AN EMPIRICAL ANALYSIS OF EDUCATIONAL RESEARCH BASED ON CRITICAL DISCOURSE ANALYSIS

Abstract

Critical discourse analysis in educational research has improved our collective knowledge of educational research, teaching, and learning processes, as well as the historical, social, and political aspects that affect those processes. Critical Discourse Analysis (CDA) is a theory that studies spoken and written texts to uncover the discursive origins of power, dominance inequity, and bias in an empirical analysis of education research. It assesses critically the preservation and replication of these discursive sources within certain social, political, and historical settings. The conventional technique in educational research has many problems with empirical analysis. In this paper, we suggested using a Multimodal Discourse Analysis (MDA) approach for efficient empirical analysis in the field of education. The K-means clustering algorithm is used to preprocess the educational data. The findings are presented in the following order: the many definitions of MDA, theories of education included in MDA frameworks, the link between MDA and context, the issue of methodologies, and reflexivityrelated concerns. The results show how MDA frameworks are being reshaped as a result of educational researchers using them in educational research..