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2. Unstructured Interview
It is an informal interview that allows
researchers to obtain more complex
or personal information.
3. Semi-structured Interview
E-mail interview
E-mail interview can be used effectively by
qualitative researchers.
Collecting the Data in Interviews:
Think-aloud: Restrospective:
While the process After the process
Introspective method
• It is a method for studying thought processes, designed
to help researchers to derive insights into the mental
process underlying observable behavior.
• cognitive psychology
• Verbal reports is the oral record of thoughts.
1. Anticipate content
“I guess the story will be about how you go about talking to
babies”
2. Recognize text structure
“This is an example of what baby talk is”.
3. Integrate information
“Oh, this connects with the sentence just before”.
4. Question information in the text
“Why is (baby talk among adults) usually limited to lovers?”
5. Interpret the text
“I think that’s why some people doing this”.
6. Use general knowledge and associations
“That’s true. It’s not easy to hold baby’s attention”.
7. Comment on behavior or process
“I’m getting this feeling. I always get when I read like I lost
a word”.
8. Monitor comprehension
“Now I see what it means. It doen’t seem like what I am
thinking of”.
9. Correct behavior
“Now I read this part I understood.”
10. React to the text
“I love little babies”.
Sample of studies on verbal reports:
1. Feldman and Stemmer (1987)
Think aloud and retrospective interview
Describe specific problem-solving behavior on the basis
on strategies.
2. Kusumarasdyati
Verbal reports
Investigate the vocabulary strategies
3. Buck (1990)
Think-aloud
Examine the types of knowledge skills and abilities
influenced item performance on EFL listening tasks .
4. Cohen and Olshtain (1993)
Verbal reports
Examine role play in order to see what strategies used in
Strengths and weaknesses
• 1. invaluable data • 1. silence
Example:
Would you prefer a short, non-award course with part-day
release and one evening per week attendance with
financial reimbursement for travel or longer, non-award
course with full-day release, or the whole course designed
on part-time release without evening attendance?
• Pre-test the Questionnaire
• Non interventionist
What is Observing’s Type?
1. Participant Observation
2. Nonparticipant Observation
3. Recording Observations/ Fieldnotes
What is Participant Observation?
• Instructions to tester:
• DO SAY
• Point to picture of man working and say: Look at him
• (emphasise “he’s”) he’s working
• Point to picture of woman working and say: And her?
• Point to picture of man and woman working:
• Indicate both people and say: and them?
• Scoring criteria:
• 0 neither she nor they is used as required
• 1 one of she or they is used
• 2 both she or they are used as required
• DO SAY
• Point to picture of man working and say: Look at him
• (emphasise “he’s”) he’s working
• Point to picture of woman working and say: And her?
• Point to picture of man and woman working:
• Indicate both people and say: and them?
• Scoring criteria:
• 0 neither she nor they is used as required
• 1 one of she or they is used
• 2 both she or they are used as required
• TABLE 7.1 HYPOTHESISED ORDER OF ACQUISITION ACCORDING
TO THE INTERVIEW TEST OF ENGLISH FOR MIGRANTS
• Grammatical item Rank
• Nouns 1
• Verb 2
• Adjectives 3
• Verb be 4
• Possessive pronouns 5
• Personal pronouns 6
• Adverb of time 7
• Request 8
• Simple present 9
• Futures 10
• Wh- questions 11
• Present continuous 12
• Directions 13
• Possessive adjective 14
• Comparatives 15
• Offers 16
• Simple future 17
• Simple past 18
• Infinitives/ gerunds 19
• 1st conditional 20
Advice on how to keep the data:
• well-organized;
• Develop a plan;
• Back up the files;
• chronologically;
• Inquire about a software program
References:
Bogdan, R. C., and Biklen S. K. 1998. Qualitative Research in Education: An Introduction toTheory and
Methods (3rd edition). Boston: Allyn and Bacon.
Dornyei, Z. 2011. Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed
Methodology. Great Clarendon Street, Oxford: Oxford University Press.
Gay, R. L., Mills, G. E. And Airasian, P. 2006. Educational Research: Competencies
for Analysis and Application (9th edition). Upper Saddle River, NJ: Pearson Education.
Harrell, M. C. Bradley, M. A. 2009. Data Collection Methods: Semi-Structured Interviews and Focus
Groups. Santa Monica: RAND Corporation. 125. (Online),
(http://www.rand.org/content/dam/rand/pubs/technical_reports/2009/RAND_TR718.pdf),
accessed on October 7. 2014.
Interviewing in Qualitative Research. 320. (Online),
(http://www.comp.dit.ie/dgordon/Podcasts/Interviews/chap15.pdf), accessed on October
7. 2014.
Kentucky Department Education. Sample Prompts for a Think Aloud. 2.
(http://education.ky.gov/curriculum/lit/Documents/RF_LS_6_Handouts.pdf), accessed on
October 6. 2014.
McDonough, J. and McDonough, S. 1997. Research Methods for English Language Teachers. London:
Arnold.
McKay, S. L. 2006. Researching Second Language Classrooms. New Jersey: Lawrence
Erlbaum Associates.
Numrich, C. 1996. On Becoming a Language Teacher: Insights from Diary Studies.
TESOL Quarterly, (Online) 30 (1): 131-153.
(http://linksprogram.gmu.edu/tutorcorner/NCLC495Readings/on_becoming_a_l
anguage_teacher.pdf), accessed on October 4. 2014.
Nunan, D. 1992. Research Methods in Language Learning. Cambridge: Cambridge
University Press.
United States Department of State Bureau of Human Resources. 2005. Conducting
Effective Structured Interviews. Washington, D. C. (Online), 9.
(http://www.state.gov/documents/organization/107843.pdf) accessed on October 7. 2014.
Unstructured Methods of Asking Questions. 27. (Online),
(http://labspace.open.ac.uk/file.php/2538/!via/oucontent/course/167/deh313_
1blk3.4.pdf), accessed on October 7. 2014.