Data Interpretation

The Difference between Results and Discussion

            The results chapter simply and objectively decodes the findings and reports what the researcher found without thinking on why and how you found these results. The discussion section interprets and discusses the meaning of the findings (results), put them into context, and explains why they matter[1].

·         In this section/chapter, you are going to back up your arguments with scholars; relevant studies (use recent references). Only what is relevant to your research questions and hypotheses ought to be supported by researchers.

·         Do not use direct quotations, but indirect ones.

·         Use good writing, appropriate argumentations, and logical illustrations.[2]

When you discuss your results, you evaluate what your results imply, how they fit your review of literature and what can you sum up about your research questions and hypotheses. Further, show how the results confirm or disconfirm (support or contradict) your hypotheses. More importantly, if your results contradict what previous researchers and scholars have found, explain why your results differ from earlier studies (previous research).[3]

Examples on How to Discuss Results (discussing the previous questions)

Questions One:

Dealing with the complexity of writing in question two, the large majority of the informants replied “yes”, whereas only a few students do not consider writing as a complex task. This implies that most of the students do not master grammar, vocabulary, lexis, ideas organization as well as the mechanics of writing and that is what has been revealed in the observation when the students were asked by their teachers to produce extended essays about specific topics. So, most of the students were unable to generate the first drafts and most of the time their teachers intervened in order to help them generate the first ideas and provide them with vocabulary.

Writing is a multi-faced task, i.e. it requires several aspects, unlike speaking, which demands only uttered words and expressions. Composition entails grammar cohesion and correct spelling. More importantly, writing mechanics plays a fundamental role in writing a particular text, for the latter has an impact on meaning. Thus, the complexity of writing is illustrated by Alamagot & Chanquoy (2016) as a complex task that needs mental activities, in which writers have to set objectives for their writing pieces. This confirms the first research hypothesis which states that writing is a mental process, complex and a troublesome skill.

Question Two:

In addition to its relevance in the learning process, motivation is also prominent in written expression classes. However, when the students are given written assignments in the classroom, most of them choose talking for a while in lieu of writing and this has been covered in the observation. Nevertheless, the questionnaire reveals that most of the informants are motivated and show eagerness towards production. The students cannot learn how to compose if they are not motivated and interested enough in written production. Second year students still have writing impediments, albeit they claim motivation. This has been noticeable and remarkable in the analysis of their written expression essays. Similarly, Abedi (2015) clarified that motivation is a significant component for a writing class, and teachers have to work on raising their students’ level of motivation, and maintain it throughout the lesson, as motivated students work with more interest.

Question Three:

Regarding the students’ level in writing in question three, the answers varied between good, average and poor, but the bulk of the informants claimed to have an average level. It is worth mentioning that some students are skilled writers, i.e. they can write extended essays in any subject area, not only in written expression class. Typically, the students are required to compose essays in the exams. In fact, most of the teachers at the Department of English in Sidi-Bel-Abbés, complained about the quality of writing of the majority of their students, predominantly when they are asked to write essays in literature and civilization.