted from personality i so eded. The interpreta ae ther data collection techniq vd on the scores resulteg “Ano! } as 5 lected ev ersonality is mainly alitative research, tudents. In qui i he variables, the data on per- ees ible different data collec. i sessed using as many as P sa sone ee Ike interview to the students heme 7 rs tad thal parents ‘examining their neighborhood, examining Oe aaa bio: aohy, etc. In short, in quantitative research, only oni a Fa oO deta collection is used, while in qualitative research, various tec! iques of data collection are used. Many Different Instruments Since the source of data representing population in quantitative re- search tends to be in big number, or otherwise not representative, only one data collection instrument is used. This one instrument has to be de- veloped correctly because the validity of the data collected are mainly relied on the quality of this instrument. If the data collected suffers from validity problems, it is the instrument which is to blame. The quantitative researchers believe, though, that if data collection instrument is correctly developed, then researchers can trust the well-developed instrument to result in data with strong validity. So, itis important that the data collection instrument be prepared with high caution. at on eee fata are taken from many different sources, tiveness of a sample that Sanne eau F Si ot the represen from the source selected hased ¢ E el authoritativeness that comes data collection instruments are on certain teria: Therefore, dlterat certain student, for example, used. To collect data on personality of terview guide to their naicnta ot een guide to the student, an in- relatives, an observation sheet t ane ae to their fends an? 0 observe their behavior, a note to write Re Ea lesearch Methods On Language Learning One Data Gathering Instrument vs. Dipindai dengan CamScannerrelated the explanation of their personality, etc. are used as the ction instruments. To collect data on the correct use of high level yavanese Structure, to cite another example, a tape recorder to record ihe speech ofan authoritative Javanese speaker is used and an inter- view guide to interview the Javanese speakers and a guide to examine Javanese literature in Javanese are used. Non-Human Instrument vs. Human Instruments since quantitative researchers assume that well-developed instru- ments can be used to collect valid data, they can rely so much on their instruments. They have to develop their instruments in their best pos- sible way to meet their purpose so that the instruments can be adminis- tered by anybody. That's why this instrument is called non-human in- strument, an instrument that can run by itself to collect data. In qualitative research, the researcher collects and analyzes data simultaneously to draw a temporary conclusion and repeats the cycles several times, deciding what data needs to be collected again to verify their temporary conclusion. Therefore, the researcher has to be in- volved himself in the process of data collection using all kinds of neces- sary instruments. The instruments used by the researchers themselves are called human instruments. The qualitative researchers believe that many advantages can be obtained more in the process of data collection with the human instru- ments than using non-human instruments. When the subjects do not understand the questions raised by the researcher, an explanation can be offered by the researcher to clarify the questions. Qualitative re- searchers can dig more information from the subjects by rephrasing the questions or by asking other additional related questions. Qualita- tive researchers can decide the right time when to ask, to stop, to con- tinue, orto repeat asking questions to the subjects. Qualitative researchers Who are involved in the life or in the community of the subjects can under- stand what is not said by the subjects, orwhen the subjects are not telling the truths. The researchers can recheck the information to confirm the 'eliability of the information that has been obtained and to cross check Chapter 5 Quantitative vs. Qualitative Research In Language Learning EEN Dipindai dengan CamScannerthe information with some other evidence to verify the Validity of information collected. the Qualitative researchers have to be very closed to the subjectg and or the subjects’ community so that they can see the informatie’ objectively but are also reminded not to be too closed to the life of thy subjects so that they are not carried away and do not become biaseg Linear vs. Circular In quantitative research, all steps of research are done ina linear order, one step is followed with another step, or one step becomes the pre-requisite for the following step. The whole process of research ig planned from the very beginning to the end. Quantitative researchers assume that when a plan is well prepared then the whole project wil tun successfully. Therefore, once the plan is launched, the researcher has to stick to the plan, the rest of the activities are done following the plan. There is no need to question the plan or to go back and forth from one step to the previous steps. In qualitative research, the re- search plan does not dictate the research steps as rigidly as the plan in quantitative research does. The plan may be modified during the pro- cess of research. The assumption is that many things may show up to be better than what we have planned. And this has to be accommo- dated in the research. Therefore, the process in qualitative research s not linear but circular, going back and forth from one step to the previ- ous step in a circular way. Deductive vs. Inductive Way of Drawing Conclusion In quantitative research, the most valid conclusion of research is based on research data collected from all the population, or the sample representing all the population of the sources. A conclusion based on data from the majority of the population can be applied to any men ber of the population. This is called a deductive way of drawing 2 conclusion, which is often simplified into the phrase from general to spe cific. \n qualitative research, conclusions are drawn inductively in thal researchers build abstractions, concepts, theory, and hypothesis from p Research Methods On Language Learning Dipindai dengan CamScanneris (West, J.W., Kahn, J . 2003:240) based on research data col- jected from the most authoritative source of data. A conclusion based on data obtained from the members of a community with the highest author- ityoan be applied to any other member of the community. This is called an inductive way of drawing a conclusion, which is often simplified into the phrase from specific to general. In quantitative research conclusions (patterns, concepts, trends, or categories) are deductively drawn from testing specific theoretical formulations or hypothesis, while in qualitative research conclusions are inductively based on what people see as meaningful patterns, con- cepts, trends, or categories in the course of their everyday life experi- ence (Angrosino, M.V.2007:1) deta! Snowballing Technique We learn a lot of things in our life but we can not learn everything allat once. We keep on learning as we go along and improve what we are learning. If we are better today than tomorrow, it must be because we are learning from our experience that we have got from yesterday, in the same way if tomorrow we are better than what we are today, it must be because we are learning from our experience that we get today. When children speaking English state *hisse/fand *theirselfata certain age, then change the reflexive pronouns into himself and *themself at the following age, and later than they state correctly him- selfand themselves, we can see that children learn the tules of reflexive pronouns, one rule at one time. At their first step, children may just learn from the reflexive pronouns myself and apply the rule into the Teflexive pronouns *hisself and *theirself, which is of course wrong. Later then they improve their knowledge of pronouns from *hisselfinto himself, which is already correct, and from *theirself into themself, Which is still wrong. Only much later then they improve their reflexive pronoun from *themself to themselves. This learning process shows the snowballing procedure in learning. : Qualitative researchers follow the process of drawing the rules op- €rating in a research object gradually from one cycle to another cycle, each cycle involving the steps of collecting data, analyzing data, and drawing Chapter 5 quantitative vs. Qualitative Research In Language Learning EE Dipindai dengan CamScannerit i instructed based on the find n. Finding from one cycle is reco C ng arnt Takauaa eielee and on until the finding fet nat Reed to 2 reconstructed and becomes the final conclusion. This cyclic Process ig called snowballing. Product vs. Process itative research, the study is always focused on the rela. fohehigteetisen variables, like the causal relationship between teach. ing media and students’ achievement, the correlation between Students reading skills and their writing skill, or on a survey like Opinions o students towards the Policy of their Rector. In Qualitative Tesearch, the focus is not the condition or the results of a process, but the Process itself, like how effective teachers behave differently from ineffective teach. ers, or how a writer becomes a skilled writer, how students fail in their final exams. Rather than focusing the question on which school is the most effective, qualitative researchers focus their study on what makes schools effective. Rather than focusing the question on different achieve- ment betwen male and female students, qualitative researchers focus their question on how female students behave differently in their leam- ing process than male students. Generalization vs. Transferability In quantitative research, the Significance of the finding as resulted from the analysis of data collected from the sample depends on how much it i {elers to whether the findings of ticular study hold up beyond the Specific research Saree Subjects and setting involved. 100m, for example, people want to know whether 2003:83), S are like the one you Studied,” (Bogdan & Biklen, Eq Research Methods On Language Learning | | Dipindai dengan CamScannerFe In qualitative research, the source Selected is the most authorita- so the concern is not the generalization of the finding but the ferability of the finding to another settin 5 and Biklen (2003) state that: 9 or to other subjects. tive, trans! Bogdan “Qualitative researchers concern themselves not with the question of whether their findings can be generalized, but rather with the question of to which other settings and subjects they can be generalized.” (Bogdan & Biklen, 2003:32). Other Differences There are still many other characteristics of qualitative research. Merriam (1988:19) mentions other characteristics associated with re- search assumptions including process (rather than outcomes or prod- uct), inductive (rather than deductive in that researchers build abstrac- tions, concepts, theory, and hypothesis from details), meaning (how people make sense of their lives, experiences, and their structures of the world), human instrument (the researchers themselves are the pri- mary instrument of data collection), and fieldwork. Methods in Qualitative Research Qualitative research uses several methods including ethnogrpahic, case study, phenomenological, constructivists, participant observational, interpretive, naturalistics enquiry, and exploratory descriptive (Best, J.W., Kahn, J.V. 2003:240). Case Study in Language Learning A case study is one of the qualitative research methods used to Study in-depth a unit of a person, a family, a social group, a social institution, or a community for the purpose of understanding the life cycle Oran important part of the life cycle of the unit. Acase study probes deeply and analyzes interactions between the factors that explain present status orthat influence change or growth. Acase is selected because of its typi- Calness, so the selection of the subject of the case needs to be done Chapter 5 Quantitative vs. Qualltative Research In Language Leorning EE Dipindai dengan CamScannerNe) ———e carefully to assure that the subjectis really typical. Data ina Case g ug may be gathered by a wide variety of methods including Observation W researcher, interviews with the subjects, relatives, friends, teachers, y selors, tests, inventories, questionnaires to his friends, relatives, and ia corded data from newspapers, or from schools (Best, J.W. and Kahn J.V,, 2003: 249, Borg, W.R., and Gall, M.D. 1989:402). a Since the case studied does not represent a bigger group, the ing is not to be generalized; its focus is on exploring and describing he case being studied to construct a theory. Acase study on Budi Dharma a successful Indonesian writer, as a subject of a case study can Fecon, struct the theory of learning writing. fing. Case study refers to the collection and presentation of detailed information about a Particular participant or small. ‘group, frequently including the accounts of. subjects themselves. Researchers do not focus on the discovery of a universal, generalizable truth, nor do they typically look for cause-effect relationship; instead, emphasis is placed on exploration and description (Writing Guides, Case Studies, Colorado State University). Case studies can be single or multiple-case designs, where a multiple design must follow a replication rather than sampling increasing confidence in the robustness of the theory (Tellis, W. 1997). Research Methods On Language Learning Dipindai dengan CamScannerret conducting acase study. In this study several subjects who equally atthe criteria can be selected. Data from one subject can be verified othe other subjects. When Budhi Dharma is selected as a subject of a study because he meets the criteria of selection as one of the successful writers, he is not the subject of a case study. But when he is selected pecause heis a typical successful writer, and a researcher wants to learn m him how he achieved his writing skill, then the researcher is conduct- inga.case study. Common Questions on Qualitative Research Some questions often raised about qualitative research are objec- tivity of qualitative research, the choice of quantitative or qualitative research design, and the possibility of using both at the same time. Is Qualitative Research Objective? Very often objectivity is related to numerical data, collected with an instrument which requires people to choose one alternative answer which can be scored and then analyzed statistically. So since qualitative research uses verbal data, which involves a lot of personal judgment, it is considered subjective. This is of course not true because the subjec- tivity in qualitative research can be minimized and evidence to support the objectivity of qualitative research can be provided. The tepeated process of data collection, analysis, conclusion drawing, and verifying the conclusion with data, data analysis, then reconstructing the tempo- rary conclusion, again in several cycles until the data get saturated shows the objectivity of qualitative research. Bogdan and Biklen state that: “Qualitative Studies are not impressionistic essays made after a quick visit to a setting oraftersome conversation witha few subjects. The researcher spends a considerable time in the empirical world laboriously collecting and reviewing piles of data. The researchers primary goal is to add to knowledge, not fo pass judgment on a setting.” (Bogdan &Biklen, 2003:33). earch In Language Looming EM Chapter 5 quantitative vs. Qualitative Res Dipindai dengan CamScanneri is better? — wn ae on differences between on approach tt ee i tion on whicl a invit rious ques' 7 tte tive research Picea eras may believe strongly be uantita, SE Leis best way to answer their road objet ve 3st tive rese: ° sacle i i i st have to be m M See IRea aren be analyzed statistically. oe researcher, ay eeicve that qualitative research is better for them ne Because they a like statistics, but because the variables involved i their Study have to be observed and recorded verbally tobe eae nent So, each approach is good when used appropriately. Bogdan and Bi len (2003) state that: “There is no best method. It all. depends on what. you are studying, /f you want to find out what the majority of. American people ‘think about a particular issue, survey research which relies heavily ‘on quantitative design in picking your sample, designing and, [pretesting your instrument, and analyzing the data is best. If you want to know about the process of change and how the various School members experience a change, qualitative method will do a better Job”, (Bogdan & biklen, 2003:41) Can both approaches be used at the same research? Quantitative and qualitative research is based on different assump- tions. The assumptions on whatis the trustworthy source of data, what kind of instrument is trustworthy to collect data, whatis the correct way in analyzing data, etc, are different. In selecti y 5 ting the sources of data, for ex- ample, quantitative researchers rely on representativeness of the samples, while qualitative researchers rely o} itati data. So, they are different in almo: le , I st every step of the research, They are different in choosing the Sources of data, in developing instruments to collet data, in the Process data Collection, and in the process of data analysis to draw Conclusions. So using two Opposing approaches, involv- ing different assumptions, di ifferent race: i j Bogdan and Biklen (2003) state that ee iis) Research Methods On Language Learning Dipindai dengan CamScanner«nile it is possible, and in some cases desirable, to use the new approaches together (Fielding & Fielding, 1986 in Bogdan & Biklen, 003: 37) attempting to carry out a sophisticated quantitative study while doing an in depth qualitative study simultaneously is very difficult. The two approaches are based on different assumptions” (smith & Heshusus, 1986 in Bogdan & Biklen, 2003:37). cluding Remark itis quite natural that people use different approaches to solve the game problems. In research, quantitative and qualitative designs are based on different assumptions so the strategies in the process of re- search are also different. No one is better than the other. Each is good when used appropriately. Cont Comprehension Questions ‘Answer the following questions and explain or do what is re- quired What kind of data is collected in qualitative research? What kind of data is collected in quantitative research? How is data collected in qualitative research? What is meant with human instrument? What is the strength of human instrument? What is meant with snowballing technique? Can generalization be drawn in qualitative research? How can qualitative researchers get the right source of data? What is the difference between focusing on the process and fo- cusing on the product? 10. What is meant with inductive analysis? 11. What is meant with natural setting? 12. Why do qualitative researchers collect data from natural setting? 13. What does circular procedure in qualitative research mean? 14. Mention some methods used in qualitative research 15. What is the difference between a case study and a qualitative study? ree eee eee Chi 'apter 5 Quantitative vs. Qualitative Research In Language Learning EF Dipindai dengan CamScanner