QUANTITATIVE METHODS AND PROCESSES

FOR APPLIED LINGUISTICS RESEARCH

UNIT 1
Generalities

Topic 1
Quantitative, Qualitative, and Mixed Research
 Objetivo
Identify the epistemological foundations of quantitative linguistic research.

Introducción
Make an emphasis on educating students about doing research and becoming involved with peers
from other organizations. Research is a way to keep updated so that professional performance is
not poor. In our global village, research is performed in teams and can generate friendship trends
among the members.
Subtopic
» Subtopic 1: Characteristics of the Three Research Paradigms
» Subtopic 2: Quantitative Research Methods: Experimental and
» Nonexperimental
» Subtopic 3: Main advantages of the quantitative approach
Warm-up activity:

Source: https://twitter.com/brinaseidel/status/966040877939478530

Do you agree or disagree?

Subtopic 1: Characteristics of the three Research Paradigms

• The philosophical elements of research answer

Elements Substructures the question “What do we believe?”

• The praxis elements of research answer the

question “What do we do?”

• What do you understand by paradigm?

It is a foundational perspective carrying a set of

assumptions that guides the research process.

Leavy (2017)
Subtopic 1: Characteristics of the three Research Paradigms

A paradigm is like sunglasses, with differently

shaped frames and differently colored lenses.

Why?

When you put on a pair, it influences everything you see.

Leavy (2017)
Subtopic 1: Characteristics of the three Research Paradigms

Research Research Research

Philosophy Methodology Paradigm

Adapted from http://salmapatel.co.uk/academia/the-research-paradigm-methodology-epistemology-and-ontology-explained-in-simple-language/

Subtopic 1: Characteristics of the three Research Paradigms

In brief:

Philosophical framework  A Consists of some elements

research
paradigm
Provides a pattern of believes
How your project operates
or assumptions
Subtopic 1: Characteristics of the three Research Paradigms

1 2 3

POSITIVISM CRITICAL THEORY INTERPRETIVISM

Relies on observation and reason Reality exists but has been Its objective is to make sense of
for the purpose of understanding shaped by cultural, political, the meanings and subjective
human behavior. ethnic, and religious variables. intentions of particular individuals
in a given context.

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 Subtopic 2: Quantitative Research Methods: Experimental
and Nonexperimental
There are two types of quantitative research designs: experimental and nonexperimental. This
information draws from The SAGE Encyclopedia of Educational Research, Measurement, and
Evaluation (2018).

EXPERIMENTAL It relies on statistical

TRUE
RESEARCH analysis to approve or
EXPERIMENTAL
disprove a hypothesis
Collects the
information
necessary to assist Aims to determine
you in making more QUASI-
causal relationships
informed judgments EXPERIMENTAL.
among variables.
Experimental Design
Participants are allocated to 1 or more
experimental groups. The experiment
occurs in a real-life setting such as in the
classroom and organization or as a result
of implementing reforms or new policies
(Bryman, 2016).
Quasi-Experimental Design
The difference between this research design and the
experimental one is that participants are not
randomly assigned to groups. However, in several
aspects they can be comparable.
Problem: Students’ understanding of grammatical rules 
Treatment: Application of gamification to teaching grammar

Experimental Design Quasi-Experimental Design

• Participants • Participants are
allocated to 1 or • Participants are
are randomly not randomly
assigned to more
experimental assigned to
groups. groups.
• Different groups.
• Researchers
mechanisms • Experimental and choose who is
can be control group going to be part
applied. That • Real-life setting of each group.
depends on
the • Pre-test & post-
researcher. test
 Experimental Design
Assume a university researcher wants to investigate the effect of providing online feedback to
students immediately following course examinations.
Keep in mind, there are 2 groups:
1. Treatment group: it receives immediate online feedback
2. Control group: it doesn’t receive immediate online feedback
Procedure:
1. The researcher using a random procedure would select one section to receive immediate online feedback about
their performance on test questions
2. The other section would receive feedback during their next class session .
3. The researcher would compare the two sections’ exam scores and their final grades in the course.
4. If test scores and final grades were higher than could be accounted for by chance in the section receiving online
feedback, the researcher could tentatively conclude that there is evidence the online feedback (treatment)
contributed to greater learning than the in-class feedback (Ary et al., 2016).
 Subtopic 2: Quantitative Research Methods: Experimental
and Nonexperimental

DESCRIPTIVE NON-EXPERIMENTAL RESEARCH: Non-experimental research designs, in contrast to

experimental designs, investigate social phenomena without manipulating the conditions under
which the subjects are exposed to them. In addition, there is no random assignment of individuals
to distinct groups in this study

THE SURVEY CROSS-SECTIONAL

RESEARCH DESIGN RESEARCH

THE LONGITUDINAL
CORRELATIONAL RESEARCH
RESEARCH DESIGN
Subtopic 3: Main advantages of the quantitative approach

Scientific Objectivity: Quantitative data can be interpreted with statistical analysis,

and since statistics is based on the principles of mathematics, the quantitative
approach is viewed as scientifically objective, and rational (Carr, 1994; Denscombe,
2010).
Subtopic 3: Main advantages of the quantitative approach

REPLICATION

ANONYMOUS
RESEARCH

RESEARCH
HIGHER
PERFORMED
SAMPLE SIZE
REMOTELY:
Subtopic 3: Main advantages of the quantitative approach

Conclusion
In most biological and physical sciences, the use
of quantitative research is uncontroversial. It is
frequently contrasted to qualitative methods
because the same truth holds true for that
approach.

Each one is employed just when it is the best

option. In the social sciences, where individuality
is sometimes more significant than demographic
statistics, the quantitative method is more
contentious.
Closing Activity
1. Read the following case:

A study investigated French grammar performance differences between first-

year high school students. That was done by using two different methods;
Method A and Method B (Adapted from Ary et al., 2016).

2. Answer the questions:

a) What would the researcher have to do to make the study a true experiment?
b) How would theA study
randombe classified if the classes were assigned to receive
procedure
teaching method A or B?
Quasi-Experimental Design

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CONCLUSIONS

It is essential to select the most appropriate approaches and methodology for examining the phenomena
one wishes to investigate to avoid deviating from the original intention.
As researchers, it is essential to become familiar with the different quantitative research designs. This
knowledge will help us determine the best research design depending on our research objectives. We
employ quantitative methodologies to create testable and exact formulations for qualitative notions.
Then, we use qualitative methods to comprehend the quantitative approach's statistical analysis results.  

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 References
Ary, D., Jacobs, L., Sorensen, C. (2010). Introduction to Research in Education (8th Ed) . Cengage Learning

Blaikie, N. (2000). Designing Ary, D., Jacobs, L., Sorensen, C. (2010). Introduction to Research in Education (8th Ed) . Cengage Learning

Social Research. Cambridge, England: Polity Press. Carr, L. T. (1994) The strengths and weaknesses of quantitative and qualitative research: what method for nursing? Journal of
advanced nursing, Vol 10, issue 4, p. 716-721.

Bryman, A. (2016). Social Research Methods. (5th Edition). Oxford University Press.

Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). New York, NY: Routledge.

Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. Thousand Oaks, CA: Sage.

Denscombe, M. (2010). The Good Research Guide for Small-Scale Research Projects (4 th ed.) Buckingham: Open University Press.

Ellen, R. F. (1984). Ethnographic research: A guide to general conduct. New York, NY: Academic Press.

Flick, U. (2004). Constructivism. In U. Flick, E. von Kardorff, & I. Steinke (Eds.), A companion to qualitative research (pp. 88–94). Thousand Oaks, CA: Sage.

Frey, B. (2018). The SAGE encyclopedia of educational research, measurement, and evaluation (Vols. 1-4). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781506326139

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Boston, MA: Pearson.

GM Lectures. (2020). QUANTITATIVE RESEARCH: Strengths & Limitations~GM Lectures [Video].