MIX METHOD APPROACH

mix method research

GROUP 3

Members: Rina HartikaAuliyah Rahman Arika Nurul Iftitah Rabiah Adawiyah Nurul Fitriany Marwiyah

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Index

07. Structure of Presentation

01. Introduction

04. Selecting Sample

05. Data Collection

02. Research Design

06. Data Analysis

03. Research Questions

.01

Introduction

This paper examines the effectiveness of three different online writing activities in formal university education: forums, blogs, and wikis

Terumi Miyazoe and Terry Anderson

Learning outcomes and students’ perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting.

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.02

The Design of The Research

The design of this research is blended learning course design. It is a mixed-method approach

• Survey
• Interview
• Text analysis

used for triangualtion

.03

Research Questions

• How do students perceive each of the three online tools?
• Are they effective in helping the students acquire the target language?
• If yes, in what way(s) can we quantify the resulting progress?

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.04

How Sample was selected using MMR design

The research was conducted in the second semester, from October 2008 to January 2009, at a university in Tokyo. Three sections (hereafter termed Classes A, B, and C) of the same course, upper-intermediate level English, were included in the research. All students were in their sophomore year. A total of 23 participants from Class A, 18 from Class B, and 20 from Class C participated, for a grand total of 61 students.

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.05

Data Collection

Printed questionnaires were distributed and collected in class on the final examination day to ensure the highest possible response rate.

The numerical responses to the questionnaire were analyzed quantitatively using the SPSS statistical software 16.0 package

The students’ interview responses were transcribed and evaluated using internationally available text analysis software named PASW Text Analytics for Surveys, which was recently upgraded to include Japanese language analysis features.

The researchers analyzed only those written assignments that had been input into the system during the course, and we only conducted analyses with specific student consent

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The researchers followed the research methodology by Kol and Schcolnik (2008) that used the text analysis web tool textalyser for the forum and blog posts of Class A, which had the greatest number of students.

.06

Data Analysis

Quantitative Data Analysis

The mean rating given by the students was 4.29 (n ¼ 52, SD ¼ .696), with 90.4 percent recording a score of four or five on a five-point scale.

Responses to Question 1. The students were most satisfied with wikis, followed by blogs and forums, for all three items.

Answers to Question 2, The students liked wikis the most, followed by blogs and forums.

Responses to Question 3, Some students who read the postings under one of the activities also tended to post material themselves. This confirms the results in previous studies in this research for forums and blogs. The current study, therefore, confirms that a similar relation between reading and posting may exist for wikis.

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In response to Question 4, The students rated the wiki activity in terms of mastering reading English, translating English, and fostering communication. The percentages of students who gave moderately to positive ratings of four or five on a five-point scale were 62.1 percent for reading, 74.2 percent for translation, and 17.5 percent for communication.

.06

Qualitative data Analysis

The textalyser analysis was applied to students’ forum and blog posts from the Spring and Fall semesters to test for possible changes in lexical density, syllables per word, words per sentence, and the Gunning-Fog Readability Index. Interview questions; 1) the blended learning course design; 2) forum discussions; 3) blogs; and 4) wikis were analyzed using the text analysis software. Qualitative text analysis of forum and wiki writings showed progress in their ability to differentiate English writing styles.

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.07

The structure of presentation

1. Quantitative data

2. Qualitative Data

The researchers describe the qualitative data analysis and display several figures to clear up the data.

The researchers present quantitative data and provide a table

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.08

Conclusion

Mix Method Journal

The study claims its originality in its application of three different online writing tools in an EFL context and suggests a positive effect on students’ language learning progress.

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Thanks for your attention