Week 7: Mixed methods research

Mixed method research is not the same as multiple methods research. Multiple methods
research simply means that the researcher uses a number of different methods (data
collection, data analysis) in one particular study, but without integrating them in any
meaningful way. With mixed methods, the methods are meaningfully combined and
integrated to achieve the aims of the study.

It is essential you do the required readings for this topic. They are all good, and the
journal article gives an excellent example of a genuine mixed methods study. Chapter 7
in Paltridge and Phakiti, is about case studies, and is included as a reading because often
case studies are or could be mixed methods studies, as the author (Christine Casanave)
points out.

This week we start by defining mixed methods research and look at its purposes and
advantages. We then look at some of the characteristics of mixed methods design. A
number of video and library resources are included to provide a reasonably full and
accessible introduction to the research approach.

Readings
Paltridge & Phakiti: Chapters 4, 7

Hamid, M.O, Sussex, R., & Khan, A. (2009). Private tutoring in English for secondary
school students in Bangladesh. TESOL Quarterly, 43(2), 281-308.

What is mixed methods research?

The following definition is taken from Chapter 4 in Paltridge and Phakiti (Ivankova &
Greer, p. 65):
As an effort to be as exclusive as possible, we have broadly defined mixed methods
here as research in which the investigator collects and analyzes data, integrates
the findings, and draws inferences using both qualitative and quantitative
approaches or methods in a single study or a program of inquiry.

Mixed methods has two main purposes:

1. to achieve a fuller understanding of a target phenomenon
2. to verify one set of findings against the other.

Ivankova and Greer spell these out, citing Greene, et al. (1989), in more detail in their
chapter (p. 65):
1. Triangulation: to seek corroboration (confirmation, support, validation) of results
from different methods.

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 2. Complementarity: to seek clarification of the results from one method with the
results from the other method.
3. Development: to use the results from one method to help develop or inform the
other methods.
4. Initiation: to seek the discovery of new perspectives from one method with
questions or results from the other method.
5. Expansion: to extend the breadth and range of inquiry by using different methods
for different inquiry components.

VIDEO resource: Overview of mixed methods research

At this point it might be useful to watch the following video, which you can find in the
Module for Week 7. It is 26 minutes long, and provides a very useful, introductory
overview of mixed methods research. You may find some of the information a little
complex, but listen and watch carefully, and you will notice much that is covered in your
readings for the week, and in this lecture too.

https://www.youtube.com/watch?v=A7YYA9qQjJA

Mixed methods research typology and a DISCUSSION

A mixed method study can be designed in a number of different ways – that is, there are
different types of mixed methods studies. The following, suggested by Dörnyei (2007, p.
169) is a typology that covers a lot of options for mixing methods: [Dörnyei, Z. (2007).
Research methods in applied linguistics. Oxford: Oxford University Press.]

 QUAL or qual stand for qualitative research

 QUAN or quan stand for quantitative research
 Capital letters denote priority or increased weight
 Lowercase letters denote lower priority or weight
 A plus sign (+) represents a concurrent collection of data
 An arrow () represents a sequential collection of data

Possible combinations:

1. QUAL + QUAN

For this type, both QUAL and QUAN data is collected, at the same time. And both
types of data are equally important in the study. So, for example, at the same
time as conducting interviews with a group of teachers, the research also
observes their teaching in their classrooms. Both sets of data are collected and
analyzed simultaneously, and both are equally significant for the study.

Continue describing and giving examples of the following types of mixed methods
studies. If you have problems with any of them, indicate in the Discussion in

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 Module 7 what your questions are. Perhaps someone in the class can help you. I
will also read any questions that have been posted:

2. QUAL + quan

_________________________________________________________________

3. QUAN + qual

_________________________________________________________________

4. QUAL  QUA

_________________________________________________________________

5. QUAN  QUAL

_________________________________________________________________

6. QUAL  quan

_________________________________________________________________

7. qual  QUAN

_________________________________________________________________

8. QUAN  qual

_________________________________________________________________

9. quan  QUAL

_________________________________________________________________

REFLECTION: Understanding the methodology

When you read Hamid, Sussex and Khan’s article (see reading for this week), you will
come across the section below – Methodology and Data Analysis. Here they describe
their approach to mixed methods (pp. 289-290). [Hamid, M.O, Sussex, R., & Khan, A. (2009).
Private tutoring in English for secondary school students in Bangladesh. TESOL Quarterly, 43(2), 281-308.]

Read the section and then answer the questions below.

The dual focus of the paper involves a mixed-methods approach (Bryman, 2006;
Creswell & Plano Clark, 2007; Greene, 2008; Johnson & Onwuegbuzie, 2004;
Tashakkori & Teddlie, 1998; Teddlie & Tashakkori, 2003). This methodology calls for
the collection, analysis, and mixture of both quantitative and qualitative data at
different stages of the research process. This research design is based on the “premise
that the use of quantitative and qualitative approaches in combination provides a better
understanding of research problems than either approach alone” (Creswell & Plano

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 Clark, 2007, p. 5). The growing field of mixed methodology suggests various
rationales, objectives, and strategies for mixing quantitative and qualitative data in a
single study (Greene, 2008; Greene, Caracelli, & Graham, 1989; Johnson &
Onwuegbuzie, 2004; Creswell & Plano Clark, 2007). The literature also includes a
number of typologies for mixed-methods research design (Creswell & Plano Clark,
2007; Johnson & Onwuegbuzie, 2004; Teddlie & Tashakkori, 2006).

Our approach to integrating quantitative and qualitative data in the present paper
benefited from the set of mixed methods designs presented in Creswell and Plano Clark
(2007). They discuss four types of mixed-methods designs—triangulation, embedded,
explanatory, and exploratory. The design types include three dimensions: (a) time of
mixing the qualitative and quantitative phases (concurrent or sequential), (b) weighting
(equal or unequal weight of the phases), and (c) type of mixing (merging, embedding,
and connecting). Our methodological integration was mainly based on their fourth
design type (exploratory), with explanation and complementation as two objectives or
principles for the mixing. Our design was guided by the belief that different aspects of a
single phenomenon require different methods of inquiry, and the findings complement
each other to yield a broader and deeper understanding of the phenomena under
investigation (Greene, 2008). Our data analysis and results are presented in two distinct
phases—a quantitative phase, followed by a qualitative phase, and are “integrated
during the interpretation of the findings” (Johnson & Onwuegbuzie, 2004, p. 20). Thus,
among the three models of mixing suggested by Creswell and Plano Clark (2007)—
merging, connecting, and embedding—we follow the second method: we connect the
two data sets, and the connection is sequential, because the two phases are
chronologically ordered in the research process. In terms of the relative weight of the
two phases, we depart from much customary practice in that our notation is
quan→QUAL: We place more weight on the second, qualitative phase. In our view, the
qualitative phase, which investigates students’ attitudes, motivations, and perceptions
of PT-E, yields more and richer information than the quantitative phase, which
associates students’ participation in PT-E with English achievement data. The two
phases of our study are “broadly complementary, providing different kinds of insights
into the different aspects” (Brannen, 2005, p. 180) of the social phenomenon of PT-E.

1. According to the authors, why is a mixed methods approach appropriate for their study?
2. What type of mixed methods design do they choose for their study?
3. What is their reason for choosing this design?
4. When you read the article, reflect on whether or not you agree with their design, or if you
would have designed the study differently.

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Journal of Mixed Methods Research

Take a look at this journal, which you can access from the University of Auckland Library
at the link below. It is a journal dedicated exclusively to mixed methods research. Note
that it is not an applied linguistics or TESOL journal, but one that covers the social
sciences more generally. There is no need to read any of the articles – just take a look at
the contents pages and skim a few articles to see how the methods have been mixed.
Perhaps a good place to start is the Methodology sections in the articles.

https://journals-sagepub-com.ezproxy.auckland.ac.nz/loi/mmr

If the link doesn’t work (it should), search for the journal in the university library’s online
catalogue.

Article Resource: Mixed methods research in TESOL

Here is a recent article (2017) which focuses on some of the issues surrounding mixed
methods research. It is a short article, and includes some discussion about mixed
methods in TESOL. But mainly it is about epistemology (how we know things about the
world) – and may be of interest to those who are more interested in the philosophical
aspects of research. It can be accessed via the University Library through the link below.

Title: Mixed methods research in TESOL: Procedures combined or epistemology

confused?

Author: SEYYED-ABDOLHAMID MIRHOSSEINI, Alzahra University Tehran, Iran.

https://onlinelibrary-wiley-com.ezproxy.auckland.ac.nz/doi/pdf/10.1002/tesq.427

VIDEO Resource: John Creswell on mixed methods research

Finally, John Creswell is one of the major advocates of mixed methods research. He has
written extensively about the approach. Here is a video, which you can find in the
Module for Week 7, in which he talks about mixed methods. It is easy to listen to and
very informative. Please do watch it (15 minutes):

https://www.youtube.com/watch?v=1OaNiTlpyX8