quanti deck

• Quantitative Research


  Research that involves collecting and analyzing numerical data to describe, explain, predict, or control phenomena of interest
• Writing the Results and Discussion

  1. Background information

  2. Reporting results

  3. Summarizing results

  4. Commenting on results
• Results are statements in the main text that summarize or explain what the data show
• Results should not repeat the data
• Discussion


  • States claims about how their results integrate with and contribute to disciplinary knowledge
  • Develops arguments to convince the essence of the findings by highlighting the similarities and differences from the previous research
• Discussion


  • More theoretical
  • More abstract
  • More general
  • More integrated with the field
  • More connected to the real world
  • More concerned with implications and applications
  • More likely to discuss the limitations of the study
• Results


  Reporting results
• Discussion


  Commenting on results by interpreting, accounting for, evaluating or comparing with previous work
• Results and Discussion may be written as one sub-section or they may be written separately
• Structure of the Results and Discussion Section

  1. Background information

  2. Reporting results

  3. Summarizing results

  4. Commenting on results
• Move 1: Background Information


  Re-state the research objectives/questions briefly before presenting the results of each
• Move 3: Summarizing results


  • Summarize the main results to remind your readers of what you have found in your study
  • Note that each research question/objective should have corresponding summarized results.
• Example of summarizing results


  • In summary, the effects of L1 background and experience with a particular type of accent were relatively minor factors in the ability to understand the L2 speech
• Move 4: Commenting on results


  This can be done via interpreting results, comparing results with literature, or accounting for results
• Example of interpreting results


  • This indicates that describing the methodology of the study is an important part of the abstracts in these two disciplines
• Example of comparing results with literature


  • This finding lends support to cognitive model of writing by Flower and Hayes (1980) and Hayes and Flower (1980) which describes writing as an intricate phenomenon holding three separate components, i.e. writer's long-term memory, task environment and writing process
• Example of accounting for results


  • This can be explained by the Thai students' cultural background. Because the participants would have participated in the preparation program before coming to the U.S., they most likely were familiar with academic texts and could use that knowledge to assist their reading of the Academic Text condition
• Conclusion and Recommendations

  1. Indicating the aims, whether you achieve it or not.

  2. Indicating Limitations and Significance

  3. Making suggestions

  4. Recommending future research
• Conclusion


  Summarizing the research by highlighting the findings and evaluating the study
• Recommendation


  Making suggestions based on the findings and conclusion of the study
• Structure of the Conclusion and Recommendation Sections


  1. Summarizing the study

  2. Evaluating the study

  3. Deductions from the research
• Summarizing the study


  • Indicating the aims, whether you achieve it or not
• Deductions from research

  • Making suggestions
  • Recommending further research
  • Drawing pedagogical implications
• Data


  Facts and numbers generally presented in tables and figures
• Results should not repeat the data
• Move 2: Reporting results


  1. Present first the results in tabular or graphical forms depending on what is appropriate based on your data

  2. Report the findings presented using textual descriptions
• Evaluating the study: Indicating Limitations


  • It should be noted, however, that the size of the present research corpus was inadequate to determine the different sequences of patterns or cyclicity of moves preferred by both sets of academic writers.
• Evaluating the study: Indicating Significance


  • The significance of the present study lies in the fact that it was able to compare the effectiveness of narrow reading and reading plus vocabulary-enhancement activities on the types of lexical knowledge acquisition and retention... (I22, as cited in, Amnuai & Wannaruk, 2013).
• Evaluating the study: Evaluating methodology


  • This model, however, seems less capable of explaining L2 learners' insensitivity to the number errors involved in the present study, such as "several of the board member." (I23, as cited in, Amnuai & Wannaruk, 2013).