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from two or more positions” (Baker and Ellece 2011, 154). Triangulation in academics entails using multiple methods for data collection or analysis. It allows the researcher to look at the research subject from multiple points of view (Baker and Ellece 2011, 154), it “facilitates validity checks of hypotheses, it anchors findings in more robust interpretations and explanations, and it allows the researcher to respond flexibly to unforeseen problems and aspects of the research” (Layder paraphrased in Baker and Ellece 2011, 154). The power, for my research, was in combining these two methods, which indeed allowed me to do the above. From qualitative analysis hypothesis were formed, by quantitative analysis these could be checked and findings from the quantitative analysis were a source of possible other patterns or signs that could be studied in the qualitative analysis. The qualitative and quantitative methods thus complemented each other. In the example of ‘new’, findings from the quantitative analysis strengthened and confirmed findings from the qualitative analysis. However, there were also cases in which findings form the quantitative analysis contrasted hypothesises that were derived from the close reading analysis. That is, in the qualitative analysis some words stood out, but they did not occur that often in the texts. Yet, also in these cases these methods complement each other: it allowed me to know, for instance, that a certain word stands out in a qualitative analysis, but that it is also used sparingly. This is also valuable information. My ultimate findings are thus substantiated by both quantitative and qualitative analysis. While my corpuses were not very large, other studies that study large corpuses may especially benefit from using mixed methods to allow the researcher to analyse large corpuses. 49PDF Image | peek into the discursive construction of the Google Search Algorithm: A critical discourse analysis
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