Reminder

1.      Qualitative Versus Quantitative

1.1.   Qualitative Analysis

            Qualitative research tackles the quality of the phenomenon, i.e., a phenomenon related to the quality or kind. For instance, when we are interested in exploring the reasons for human behaviour (i.e., why people think or do certain things), we imply ‘Motivation Research', an important qualitative research type (Hammoudi, 2019). The qualitative study explores learners’ and teachers’ thoughts and strategies. In brief, it assesses behaviour, attitudes, and opinions (Koathri, 2006).

1.2.   Quantitative Study

On the other hand, the quantitative study focuses on amounts or measurements, i.e., similar or different, small or large frequent or rare. The quantitative study shows people’s characteristics and events that the researcher investigates (Thomas, 2003). Qualitative study is typified by two features of researchers:

1- Quantitative study composed of numbers and statistical analysis. It is based on “numerical measurements of specific aspects” of an issue (P. 2). Moreover, it is about a general description of a particular phenomenon, and of course- it seeks to test hypotheses, measurements, and analyses.

2- Quantitative investigators look for illustrations as well as predictions. In addition, quantitative research focuses on designing experiments that aim at finding accurate results. The investigator’s role in the quantitative study is to measure, analyze, and observe.

2.      How to Analyze a Questionnaire

The findings ought to be presented in their simplest form; for instance, narrative descriptions, simple counts of frequency and descriptive statics (Hamzaoui & Negadi, 2012).

Example

Question 1: While writing, do you think in:

Table 3.1 Languages Used by Students while Writing

In this question, students reported using specific strategies while writing as shown in the table. 40.78%, that is, 31 out of 76 questioned students stated that in order to write, we think first in Arabic (L1), and then translate the ideas and words into the English language. However, among the 31 informants answered that they think sometimes in Arabic and other times in English. 22 informants agreed that while writing extended essays, we think in the French language so that it facilitates the flow of thoughts. Likewise, among the 28.94% of the questioned learners claimed using both languages; French and English for drafting.

Question 2: Does speaking contribute to the development of writing?

 Yes ® 05

 No ®  00

All the teachers viewed that speaking contributes deeply to the enhancement of writing. This indicates that the instructors are aware of the effectiveness of the speaking skill on writing as a process. In other words, written expression teachers believe that speaking has a positive impact on composition and enhances writing to a large extent.

Question six: if yes, please, explain how.

Teachers’ illustrations can be summarized in the following claims:

·         “Both are two productive skills, where the learners can use the language in an active way”.

·         “Talking about a given topic before writing about it can serve as a useful pre-writing activity that helps activating background”.

·         “Language is regarded in terms of four basic skills and speaking is one of them”.

·         “There is use of words and grammar that are put first in speaking before being put into piece of written communication”.

·         “Speaking fosters ideas, vocabulary and grammar in students’ minds”.

Question 3: Do you revise what you write?

Graph 3.1 Students’ Revision

The graph reveals that 68 out of 76 students claimed to revise their written essays. Only 8 informants answered negatively the question. Interestingly, 1 student among the eight learners responded with “no” and wrote beside “no” the word “Never”. The percentage of 89.47% represents the vast majority of the students who use revision as a strategy in producing a writing piece. Most respondents consider revision as a basic strategy in composition, for it gives a chance to the writer to look critically at his/ her production, i.e. to look at his/ her piece of writing from a different perspective or a different angle. So, the writer here might well substitute his/her idea, a vocabulary, or an expression with a better one.