Review of Qualitative Methods in Linguistics

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Table of Contents

Introduction
Review of Literature
The Sample
Materials and Procedures
Data Analysis
Conclusion
References

Introduction

Though quantitative methods are much more valid and reliable than qualitative methods, the latter provides in-depth perspectives on human behaviors, as well as reasons that predetermine these behaviors. Specifically, Dornyei (2007) realizes limitations to the quantitative research and, therefore, the researcher recommends qualitative research as a tool to examine specific concepts in a broader context.

He is also aware “how much richer data we can obtain in a well-conducted and analyzed qualitative study than even in a large-scale questionnaire survey” (Dornyei, 2007, p. 47). In this respect, a qualitative research significantly enlarges on the range of possible data interpretations, as well as permits a longitudinal study of dynamic phenomena. This paper explores two research papers that apply to different qualitative research methods and evaluates whether they meet the requirements of studies.

In research conducted by Smith-Sutherland (2002), an ethnographic design is implemented to highlight the differences in students’ perceptions of reading print texts and Web texts. The second study initiated by Lee, Butler, and Tippins (2007) delivers a case study design aimed at analyzing early childhood teacher’s perspectives on dealing with English language learners.

Review of Literature

According to Litosseliti (2010), a good literature review is a powerful instrument in deepening the analysis of research questions. In the studies presented by Smith-Sutherland (2002), the literature review section is thematically presented, but not entitled as a separate section. In particular, the authors focus on such problems as evolution of literacy and technology, criticism of technoliteracy as a new term, as well as the analysis of web-text literacy.

All three components are essential for understanding the topic researched. While investigating the origins and history of interaction between literacy and technology, the scholars cite papers that particularly relate to emergence of cyber space and internet, as well as how this discovery has influenced the term literacy.

In contrast, Lee et al. (2007) introduce supporting literature in the introductory part to explore such problems as approaches to promote English language learners (ELL) and advance relevant academic skills. Additionally, they shed light on linguistic and cultural diversity as the key component in literacy acquisition that teachers should consider when discovering effective approaches.

Though the study makes specific references to the study of English language learners, as well as teachers’ competences aimed at meeting the culturally diverse environment, it fails to accurately introduce variables that will further be outlined in a methodological section.

In contrast to the literature review presented by Lee et al. (2007), Smith-Sutherland (2002) provides a much more systematic review of necessary notions by dividing them into meaningful sections. Despite that, the author never defined some notions. For instance, there is no direct definition of literacy with regard to the web reading. This definition is pivotal for understanding the research question. Overall, both articles fail to provide a consistent evaluation of all aspects of the topic to be researched.

The Sample

With regard to the nature of researches under analysis, the choice of ethnographic approach to understanding phenomena is appropriate. According to Madison (2011), ethnographic study seeks “to emphasize critical analysis, ethical considerations, and practices of performance” (p. 13).

In this respect, because the studies are focused on people’s behavior, ethical considerations are of equal importance while selecting the sample. In this respect, Smith-Sutherland (2002) focuses on the culture of the Second Language learners and, thus, the researcher emphasizes the critical perspective of ethnographic research. In addition, the researcher undertakes ethnographic study because it establishes “naturalistic qualitative approaches to research” (Smith-Sutherland, 2002, p. 59).

The choice of the 48 students coming from various countries, including Taiwan, India, China, Poland, Bhutan, and Malaysia justified the small size of the sample. It also meets the ratio of 580 students attending the primary schools and counting more than 72 nationalities. With all these information taken into consideration, the researcher has failed to provide in-depth demographic information concerning their social background and gender. In fact, the factors can be decisive in defining specific behavioral patterns and observations.

The second research under evaluation presents a case study from an ethnographic perspective. At this point, Lee et al. (2007) rely on the situation to provide “in-depth understandings and insights into educational practice and its meaning of situation and context” (p. 44). By focusing on a specific example from the case study, the authors draw generalized concepts.

Unlike the first study, this one ignores the big sample and introduces interviews of one person, teacher Tiffany, who accounts on her practical knowledge of diversity that she gained from her personal experience while teaching in a certain socio-cultural context. Overall, the chosen methods of research have not been justified and, as result, the conclusions cannot be regarded as evidence-based and reliable.

In particular, because both studies are relatively similar concerning the discussion of ELL techniques, the second research provides a number of disadvantages as compared to the one conducted by Smith-Sutherland (2007). To support the idea, Yin (2011) argues that the use of case study does not provide solid methodological guidance.

Moreover, the type of case study has not been defined either. In this respect, Smith-Sutherland (2002) resorts to a small sample size, though it is enough for conducting a research. According to Dornyei (2007), a good sample must be a representative sample of the population. Because the sample population is small, the rationale for the chosen sample is fully justified.

Materials and Procedures

While analyzing the research design and procedures, much attention should be paid to the narrowed down approach used by Lee et al. (2007). In particular, the scholars decided to apply to face-to-face interviews to find out answers on their questions and understand why learning culturally diverse groups is quite challenging.

Scarcity of methodological materials is not congruent with the results findings where many conceptual assumptions have been made. At this point, there should have been a much larger sample introduced because person’s experiences are insufficient for drawing research findings. For instance, while discussing such issues as problems with communication and assessment of evaluation techniques, one cannot rely on subjective answers of one person.

Despite the above-presented disadvantages, the given research contributes to a deeper understanding of unique communicational patterns. While exploring the domains of human communication, it is possible to define peculiar speech patterns, cultural background, and social environment features in which the respondent lives. At this point, the actual advantage of case studies lies in a possibility to explore preliminary concepts, as well as define how a particular case study can relate to the existing theoretical frameworks (Yin, 2011).

With regard to the above presented research procedures, Smith-Sutherland (2002) applies to sophisticated procedures and provides a systematic and detailed description of implemented methods. In contrast to the previous study, the researcher presents an evaluation of such processes as data encoding and transcriptions, which are the basic principles of ethnographic studies.

Like in a literature review section, Smith-Sutherland splits the research design into several sections, including research design and students’ project description. The latter is a preliminary preparation necessary for conducting further observations. Such a detailed preparation disaccords with the data presented in the studies by Lee et al. (2007).

Data Analysis

Transcribing and encoding information, as well as distributing notes into meaningful thematic nodes with focus on cultural identities and personal experiences are typical of the research conducted by Lee et al. (2007). According to Yin (2011), analysis of case study can begin with organizing data into hierarchical relationships. In addition, case should also be closely connected with the research question.

However, a careful examination of the research does not provide a transparent connection between the research questions and the assumed concepts in the results section. In particular, there is no exact answer on which strategies a teacher should rely on while enhancing and promoting communication among ELLs.

In contrast to the case study, the ethnographic research reveals a much more consistent evaluation of the gathered materials by applying to multiple data analysis tools. At this point, Smith-Sutherland (2002) focuses on relevant texts from the interviews for transcribing and coding. A combination of questionnaire and interview can contribute both to the way students can answer independently and the way they behave in the presence of the researchers.

Using NVivo and Qualitative Solution Research software has been a significant advantage for the researcher because it can produce accurate and objective results with less error probability. As LeCompte and Schensul (2010) emphasize, data analysis can be regarded both as a cognitive and as a technical process. In addition, it is also important for an ethnographic study to start data analysis with reiterating and referring to the research question so as to keep close to the topic of discussion.

Conclusion

In the conclusion of the study, there is little reference made on the above-highlighted pitfalls. In particular, Lee et al. (2011) fail to answer the research questions; instead, they are concerned with describing the problems and personal experiences that the teacher feels while communicating with ELLs.

Repeating the earlier stipulated theses cannot be regarded as an answer to a research question. In contrast, Smith-Sutherland (2002) manages to frame the research and provide the necessary assumptions that were required at the beginning. Once again, the researcher has provided a thematic representation of results, has covered all points of the research, and has defined the differences in perceiving print texts and web-based resources.

Second, it is impossible to support the research methodology chosen by Lee et al. (2007) because a case study with one participant cannot serve as a solid basis for drawing a great number of generalized concepts.

Within the context, the researcher understands that and, therefore, he refers to a great number of related researches with identical research design to prove that this study has the right to existence.

As per Smith-Sutherland (2002), the researcher has managed to choose an appropriate methodological framework enabling to capture the depth of the problem. Moreover, the scholar has also provided implications for future research.

References

Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.

LeCompte, D. M., & Schensul, J. J. (2010). Designing and Conducting Ethnographic Research. US: Rowman Altamira.

Lee, S., Butler, M.B., & Tippins, D. (2007). A Case Study of an Early Childhood Teacher’s Perspective on Working with English Language Learners. Multicultural Education, 43-49.

Litosseliti, L. (2010). Research Methods in Linguistics. US: Continuum International Publishing Group.

Madison, D. S. (2011). Critical Ethnography: Method, Ethics, and Performance. US: SAGE.

Smith-Sutherland, W. (2002). Web-text: Perceptions of Digital Reading Skills in the ESL Classroom. Prospect, 17(1), 55-70.

Yin, R. K. (2011). Applications of Case Study Research. US: SAGE.

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