Writing about Quantitative Research in Applied Linguistics

L. Woodrow

• Publisher: Palgrave Macmillan
• Year: 2014
• ISBN:
  9780230369955
• Topic: Sprachen & Linguistik
• Subtopic: Sprachwissenschaft

With increasing pressure on academics and graduate students to publish in peer reviewed journals, this book offers a much-needed guide to writing about and publishing quantitative research in applied linguistics. With annotated examples and useful resources, this book will be indispensable to graduate students and seasoned researchers alike.

1

Introduction

1.1 Introduction to the book

This book focuses on writing about quantitative research in applied linguistics. It is divided into three parts. Part I focuses on the general characteristics of writing about quantitative research (Chapters 1–5). These include writing about research design, reliability and presenting information about research participants. Part II focuses on writing about the most common statistical methods in applied linguistics (Chapters 6–12). The chapters in this part move from simple t-tests in Chapter 6 to complex structural equation modelling in Chapter 11. The book also includes a chapter on writing about non-parametric tests. Part III covers the practical aspects of getting research published in applied linguistics (Chapters 13–15).

This book is not designed to instruct readers in statistical methods but on how to write about these. Each chapter in Part II has a section called technical information that covers the basics of the technique in question and then presents examples from published research. This is followed by some common shortcomings found in writing about the area and guidelines for writing. Then some questions to consider are presented that could be used by students in groups or individually.

This book is written for graduate students and new researchers who need to write about quantitative research in applied linguistics. The approach taken in this book is to consider the norms of texts common in writing about quantitative research in applied linguistics. First, it does this by considering the regular features of texts about quantitative research. Second, it focuses on the contextual influences on texts about quantitative research. A written text is informed by whom we write for, why we are writing, the expectations of the reader and the norms and conventions of similar texts. If a written text does not reflect these contextual aspects, it is unlikely to be accepted by the reader even if the content is of value. So, it is important for all writers to be aware of these issues. The following section presents common types of texts that feature quantitative research. The general communicative function and context of these texts is presented.

1.2 General characteristics of writing about quantitative research

Despite the different types of texts a writer may produce, there are some underlying general criteria that apply to all texts featuring quantitative research. These are as follows.

1.2.1 Review of the literature

All good research needs to build on a sound knowledge of theory and research in the area of concern. Reviewing the literature is a continuous task rather than a one-off task done before the commencement of data collection. A good literature review informs the research project, prevents replication of research already done and helps avoid pitfalls. When writing the literature review section of a research text, the main argument for the project needs to be very clear and the author needs to indicate the gap in knowledge that the research will fill.

1.2.2 Writing about research rationale

All texts about research need to make the research rationale (the reason for the research) explicit in the text. This includes a research question or research questions. In the case of quantitative research, these may be presented as hypotheses. Often authors create specific questions or hypotheses for the article they are writing rather than use those posed in the original research project. They may do this because the project is too big to be covered in one article or because they want to get more publications from the same project.

1.2.3 Writing about research methods

All texts about quantitative research need to have the research methods and analyses carefully explained and justified. This is usually in a section called methodology, method or methods. The reader needs to be informed about how data were collected and what was done to the data.

1.3 Common texts about quantitative research

There are different types of texts that a researcher may write about quantitative research. In this book, the two main areas are graduate texts including theses and dissertations and published texts. In any writing, it is important to consider the purpose and audience of the text as these influence the content and style of the text. The types of texts that may feature quantitative research and their characteristics in terms of text purpose, audience, expectations, norms and conventions are as follows:

• Academic assignments

• Research proposals

• Unpublished theses and dissertations

• Unpublished research reports

• Published journal articles

• Books and book sections

1.3.1 Academic assignments

During university studies, students may be required to write about quantitative research. Perhaps this might be in the form of a critical review of a research study, an assignment linked to a research methods course or a proposal for a research project. Generally academic assignments have a similar purpose, although the expectations, norms and conventions may well be different. The contextual features of an academic assignment are as follows:

• Purpose: An assignment is generally part of an academic course so the first purpose is to get a grade. Some students may have the goal of barely passing the course while others may aim for a high grade. In an assignment, the writer needs to demonstrate knowledge, understanding of major concepts and an ability to think critically.

• Audience: The reader of an academic assignment is likely to be more expert than the writer. So, the information contained in the assignment will not be new to the reader. Assignment writers are often novices both in terms of knowledge and in academic writing.

• Expectations: The success or otherwise of an academic assignment depends upon the assessment criteria provided by the academic who set the task. The expectations of an academic assignment probably reflect a range of reading and the ability to think about the concepts in question; an assignment needs to demonstrate that the writer has acquired knowledge about the subject. An assignment needs to follow certain conventions laid down by the academic department in which the assignment is set.

• Norms and conventions: These will be informed by department style sheets and handbooks. These will detail – for example – the format of the text, the use of sections and sub-sections and referencing style.

1.3.2 Research proposal

A research proposal may be written as part of an academic course; it may be a stand-alone proposal to win a grant; or it might take the form of part of an application for a research degree.

• Purpose: This is usually to persuade the reader that the research project is good enough to be put into practice. A research proposal may then be seen as a gatekeeper only accepting those proposals that meet the entry criteria.

• Audience: The audience of a research proposal is not necessarily an expert in the subject matter of the proposal. In this case, the reader would probably be an expert in the process of conducting research. The readers of a research proposal may be a panel gathered to assess applications for research, and as a result the reader may have a great deal of power.

• Expectations: The success of a research proposal depends upon the soundness of the theoretical framework informing the proposed project and the feasibility of the research design.

• Norms and conventions: These will again be informed guidelines provided by the academic department or granting organisations. In the case of grant proposals, these may be quite detailed reflecting the aims and objectives of the funding body.

1.3.3 Unpublished theses and dissertations

I adopt the British and Australia perspective on these. I refer to a thesis as being the written product of a doctoral degree and a dissertation as the product of a Master’s degree. The difference lies in the scope and breadth of the project and the length of the written text. Typically a doctoral thesis is 70,000 words or over, and a Master’s thesis is approximately 20,000 words. While these texts are not published, they are in the public domain and as such are more accessible than academic assignments and research proposals.

• Purpose: The purpose of a thesis or dissertation in the first place is that it represents the assessable component of the degree. In some research degree coursework tasks may be involved and/or a verbal defence may be required.

• Audience: The audience of a thesis or dissertation varies, but the primary readers will be the examiners. These may be two to four internal and/or external experts in the field. However, while the readers may be an expert in an area of the study, the text needs to demonstrate that the writer is an authority on the topic of the thesis or dissertation.

• Expectations: There are relatively few clearly articulated assessment criteria for a doctoral thesis. Examiners expertise and experience in academic area paramount. However, a sound theoretical framework, logical research design, originality and contribution to knowledge are all necessary aspects of thesis writing.

• Norms and conventions: These will be informed by university guidelines. Some examiners may have their own views about the editorial style used in theses and dissertations. Probably the most widely used style is the American Psychological Association. This is described in Chapter 14.

1.3.4 Unpublished research reports

Sometimes a researcher may write a research report that is not published or may write an unpublished research report and then use an aspect or aspects of the report to write an article for an academic journal. In this way a research report resembles a thesis.

• Purpose: The purpose of a research report is to inform stakeholders in the project of the outcomes of the research project. To this end, it is necessary to consider the motivation for the project commission. For example, a language school may commission and fund a project into how effective a new English as a Second Language (ESL) curriculum is.

• Audience: The primary audience will be the commissioning agent or the funding body of the research project. This audience may not be experts in the field, so it is important to consider assumed knowledge and to ensure that the results of the project are communicated effectively. Secondary readers would be interested parties connected with the research such as the participants.

• Expectations: The primary readers of the report will have their own reasons for engaging with the text. They will be expecting a clear answer to the research problem posed in the research proposal. They will be expecting a report to include implications for practice which will be implemented.

• Norms and conventions: The norms and conventions will be dictated by the commissioner of the research and will reflect the level of expertise of the reader. Often a commissioned research report is very detailed.

1.3.5 Published journal articles

There is increasing pressure on academics and researchers to publish in peer-reviewed academic journals. Getting published in academic journals requires a great deal of knowledge of the expectations of the writing. This is major focus throughout this book. Chapter 13 addresses this in detail.

• Purpose: The main purpose of articles in academic journals is to inform readers of new research.

• Audience: The readers of published academic journals are peers. The decision on whether to publish an article will be based on the recommendation of one or more peer reviewers. Their recommendations will be based on a list of criteria provided by the journal.

• Expectations: Readers will be expecting a contribution to knowledge. The text needs to be quite focused and brief unlike a thesis that needs to be very explicit.

• Norms and conventions: Academic journals will always stipulate a particular style for articles submitted. Some have detailed guidelines while others refer to a particular style, for example APA 6th edition. Some samples of guidelines are included in Chapter 14.

1.3.6 Books and book chapters

This is a large category of texts. For example, published books may be based on a doctoral project or on a set of course materials that has been developed over the years. Or the book may comprise an edited collectio...