Page 15 -- The stakeholders will be the same for all questions (4 groupings); the reasons for each having vested interests are quite similar as well. However, differences in the type of data allow for a more precise set of conclusions to be made. For instance, this set of data is primarily qualitative and may be used to compare overall trends within each stakeholder grouping. So, the goals of reporting the data are identical: information, action, comparison, methodology, and future development. The way the data supports each particular initiative is different.

This set of data, in particular, lends itself far better to a multidisciplinary comparison. For instance, with the previous qualitative data sets, there were general trends based on opinions, feelings, and perceptions. Using quantitative data, we can make judgments based on how students perceive tangible paradigm sets, and what those sets mean to them as ESL learners. The power of this approach is in the way the data is presented (e.g. graphed or tabular,...

Because each set of stakeholders has a slightly different bias and goal for their own programs, the data used in this quantitative set will be exportable via Excel files for their own use.
Resources Consulted for this update:

Dohan, D. (2004). "Using and Interpreting Qualitative Data." Agency for Healthcare

Research and Quality. Cited in: http://www.ahrq.gov/fund/training/dohantxt.htm

O'Learlym, Z. (2005). Researching Real World Problems. London: Sage. PPT Presentation

Cited in: www.uk.sagepub.com/resources/oleary2/ch11.ppt

"The Qualitative-Quantitative Debate." (2006). Research Methods Knowledge Base.

Cited in: http://www.socialresearchmethods.net/kb/qualdeb.php

Steenbergen, L. (2001). "ESL Learning in the Writing Classroom." Western Michigan

University. Cited in: http://homepages.wmich.edu/~l9steenb/esl_research.htm