The Inappropriateness of English for Specific Purposes (ESP) with Learner’s Goals: A Need Analysis on Communication and Islamic Broadcasting Program

The course of English for Specific Purposes (ESP) is supposed to prepare students for the professional sector, yet the course at IAIN Palopo in Indonesi is designed in general English without any professional input or assessment of the learner's needs. This research is motivated by the Communication and Islamic Broadcasting program students’ complaints of unsatisfaction with the course since it does not meet their needs. This research aims to examine the English needs of students studying in the communication and Islamic broadcasting program. The researchers used a mixed-methods strategy that incorporates both quantitative and qualitative research. The participants in this study were 60 undergraduates and 30 graduate students. Data was gathered through questionnaires and interviews. The data was then analyzed using the comprehensive concept of need analysis proposed by Dudley-Evans & St. John (1998). The results revealed that the majority of students learn English to help them advance in their careers. Their top priority in ESP is to improve their speaking skills, followed by listening, reading, and writing. Due to the repetitive learning method, inappropriate textbook, and short duration, according to the interview results, the students were also unsatisfied with the present ESP course.

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Quantity Over Quality? Reproducible Psychological Science from a Mixed Methods Perspective

Collabra Psychology ◽

10.1525/collabra.284 ◽

2020 ◽

Vol 6 (1) ◽

Cited By ~ 1

Author(s):

Hollen N. Reischer ◽

Henry R. Cowan

Keyword(s):

Qualitative Research ◽

Mixed Methods ◽

Open Science ◽

Ethical Practice ◽

Rapid Improvement ◽

Good Science ◽

Science Practices ◽

Psychological Science ◽

Quantitative And Qualitative Research ◽

Study Designs

A robust dialogue about the (un)reliability of psychological science findings has emerged in recent years. In response, metascience researchers have developed innovative tools to increase rigor, transparency, and reproducibility, stimulating rapid improvement and adoption of open science practices. However, existing reproducibility guidelines are geared toward purely quantitative study designs. This leaves some ambiguity as to how such guidelines should be implemented in mixed methods (MM) studies, which combine quantitative and qualitative research. Drawing on extant literature, our own experiences, and feedback from 79 self-identified MM researchers, the current paper addresses two main questions: (a) how and to what extent do existing reproducibility guidelines apply to MM study designs; and (b) can existing reproducibility guidelines be improved by incorporating best practices from qualitative research and epistemology? In answer, we offer 10 key recommendations for use within and outside of MM research. Finally, we argue that good science and good ethical practice are mutually reinforcing and lead to meaningful, credible science.

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Using Mixed-methods Research in Health & Education in Nepal

Journal of Health Promotion ◽

10.3126/jhp.v6i0.21803 ◽

2018 ◽

Vol 6 ◽

pp. 45-48 ◽

Cited By ~ 1

Author(s):

Preeti Mahato ◽

Caterine Angell ◽

Edwin Van Teijlingen ◽

Padam P Simkhada

Keyword(s):

Qualitative Research ◽

Health Promotion ◽

Mixed Methods ◽

Health Education ◽

Mixed Methods Research ◽

Research Approach ◽

Mixed Methods Approach ◽

Quantitative And Qualitative Research ◽

Research Designs ◽

Pragmatic Research

In the areas of health promotion and health education, mixed-methods research approach has become widely used. In mixed-methods research, also called multi-methods research, the researchers combine quantitative and qualitative research designs in a single study. This paper introduces the mixed-methods approach for use in research in health education. To illustrate this pragmatic research approach we are including an example of mixed-methods research as applied in Nepalese research.Journal of Health Promotion Vol.6 2008, p.45-48

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Research Methods

Journal of Business & Economics Research (JBER) ◽

10.19030/jber.v5i3.2532 ◽

2011 ◽

Vol 5 (3) ◽

Cited By ~ 21

Author(s):

Carrie Williams

Keyword(s):

Qualitative Research ◽

Mixed Methods ◽

Data Collection ◽

Research Methods ◽

Quantitative Research ◽

Font Size ◽

Report Writing ◽

Quantitative And Qualitative Research ◽

Research Designs ◽

Conducting Research

This paper discusses three common research approaches, qualitative, quantitative, and mixed methods, along with the various research designs commonly used when conducting research within the framework of each approach. Creswell (2002) noted that quantitative research is the process of collecting, analyzing, interpreting, and writing the results of a study, while qualitative research is the approach to data collection, analysis, and report writing differing from the traditional, quantitative approaches. This paper provides a further distinction between quantitative and qualitative research methods. This paper also presents a summary of the different research methods to conduct research in quantitative, qualitative, and mixed methods studies.

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Qualitative, Quantitative, and Mixed Methods Research Sampling Strategies

Education ◽

10.1093/obo/9780199756810-0241 ◽

2020 ◽

Cited By ~ 1

Author(s):

Timothy C. Guetterman

Keyword(s):

Qualitative Research ◽

Mixed Methods ◽

Mixed Methods Research ◽

Quantitative Research ◽

Target Population ◽

Research Process ◽

Sampling Strategies ◽

Quantitative And Qualitative Research ◽

Purposeful Sampling ◽

Relationship Of

Sampling is a critical, often overlooked aspect of the research process. The importance of sampling extends to the ability to draw accurate inferences, and it is an integral part of qualitative guidelines across research methods. Sampling considerations are important in quantitative and qualitative research when considering a target population and when drawing a sample that will either allow us to generalize (i.e., quantitatively) or go into sufficient depth (i.e., qualitatively). While quantitative research is generally concerned with probability-based approaches, qualitative research typically uses nonprobability purposeful sampling approaches. Scholars generally focus on two major sampling topics: sampling strategies and sample sizes. Or simply, researchers should think about who to include and how many; both of these concerns are key. Mixed methods studies have both qualitative and quantitative sampling considerations. However, mixed methods studies also have unique considerations based on the relationship of quantitative and qualitative research within the study.

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Distinguishing Between Quantitative and Qualitative Research: A Response to Morgan

Journal of Mixed Methods Research ◽

10.1177/1558689819828255 ◽

2019 ◽

Vol 13 (2) ◽

pp. 132-137 ◽

Cited By ~ 5

Author(s):

Joseph A. Maxwell

Keyword(s):

Qualitative Research ◽

Mixed Methods ◽

Mixed Methods Research ◽

Quantitative And Qualitative Research ◽

The One

This is a response to Morgan’s article ( Journal of Mixed Methods Research, 12(3), 268-279) on the qualitative/quantitative distinction. I argue that Morgan has mischaracterized my views on this distinction, and on the value of design typologies in mixed methods research, and that the qualitative/quantitative distinction is more productively framed on a different basis than the one he proposed.

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Linking Research Questions to Mixed Methods Data Analysis Procedures 1

The Qualitative Report ◽

10.46743/2160-3715/2006.1663 ◽

2015 ◽

Author(s):

Anthony Onwuegbuzie ◽

Nancy Leech

Keyword(s):

Qualitative Research ◽

Mixed Methods ◽

Data Analysis ◽

Mixed Method ◽

Mixed Methods Research ◽

Quantitative Research ◽

Analysis Techniques ◽

Quantitative And Qualitative Research ◽

Research Questions ◽

Compare And Contrast

The purpose of this paper is to discuss the development of research questions in mixed methods studies. First, we discuss the ways that the goal of the study, the research objective(s), and the research purpose shape the formation of research questions. Second, we compare and contrast quantitative research questions and qualitative research questions. Third, we describe how to write mixed methods research questions, which we define as questions that embed quantitative and qualitative research questions. Finally, we provide a framework for linking research questions to mixed methods data analysis techniques. A major goal of our framework is to illustrate that the development of research questions and data analysis procedures in mixed method studies should occur logically and sequentially.

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Examining the Relationship between the Research Training Environment, Course Experiences, and Graduate Students’ Research Self-Efficacy Beliefs

International Journal of Doctoral Studies ◽

10.28945/2310 ◽

2015 ◽

Vol 10 ◽

pp. 399-418 ◽

Cited By ~ 2

Author(s):

Steven Chesnut ◽

Kamau Oginga Siwatu ◽

Haeni Young ◽

Yi Tong

Keyword(s):

Qualitative Research ◽

Graduate Students ◽

Self Efficacy ◽

Research Training ◽

Efficacy Beliefs ◽

Training Environment ◽

Quantitative And Qualitative Research ◽

Course Experience ◽

Research Training Environment ◽

The Relationship

This study examined the relationship between graduate students’ research training environment, course experience, and research self-efficacy beliefs. The findings of the descriptive and regression analyses suggest that graduate students’ (n = 161) general research, quantitative, and qualitative research self-efficacy beliefs varied and that these beliefs were related to different aspects of the research training environment and course experiences, including their own personal research experiences. While course experience variables were significant predictors of quantitative and qualitative research self-efficacy, they were not predictive of general research methods self-efficacy. Also, while mentorship was a significant predictor of general research methods self-efficacy, it was not a significant predictor of quantitative and qualitative research self-efficacy. The implications of this study for research and graduate education are discussed.

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Mixed methods research in pedagogy: Characteristics, advantages and difficulties in application

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1501007m ◽

2015 ◽

Vol 47 (1) ◽

pp. 7-22

Author(s):

Natasa Matovic

Keyword(s):

Qualitative Research ◽

Mixed Methods ◽

Research Methodology ◽

Mixed Methods Research ◽

Research Process ◽

Quantitative And Qualitative Research ◽

Qualitative Research Methodology ◽

New Type

The mixed methods research, as a new type of research, is discussed in the context of re-examining the relation between the two approaches, i.e. the possibility of not opposing, but connecting, combining and integrating them within research. The possibility to use such grounding in research as well could be quite important for pedagogy since the nature of the examined phenomena in this field is such that the majority has both quantitative and qualitative aspects. In order to explain the essence of a mixed methods research, the paper analyses its characteristics, first of all, what elements are combined, what is the nature of the relation between the combined elements and why they are combined, as well as its advantages and difficulties in application. The essential thing in a mixed methods research is the fact that combining refers to the research process as a whole, including the ontological and epistemological assumptions it is based on, which implies that the elements that are combined are understood rather broadly. The advantages and difficulties in application are considered in the context of the discussion of the possibility to combine all research elements, neutralise the limitations of quantitative and qualitative research methodology, implement the complex combining procedures etc.

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