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INTERVIEWS AND QUESTIONNAIRESWeek 7 Research Methodology
NJ Kang
List of contents
Interviews types Interview Practicing Break Survey Questionnaires Practicing Introduction to Midterm paper.
Types and Styles of Inter-views Fully structured interview Semi-structured interview
Unstructured (completely informal) in-terview
Respondent interviews
Informant interviews (non-direc-
tive)
Survey question-
naires
Closed ques-tions
Open –ended ques-tions
The sequence of Questions
1. Introduction2. Warm-up
3. Main body of interview4. Cool-off5. Closure
Carrying out semi-structured interviews
Respondent interview (Powney and Watts, 1987)
Topics are fixed with greater freedom to the interviewees in their wording, in the amount of time and attention
given to different topics.
Interview schedule
Introductory comments List of topic headings and possibly key
questions to ask under these headings Set of associated prompts Closing comments. (see box 9.3)
Focused Interviews
unstruc-tured,
non-direc-tive, in-formant
interviews
•Are not simply causal conversations. •The direction of the inter-view and the areas cov-ered are totally in the con-trol of the informant. •Usually therapeutic set-tings (Carl Rogers, 1945)•To seek help with a prob-lem•Is not appropriate for re-search (Whyte, 1984)•Piaget’s type of clinical in-terviewing (child must de-termine the content and direction of the conversa-tion).
Focused Interviews Situational analy-
sis observation, documentary analy-
sis or whatever
• The important aspects of the situation to those involved
• The meaning these aspects have for those involved and;
• The effects they have on those involved
unstructured, non-directive, informant in-
terviews
•Are not simply causal conversa-tions. •The direction of the interview and the areas covered are totally in the control of the informant. •Usually therapeutic settings (Carl Rogers, 1945)•To seek help with a problem•Is not appropriate for research (Whyte, 1984)•Piaget’s type of clinical interview-ing (child must determine the content and direction of the con-versation).
Situational analysis obser-
vation, documen-tary analysis or
whatever
Focused In-terviews
• The important aspects
• The meaning for these as-
pects•Th effects they
have
Clinicalpurpose
Re-search
pur-pose
Group interviews
Widely used in market research for test-ing reactions to new produces
It is difficult or impossible to follow up the views of individuals;
And group dynamics or poser hierarchies effect who speaks and what they say.
When one or two persons dominate
Telephone interviews
A high response rate Correction of obvious misunderstand-
ings, Possible use of probes. Rapport may be more difficult to achieve
but this is compensated for by evidence of smaller interviewer effects and a lower tendency towards socially desir-able responses.
Beneficial for reaching to geographical dispersed respondents
Skills in interviewing
Appearance dress in a similar way to those you will be interviewing. Or neatness and neutrality
Approach be pleasant. Make the respondent com-fortable.
Familiarity with questionnaire know it thoroughly Question wording use the exact wording of
questions and keep to their sequence. Comprehen-sible wording for the respondents.
Answers record the answers exactly using tape recorder or use of note taking.
Probes use the standard probes only.
Make a semi-structure interview ques-tions
Break
Self-completed Questionnaires
Begin with warm up questions Divide the questions into sub topics From the general to specific. From the less personal to personal. Ends with wrap up questions Close with Appreciation (see figure 9.1)
Practice
Divide your topics into a few subtopics that would answer to your research questions.
Designing self-completed questionnaires
1. Specific questions are better than gen-eral ones
What types of task affected your stu-dents’ participation?
Which task types affect your students’ participation the most? (show list)
2. Closed questions are usually preferable to open questions
Offer a ‘no-opinion’ option Majority of Korean English Teachers perceive
that CBI is better than language focused in-struction for improving learners’ interests in learning English. Do you agree with it or dis-agree?
The effectiveness of using CBI in improving learners’ interests in learning English in Ko-rea has been positively perceived by most of Korean English teachers. What is your opin-ion? Agree or disagree?
Omit the middle alternative and mea-sure intensity
Use of collocation is more effective than use of sentence structure in learning L2 grammar.
1. Strongly agree2. Agree3. Don’t know4. Disagree5. Strongly disagree.
Use of forced choice rather than agree/disagree statements
What would you say? In the beginning stage of learning L2
1. Use of collocation is more effective than use of sentence structure in learning L2 grammar.
2. Use of collocation and use of sentence struc-ture are equally effective.
3. Use of sentence structure is more effective than use of collocation.
4. Use of sentence structure should be followed by sentence structure.
Question order
General questions should precede spe-cific questions
Wording effects
The effect of using on-line journals on improving middle school learners’ writ-ing skills has been widely acknowledged by teachers. What is your opinion?
1. strongly agree, 2 agree, 3, so so, 4, disagree , 5 strongly disagree.
What is your opinion about the effect of using on-line journals on improving mid-dle school learners’ writing skills ?
1.very effective, 2 don’t know 3. not effec-tive, 4. harmful
Wording effects
What is your opinion on the use of on-line journals on improving middle school learners’ writing skills ?
1.very effective, 2 don’t know 3. not effec-tive, 4. harmful
1. strongly agree, 2 agree, 3, so so, 4, disagree , 5 strongly disagree.
Use of on-line journals on improving middle school learners’ writing skills is ---
1.very effective, 2 don’t know 3. not effec-tive, 4. harmful
Developing a summated rating (Likert Scale)
1. Gather together a pool of items that appear to be related to or important to the issue.
2. Decide on a response categorization system.
3. Ask a large number of respondents to check their attitudes to the list of statements.
4. Obtain a total score for each respon-dent.
5. Select items for final scale using item analysis.
Gather together a pool of items that appear to be related to or important to the issue.
Decide on a response categorization sys-tem.
Ask a large number of respondents to check their attitudes to the list of statements.
Obtain a total score for each respondent.
Select items for final scale using item analysis.
Midterm
Introduction: Explain why you are interested in con-
ducting the research. Theoretical Back-ground and experiential background.
Structure of the research (participants, research paradigm, contexts, expected outcome)
Order of the paper.
Literature Review
Underpinning theories From the core theories and approaches
to previously conducted and published research articles
Definitions of terminologies
Methodology
Overall methods and Time line Participants, with whom, how many, who are
they?, specific information. Age, level of lan-guage skill, attitudes, participation etc.
Contexts, which province, which education system, socio economic status
Research collecting methods- interview- how many, when, where, with
whom.- Survey – how many, when, where, with whom
Conclusion
Expecting outcome Expecting difficulties
Referencing
Last name, (date), title of the article or book, publication.
Bhabha, H. (1994) The location of culture. Lon-don: Routledge.
Hall, S (1995) Introduction: Who needs ‘identity?’ In S.Hall & P. du Gay, Questions of cultural identity. London:Sage
Kang, R.H (2001). Intercultural experience and socio-psychological adjustment of the children returning from abroad. Journal of the Korean home Economics Association 39.11
Alphabetical order
Useem, J. and Useem, R.H. (1993). Third culture kids: focus of major study. NewsLinks XII
Ward, C., Bochner, S. & Furnham, A. (2001). The psychology of culture shock. London: Routledge.
Recent Date comes first when it is about the same authour
Yashiro, K (2012), On the Foreign Lan-guage Maintenance of the Japanese Re-turnee Students. Reitaku University
Yashiro, K(2002). The Japanese returnee experience: factors that affect re-entry . International journal of intercultural rela-tions, Volume 26, Issue 4.