Three purposes of
triangulation in language
teaching research
Richard Watson Todd
KMUTT
©2006 Richard Watson Todd
What is triangulation?
Triangulation comes from surveying
 Triangulation means measuring something
from different perspectives
 Possible different perspectives include
different instruments, subjects, methods of
analysis, places, times
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©2006 Richard Watson Todd
Claims made for triangulation
Internal validity
 Reliability
 Stability
 Plausibility
 Researcher confidence
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©2006 Richard Watson Todd
How triangulation works
“demonstrating the same findings through
different sources”
 “confirming data collected in one way with
data collected in a completely different
way”
 “maximising the possibility of obtaining
credible findings by cross-validating them”
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©2006 Richard Watson Todd
Purposes of triangulation
To identify valid and reliable findings
 To compare different findings
 To identify valid data sources and methods
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©2006 Richard Watson Todd
The data
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Extracts of classroom language analysed for topics
using:
Functional analysis (Sinclair and Coulthard, 1975)
Theme-rheme progression
Given-new progression
Lexical analysis (Hoey, 1991)
Topic-based analysis using logical relations
Topic-based analysis using associations
Prime focus: To identify topic discontinuities
©2006 Richard Watson Todd
Purpose 1: To identify valid and reliable
findings
Large number of discontinuities identified
 13 points where all analyses agree on a
discontinuity
 14 points where 5 analyses agree on a
discontinuity
 These 27 points are most likely points for
discontinuities to be identified by
participants
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©2006 Richard Watson Todd
Purpose 2: To compare different findings
Problems of using triangulation to identify
valid findings for topics and coherence
 Examine points where a discontinuity is
identified by only one analysis
 Sinclair and Coulthard (1975): most points
 Given-new progression: fewest points
(proportionately)
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©2006 Richard Watson Todd
Purpose 2: To compare different findings
(cont.)
Research into perceptions of teachers and
learners (e.g. Block, 1994)
 Teachers and learners perceive classroom
activities differently
 Teachers and learners operate according to
different systems
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©2006 Richard Watson Todd
Purpose 3: To identify valid data sources
and methods
Examine overall patterns of similarities and
differences between all analyses
 Calculate z-scores showing relationships
between each pair of analyses
 Design a benchmark control analysis
 Construct an extended tree diagram
 Compare validity of each analysis
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©2006 Richard Watson Todd
Purpose 3: To identify valid data sources
and methods (cont.)
For discontinuities:
 Control analysis = placing the average
number of discontinuities at equidistant
intervals through the discourse
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©2006 Richard Watson Todd
©2006 Richard Watson Todd
Purpose 3: To identify valid data sources
and methods (cont.)
Another example:
 Identifying topics for stretches of discourse
bounded by discontinuities
 Control analysis = topic is the most frequent
content word in the stretch of discourse
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©2006 Richard Watson Todd
©2006 Richard Watson Todd
Purposes of triangulation
Identifying valid and reliable findings: may
be possible, but overemphasised
 Comparing different findings: more likely to
be of use in ELT research
 Identifying valid data sources and methods:
potentially useful, especially in
methodological studies
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©2006 Richard Watson Todd