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Review of Research Articles

Research · June 2023

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 Review of Research Articles1

Md. Jahedul Islam2

Articles:

1. Practices and Outcomes of Communicative Language Teaching in Higher Secondary Schools

in Rural Bangladesh by MHM Nuby, Ab Rashid & M. R Hasan

2. Student academic support in the smartphone era: changes in mode selection by JP

Mazer

3. Psychological Distress and Coping amongst Higher Education Students: A Mixed Method

Enquiry by C Deasy

QUALITATIVE RESEARCH METHOD

Article Title: Practices and Outcomes of Communicative Language Teaching in Higher Secondary

Schools in Rural Bangladesh.

SUMMARY:

This section contains the research topic, question/s, major concepts discussed, methodology, and

findings.

1
This write-up was submitted to the BRAC Institute of Education and Development as an academic assignment as part of
the author’s PGD Program.
2
Md. Jahedul Islam is a researcher, educator and law teacher. Contact Mr. Jahed at mdjahedulislam59@gmail.com
Research Communicative Language Teaching(CLT) in Higher Secondary Schools in

Rural Bangladesh
Topic

Research What are Communicative Language Teaching (CLT) practices and outcomes

in Higher Secondary Schools in Rural Bangladesh?

Question
Major Describing the background of the study at the beginning of the article, the

authors mainly focused on the challenges of Communicative Language

Concepts
Teaching (CLT) practice at a higher secondary level from a Bangladeshi rural

Discussed perspective. The article has come out with three basic factors as core

challenge factors (a) pedagogical factors, (b) contextual factors, and (c))

personal factors. As the pedagogical factor, the article explains how the

discrepancies between curriculum and assessment hamper the process of CLT.

Despite being interested in CLT among teachers, they can only test students'

reading and writing from all four buckets of balanced literacy. Then the

article explains how the lack of teaching training hampers the learning of

CLT. As a contextual factor, the article explains large classrooms and

limitations of time, poor classroom facilities, non-existence of an

English-speaking environment in the school. As personal factors, the article

explores that extreme formal relationships, the poor background of teachers

and students in English, poor socio-economic contexts of rural communities

etc. are mainly responsible for the ineffectiveness of CLT. Teachers need

effective support for improving CLT to teach the students and improve their

teaching quality, addressing the given education ecosystem at the Higher

Secondary level.

The article suggests some recommendations based on the suggestions given

by the teachers.
 Methodology As a methodology, the authors followed qualitative research as the research

tries to investigate in-depth causes and practices regarding CLT (Creswell &

Puth, 2017). As a data collection tool, the authors used semi-structured

interviews with

the teachers. These interviews let Participants share their opinions, feelings,

and experiences about CLT. This article deals with only the teachers'

experiences, which have been described in words, not numbers.

Findings The findings of this study show that the practice of CLT at the higher

secondary level in rural Bangladesh is not up to expectations. The study

shows threefold responsible factors for ineffective CLT, i.e. pedagogical,

contextual and personal factors (Nuby, M. H. M. et al., 2019).

KEY FEATURES CONCERNING THE QUALITATIVE RESEARCH APPROACH

Key Features of Qualitative Research:

1. Qualitative research is in-depth and descriptive, observing any phenomenon in a natural

setting.

2. Qualitative research uses the lens of post-modernism and constructivism.

3. In this type of research, the researcher plays a key role in data collection and analysis
 4. This type of research focuses on process and description rather than the number.

5. The researcher explains the participants' opinions and insights in their language, keeping the

research question focused.

6. With a small sample size, this research may follow either Purposive or Convenient sampling.

7. Case study Grounded theory, Ethnography and Phenomenology are major qualitative

approaches.

Methods:

As a methodology, the authors followed qualitative research as the research tries to investigate

in-depth causes and practices regarding CLT (Creswell & Puth, 2017).

Participant Selection:

Participant selection can be following purposive or non-purposive sampling. As qualitative research,

the paper aimed to find some authentic data from the research participants so that they could get

detailed information about teaching Communicative Languages (Stainback, S., & Stainback, W.,

1988). For this purpose, the researchers interviewed 24 English teachers of higher secondary level in

some rural areas to get their ideas, experiences and observations about CLT. The researchers used

purposive sampling in participant selection. Two criteria were maintained in the participants'

selection: English teaching experience of at least five years and teaching experience at a higher

secondary level in rural colleges to get experienced and authentic insights and observations from

them. Snowball technique was used in this study to get more participants for the study purpose with

the help of connected participants (Gray, 2004). After reaching saturation, the researcher didn't

collect the data further despite planning to interview 30 participants. The process of participation
selection and their identities were kept confidential during the whole study. As a qualitative research,

this research article followed the participant selection process of qualitative research.

Data Collection:

As data collection methods, interviews, FGD, observation and documentary reviews can be used in

qualitative research. For data collection purposes, the researchers interviewed 24 English teachers of

higher secondary level in some rural areas using Semi-structured interviews to collect a detailed

picture of the respondents' beliefs or perceptions about CLT (Smith, 1995). As qualitative research,

the authors focused on getting data from words, not numbers. The researcher shared the purpose of

the interviews so that the participants could share their authentic experiences. They also explained the

usage of data for research purposes. The interviews followed open-ended questions in English and

Bangla to make the interviews comfortable and effective. The discussions were recorded with the

permission of the participants. As a qualitative research, this article followed the data collection tools

and qualitative research process.

Data Analysis Process:

As a data analysis process, qualitative research can follow any thematic or content analysis.

Grounded analysis, discourse analysis, narrative analysis and phenomenological/heuristic analysis.

This study about CLT followed the thematic analysis as a data analysis process. The thematic analysis

process works by analysing qualitative data that searches across a data set to identify, analyse, and

report repeated patterns (Creswell & Poth, 2017). This study followed three steps for data analysis,

i.e. tropic selection, category selection and theme selection. After transcribing the data, the

researchers did a thorough reading to get the exact data from the participants on CLT. The researcher
used field notes and recorded data while analysing the data.

The selection topic was identified from the collected data. The study started looking for relationships

between the topics in the category selection process, and similar topics were put in one category as

"category selection". Some common issues were categorised in this process (Bogdan & Biklen,

2007). Lastly, themes were selected, scrutinising the patterns of categories. All three steps were

focused on the research question related to CLT.

Contribution of the Researcher:

In qualitative research, a researcher plays a core role. The three researchers in this study divided the

work to gather data independently at the research sites. Researchers played a key role during

purposive sampling, snowball sampling and semi-structured interviews. The paper shows that all the

researchers maintained their integrity in addressing ethical issues throughout the research. The

researchers also

provided clear information to the participants about the research's purpose and the data's

confidentiality.

Data Reported:

The thematic analysis was presented in a descriptive and detailed manner. This analysis is

non-numerical. The themes are compiled and analysed with detailed explanations of the collected

data and sorted categories.

CRITICS OF THE STUDY

Strengths of the Research Article:

The study was conducted on specific research questions and areas to help readers understand the

presented data easily. The research shows that it has followed proper manners of quantitative research

in setting research questions, participant selection, site selection, data collection and analysis and

reporting data. The study shows that researchers were properly conscious of the ethical issues

throughout the research.

Limitations of the Research Article:

The research had not mentioned the research area anywhere. So it was a bit confusing about the

geography of the research sites. Geographical location may affect the research outcomes. The study

only included 24 English teachers, which is a small sample to represent the whole of Bangladesh. The

study had not included the interview questionnaire. Including the questionnaire could help the readers

more specifically.

Learnings from the Research Article:

I have learnt about Communicative English Teaching (CLT) and English as First Language (EFL) in a

very practical way through this study which is new learning for me.
QUANTITATIVE RESEARCH METHOD

Article Title: Student academic support in the smartphone era: changes in mode selection.

SUMMARY:

This section contains the research topic, question/s, major concepts discussed, methodology, and

findings.

Research Academic support in the smartphone era

Topic

Research 1. How frequently do students currently use specific modes to

communicate student academic support?

Question
2. What academic support behaviours do students currently perceive as

most important?

Major This quantitative research examines the use of specific communication modes

to communicate student academic support. Again, it also examines the

Concepts
perceived academic support behaviour by students mostly. The study shows

Discussed that students have shifted away from phone calls and computer-mediated

modes of communication toward text messaging to communicate academic

support. Informational support has increased, as shown in the study that

students chose face-to-face settings of communication for academic support

with a percentage of 69.5% in 2009, 79.7% in the present; esteem support,

55.0% in 2009, 79.9% in the present; motivational support: 40.7% in 2009,

 68.8% in the present.

Students' choice to use phone calls to communicate academic support

decreased across all support types: informational support: 20.0% in 2009,

8.4% in the present. The result also suggests that the most changes have been

made regarding esteem (M=1.90 in 2009, M= 2.23 in the present) and

motivational (M=1.81 in 2009, M=2.06 in the present) forms of support.

Student academic support was assessed using Thompson and Mazer's (2009)

15-item measure.

Methodology As a quantitative study, an online survey was used in this research. The

participants were 216 undergraduate students enrolled in general education

classes at a large southern university. Gender and ethnic/racial distribution

were also addressed in this study.

 Findings The study shows that students have shifted away from phone calls and

computer-mediated modes of communication toward text messaging to

communicate academic support in terms of mode. Students' choice to use

phone calls to communicate academic support decreased across all support

types selection. The findings from the present study indicate increases in

students' choice to use face-to-face settings to communicate all forms of

support. Overall, the findings suggest that students now place greater

importance on informational, esteem, and motivational forms of academic

support but appear to value venting support less (Mazer, J. P., & Thompson,

B. 2018).

Key Features Concerning the Qualitative Research Approach

Key Features of Quantitative Research:

1. In quantitative research, statistics and measures are used, which can be expressed numerically.

2. Quantitative research must have a hypothesis.

3. As a data collection tool, a survey questionnaire, poll etc., can be used in this type of research.

4. This sort of research needs a sufficient and large number of samples to authenticate the study

more.

5. The researcher maintains control over variables in this research. Variables can be independent,

dependent or extraneous.
 6. This research can be experimental (true or quasi), or non-experimental.

7. Researchers can use tables, graphs, diagrams, etc., to express the result of this research.

Methods:

As a quantitative study, an online survey was used in this research. The participants were 216

undergraduate students enrolled in general education classes at a large southern university.

Participant Selection:

Quantitative research seeks many samples to authenticate the study. In this study, 216 undergraduate

students (206 first-year students, six sophomores, two juniors, and two no reports) enrolled in

general education classes at a large southern university. The sample consisted of 43 males and 173

females, averaging 18.31 years (ranging from 18 to 22). The racial/ethnic distribution was primarily

Caucasian (90.7%). Sample selection can be representative sampling or convenience sampling. In

this study, though it has not been clearly defined which sampling method had been used from the

participants' selection, it can be presumed that the study had followed the representative sampling as

it had cautiously maintained a gender and ethnic/racial distribution.

Data Collection:

As a data collection method, an online survey was conducted. Online surveys have been getting more

popular day by day. The researchers asked the participants about their willingness and consent to

participate in this study. All data collection communications were made via email.

Data Analysis Process:

Student academic support was assessed using Thompson and Mazer's (2009) 15-item measure. The

frequency of support in the last month was calculated using a Likert-type scale using not at all, once

or twice, about once a week, several times a week, about everyday factors (Thompson & Mazer
2009). Participants reported how important each supportive behaviour was for their academic

success by responding on a three-point scale, i.e. not important, moderately important, and very

important. The scale measured popular modes of communication (face-to-face, phone, text

messaging, and computer-mediated communication, including email, Facebook, Blackboard, and

Skype/FaceTime) for each item to further explore how students commonly communicate each

supportive behaviour (Mazer & Thompson (2011b). Alpha means, and standard deviations were used

to express the values. A table on the frequency ratings on the student academic support scale was

used at the beginning of the result. In contrast, another vertical table was used to show the

percentages for modes used to communicate student academic support. Data from 2009 and the

present were compared to get a trend of frequencies of using specific modes of student academic

support.

Measurement of student academic support in the numeric form will follow in this study:

Thompson and Informational Esteem support Motivational Venting support

support support

= α = 0.93 (M = α =

0.87 (M =
 Mazer's (2009) 15.88, SD = 6.41) 6.99, SD = 3.34) 6.26, SD = 3.14) 5.43, SD = 2.39)

15-item

measure

Cronbach’s α = 0.91 (M = α = 0.94 (M = α = 0.88 (M = α = 0.93 (M =

alpha estimates 15.17, SD = 6.41, SD = 6.18, SD = 4.15, SD = 1.34)

3.86) 2.20) 2.19)

* α = Alpha *M= Means *SD= Standard Deviations Contribution of the

Researcher:

The role of the researchers had not been mentioned specifically in the study. So, it can be assumed

that both the researchers had contributed equally to this study.

Data Reporting:

The numeric data were presented in tables using alpha, mean and standard deviation. No graph or

chart has been used in the study.

CRITICS OF THE STUDY

Strengths of the Research Article:

The study followed the process of quantitative research step by step, which is easily understandable
for any reader. The data were presented in a very easy way using tables. This study has helped me to

understand the process of quantitative research easily. This study emphasised the consent and the

willingness of the participants, which is notable. Online surveys have helped the participants to

respond from a distant location which would be convenient for many participants. Results were

calculated separately, addressing both research questions.

Limitations of the Research Article:

The study is so based on some other previous works of the same authors, which might influence the

result of this study. Including informational, esteem, motivational and venting support as

multidimensional concepts in this study had limited the scope of exploring other factors. The study

had not mentioned any sampling method. Though the data was collected using an online survey, there

were no detailed guidelines for this survey in the study. Only using the online survey may create

some biases and limitations regarding the authenticity of the information. The study had not included

the interview questionnaire. Including the questionnaire could help the readers more specifically.

Learnings from the Research Article:

I have learnt about quantitative data analysis using Likert-like scales. The detailed table has helped me

to understand the data analysis process very clearly.

MIXED RESEARCH METHOD

Article Title: Psychological Distress and Coping amongst Higher Education Students: A Mixed

Method Enquiry.

SUMMARY:

This section contains the research topic, question/s, major concepts discussed, methodology, and

findings.

Research Psychological distress and coping of higher education students

Topic

Research 1. What are the factors of psychological distress for

students? 2. How do students cope with psychological

Question
distress?

3. How do students experience stress and coping at the higher education

level?
Major It is a very common phenomenon that higher education students suffer from

psychological distress (Blanco C, et al., 2008). Students of the programmes

Concepts
like nursing and teacher education with practicum components are at greater

Discussed risk. The coping system of the students may help temporarily, but it creates a

long-lasting impact on their psychological health. An in-depth understanding

of how nursing/midwifery and teacher education students experience

psychological distress and coping is necessary to enable higher education

providers to support these students adequately. This study explains the

students' experiences of psychological distress and coping mechanisms,

understanding the complexity of these vulnerable issues. The study has

addressed the research questions in qualitative and quantitative research

approaches.

The study explained some factors or determinants of such psychological

distresses, i.e. exams, assignments, workload, practical placements, lectures,

or teachers. Some other supplementary stressors are finances, commuting to

college, being away from home, sharing accommodation, making new

friends,

etc. The study also shows how a number of demographic variables, including

gender, age, marital status, place of residence, programme of study, and year

of study, contribute to such stress avoidance. Common avoidance strategies

 are avoidance through substance use, comfort eating, isolation and denial.

Students used substances such as alcohol, tobacco and cannabis to cope.

Students coped by seeking informal, formal and spiritual support. Many of

the students confronted and dealt with stress taking control over themselves

psychologically. The coping tendency, for the time being, may cause a

long-lasting effect on the students.

Methodology This mixed-method study was employed to establish self-reported

psychological distress (General Health Questionnaire), coping processes

(Ways of Coping Questionnaire), and lifestyle behaviour (Lifestyle

Behaviour Questionnaire) of a total sample of 1557 undergraduate

nursing/midwifery and teacher education students in one university in

Ireland, were chosen. For the Qualitative research, 59 individual interviews

provided an in-depth understanding of students' experiences of psychological

distress and coping. A comprehensive questionnaire was created comprising

two widely renowned standardised questionnaires, the General Health

Questionnaire (GHQ) and The Ways of Coping Questionnaire (WOC) and a

questionnaire developed specifically for the study entitled the Lifestyle

Behaviour Questionnaire (LBQ). In the case of interviews, the interviews

were conversational.
 Findings A significant percentage (41.9%) of respondents were psychologically

distressed. The factors contributing to their distress included study, financial,

living and social pressures. Students used varied coping strategies, including

seeking social support, problem-solving, and escape avoidance. The positive

relationship

between elevated psychological distress and escape avoidance behaviours,

including substance use (alcohol, tobacco and cannabis) and unhealthy diet, is

of particular concern. Statistically significant relationships were identified

between "escape-avoidance" and gender, age, marital status, place of

residence, programme/year of study and lifestyle behaviours such as diet,

substance use and physical inactivity (Deasy, C. et al., 2014).

KEY FEATURES CONCERNING THE QUALITATIVE RESEARCH APPROACH

Key Features of Mixed Method Research:

1. Mixed method both qualitative and quantitative research questions, data collection and data

analysis techniques

2. Qual and Quan's approaches are planned and implemented to answer the same set of questions

for each.
 3. A meta-inference is a conclusion generated by integrating Qual and Quan findings in mixed

methods research. The final inference is made on both.

4. Mixed method designs can be parallel mixed design, sequential mixed design, conversion

mixed design, multilevel mixed design or fully integrated mixed design.

Methods:

This mixed-method study was employed to establish self-reported psychological distress (General

Health Questionnaire), coping processes (Ways of Coping Questionnaire), and lifestyle behaviour

(Lifestyle Behaviour Questionnaire) of a total sample of 1557 undergraduate nursing/midwifery and

teacher education students in one university in Ireland, was chosen. For the Qualitative research, 59

individual interviews provided an in-depth understanding of students' experiences of psychological

distress and coping.

Participant Selection:

All current teacher education students (n=1104) and nursing/midwifery students (n=473) in the

University of Limerick in the midwest region of Ireland were informed of the study and invited to

participate by email. Direct contact with potential participants was then made during a formally

timetabled period. The students were given a brief outline of the study, together with an opportunity

to ask questions, after which the questionnaire was distributed. An information sheet was provided,

which included the nature and purpose of the study. Participation was voluntary, and confidentiality

of information was assured. An email was sent to each year group to ensure that those not present on

the distribution day could complete the survey if desired. All students were also invited to take part
in the interviews.

Data Collection:

Qualitative

A comprehensive questionnaire was created comprising two widely renowned standardised

questionnaires, the General Health Questionnaire (GHQ) and The Ways of Coping Questionnaire

(WOC), as well as a questionnaire developed specifically for the study entitled the Lifestyle

Behaviour Questionnaire (LBQ) (Goldberg D,1981). Psychological distress levels were measured

through the GHQ 28-item self-report measure, a widely used measure of psychological distress.

Each item had four Likert response options, typically 'not at all, 'no more than usual, 'rather more

than usual and 'much more than usual. Also, the binary scoring method was selected. The WOC was

selected to identify the participants' thoughts and actions to cope with a specific stressful situation.

The WOC is a Likert-type self-report instrument comprising 50 items (plus 16 fill items) within eight

empirically derived scales.

The LBQ, designed specifically for this study, comprised 37 items that included Likert and closed

questions. The questionnaire comprised four sections: demographic and social characteristics, diet

and exercise, substance use and relationships and sexuality. The demographics and social

characteristics were necessary as they were not catered for in the GHQ or WOC. The lifestyle data

were required to cross-tabulate against the data from the GHQ and WOC.

Quantitative

Interviews sought to examine in more depth the experience of the higher education students as it
pertained to stress, lifestyle and coping as indicated in the questionnaire (Cilingir D, et al., 2011). An

open and flexible interview schedule was used. The interviews were conversational. Direct contact

with potential participants was then made during a formally timetabled period. The students were

given a brief outline of the study, together with an opportunity to ask questions, after which the

questionnaire was distributed. An information sheet was provided, which included the nature and

purpose of the study. Participation was voluntary, and confidentiality of information was assured. An

email was sent to each year group to ensure that those not present on the distribution day could

complete the survey if desired. All students were also invited to take part in the interviews. Data

Analysis Process:

Qualitative:

The interview data were analysed thematically according to Newell and Burnard's six-stage

framework. Memo-style notes were made after each interview. Following this, the transcriptions of

the interviews were read and reread to increase familiarity with the data and identify general themes.

Open coding was first employed with initial codes written in the transcript margin to summarise and

categorise what was said. Subsequently, where categories were overlapping, similar 'open codes' were

merged to form higher-order codes. This resulted in a reduced list of codes. These codes were

checked against the interview text to ensure they accurately represented what was being said and

were subsequently verified by an independent researcher. Data excerpts that embody each theme are

represented in the results section of this paper. The qualitative data were used to illuminate the

quantitative data. In particular, the analysis of the interview data facilitated the interpretation of the

survey data related to the determinants of stress and the strategies used to cope with stress.

Quantitative:
The survey data were analysed with the assistance of the Statistical Package for Social Sciences

(SPSS version 18) and the Statistical Analysis Software (SAS version 9.3). Descriptive and

inferential analyses were conducted. Information on demographic and social characteristics was

obtained using descriptive statistics, means, medians and standard deviations for continuous

variables and frequencies for categorical variables. Cross tabulations were conducted among

variables.

Role of the Researcher:

Conceived and designed the experiments were done by Christine Deasy, Barry Coughlan, and Patricia

Mannix-McNamara. Christine Deasy performed experiments. Data was analysed by Christine Deasy,

Julie Pironom, Didier Jourdan. The writing of the manuscript was conducted by Christine Deasy,

Barry Coughlan, Julie Pironom, Didier Jourdan and Patricia Mannix-McNamara.

Data Reporting:

The data has been reported using tables and graphs for the quantitative part and descriptive narratives

and relevant quotes from interviews for the quantitative part.

CRITICS:

Strengths of the Research Article:

The article has extensively followed both qualitative and quantitative research approaches. This

analysis has helped me to understand the application of theoretical knowledge regarding

mixed-method research. The research shows that it has followed proper manners of quantitative
research in setting research questions, participant selection, site selection, data collection and

analysis and reporting data. The study shows that researchers were properly conscious of the ethical

issues throughout the research.

Limitations of the Research Article:

The study had not included enough information about the participant selection process. The numeric

data seemed scattered in the study, which could be hard to read for a reader.

Learnings from the Research Article:

I have learned about applying both researches approaches in mixed-approach research in a very

practical way, which is new learning for me.

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