本文主要讲述的是次级研究数据，次级研究数据使研究工作更少偏见，使它成为一个关键的分析工作。编码有助于从学生的言语数据中对语义进行分类。这种方法的使用确实使研究更像是定性设计。定性研究的目的是理解现象背后的含义、态度和推理，而不是量化现象。研究人员Kiss & Weninger(2017)确实想评估视觉解释是否可能有助于英语为外语的学生学习文化内涵，因此研究设计是合适的。定性研究设计有助于收集与研究现象相关的学生数据。本篇essay代写文章由澳洲论文通AssignmentPass辅导网整理，供大家参考阅读。
Secondary research data makes the research work less biased and makes it more of a critical work of analysis. Coding helped categorize the semantic meanings from student verbal data. The use of this method indeed makes the study more of a qualitative design. Qualitative studies aim to understand the meanings, attitude and reasoning behind phenomenon rather than quantifying it. As researchers Kiss & Weninger (2017) indeed want to assess if it was possible for visual interpretation to be helpful in learning cultural connotations for EFL students, the study design is suited. Qualitative study design helps collect such relevant student data specific to the phenomenon of the research.
A key underlying assumption in this research was that culture based interpretation of images in text could be geographically determined. However, as the research itself presented, an Indian need not follow all the cultures of a Hindu. The researcher has made use of the data to adequately present the reasoning behind the three cultural categories of the universal meaning, the cultural and subcultural meanings and the individual meanings.
From the analysis of the research, certain tools were used as formula to understand the narrative themes in each of the research that has been collated. In the case of qualitative research, there must be credibility, trust and holistic analysis done to overcome the tenets of quantitative research (Morrow, 2005). However, it is often alluded that developing credibility for the qualitative analysis is considered to be an oxymoron (Onwuegbuzie & Leech, 2007). The research work has identified clear objectives. The objective is to clarify the spontaneous associative responses that students will give when they are assigned a visual prompt which are from the content of an existing EFL text. Secondly, the form of similarities and difference in student answers in the context of geographic and cultural situations were analysed. The research work and analysis could substantiate that some similarities and differences exist and that students do react in different multicultural contexts when they were given the prompts. So, the research questions are satisfied.