Based on these standards, the researchers used nineteen competence indicators from four areas for their qualitative analysis. Following the qualitative analysis of each week's postings, the researchers also used a quantitative analytical approach to evaluate changes in participants' communicative competence as assessed the above-described ESL Standards during the administration of the three activities. The variables used in the quantitative paired sample t-tests analyses were the frequencies of children's use of language coded using the specific indicators in the ESL Standards. Subsequent qualitative analyses were also conducted to evaluate participants' improvements in their use of English through the three consecutive activities. Data collection instruments. As noted above, the messages were captured using NVivo 2.0 as a data collection tool.

B.

Explanation of the adequacy of the following:

1.

Data analysis procedures. The use of both qualitative and quantitative data analysis procedures helps to improve the trustworthiness of research findings (Owen & Demb, 2004). This point is also made by Neuman (2003) who notes that, "Both qualitative and quantitative researchers use several specific research techniques, yet there is much overlap between the type of data and the style of research. Most qualitative-style researchers examine qualitative data and vice versa" (p. 16).

2.

Study results. Some of the findings that emerged form this study were fairly predictable (i.e., the more the participants used the electronic discussion board, the more competent and comfortable they became), but the researchers' findings that peer-assistance facilitates English language use in computer-mediated forums more than participants working alone was a particularly noteworthy finding.

C.

Evaluation of the conclusions of the research study

Although there were no earth-shattering findings to emerge from this study concerning the efficacy of peer interactions...

In addition, and notwithstanding any constraints to each of the methodologies to the contrary, Zha et al. (2006) also followed accepted qualitative and quantitative data analyses methods. To their credit, the researchers also acknowledged the several limitations to their study and formulated several recommendations to help overcome these constraints in future research.
D.

Discussion concerning how the data analysis, results, and conclusions for the research study are interrelated.

The results of the study and the conclusions that were reached by Zha et al. (2006) naturally flowed from the types of data collected (i.e., textual message postings by the participants) which were highly amenable to qualitative and quantitative analyses using the methods described by the researchers.

E.

Significance of the study in instructional setting/field

The most significant finding to emerge from this study concerned the usefulness of social events as relevant topics for encouraging collaboration among ESL students. The feedback that the participants received from each other during the series of activities appeared to motivate them to improve their competency levels to ensure they were being understood by their peers and promote their own self-image as an active participant in the project.