A Range of Data Collection Methods - Research Proposal Example

Chapter Methodology This chapter explores the techniques and methods used in data collection during the qualitative research. The choice of the research method was eclectic. This means, the choice of the methods used depended on the need to acquire qualitative data basing on the research questions. The qualitative research design was also multi-modal, as interview and observation were used in data collection. In view of that, qualitative case study research design was selected to answer the four proposed research questions in a bid to determine whether SA context has a considerable effect on Saudi students' SLA. The sample population included 4 students, 2 male and 3 female, both of who had studied English in Ireland for more than 6 months. Although the sampling did not include all students who may have studied in Ireland, the selected small sample was expected to represent a large body of Saudi students who had learnt English within the SA context. Typically, case study methods make use of a range of data collection methods, including interviews, observation, document analysis and questionnaires. For this particular study, interview and observation methods were used. Observation Kawulich (2005) suggested three processes of conducting observations to include (1) descriptive observation, where the researcher observes everything, (2) focused observation, where the researcher’s observation is supported by interviews to guide the researcher on what should be observed, and (3) selective observation, where the researcher centres on the varies types of activities to help in delineating the differences in the activities. Of the three processes, focused observation was used in the present study. Kawulich (2005) views observation as a basic technique that applies in all kinds of qualitative research, since even when the other methods are applied, the researcher remains the most fundamental instrument. For instance, in this particular research, the researcher took into account the facial and tonic expressions of the respondents to aid in interpreting the verbal responses, while interviewing the participants. Observation also enabled the researcher to examine nonverbal expressions, as well as determine how to interact effectively with the respondents, or how much time should be spent on what questions. Through observation, the researcher was also able to check for description of terms used by the respondents in the interviews or determine whether the respondents were unwilling or unable to share some information, hence, allowing the researcher to be more aware of inaccuracies or distortions in the descriptions the informants provided. Interviews Research interview method of data collection was selected, as it allows exploring into the experiences, views, motivations and beliefs on specific matters, such as whether SA context has a considerable effect on Saudi students' SLA or not. In particular, structured interview data collection method was used. The process involved use of verbally administered questionnaires, where the respondents were asked from list of preset questions, with limited variation and limited scope, for follow-up questions to elicit further explanation. Mainly, the structured interview method was selected as it accommodates asking of detailed questions that may not be exhausted effectively, through interviews questionnaires or observations. Additionally, compared to questionnaires, they can achieve higher response rates, especially in instances where few respondents are expected. In this regard, since this particular research expected to use a small population sample (4 participants), qualitative research method, through the use interviews, was critical. The exploratory natures of the research approach planned for this study also required that the responses analysis and interpretation of the responses verbatim. Questionnaire research design, through the use of interviews, is relevant in this regard, as respondents’ responses are recorded verbatim (Kawulich, 2004). Interview schedules The reason for using a structured interview method is since the researcher wanted the participants to respond to the same set of stimuli or questions, so as to have identical combination of stimuli. Gill et al. (2008) provided useful guide for qualitative interviewing, which were complied with, while designing the research questions for the interview schedule and carrying out the interview. In order to facilitate the interview and acquire responses from the four students, the researcher prepared a set of questions for the interview schedule. The schedule facilitated the comparison of responses of each of the four students. According to Kawulich (2005), standardised open-ended interview should be made up of a set of questions that are carefully worded and arranged in order to minimise variation in the questions directed to the interviewees. The four students -- L1, L2, L3 and L4 -- were interviewed by the researcher. Therefore, a set of open-ended interview schedule was used in the process. Gill et al. (2008) suggests that the strength of standard open-ended interview questionnaire is that the participants in the study answer the same questions to ensure easy comparability of the responses. The basic objective of the interview schedule was to inquire whether SA context has a considerable effect on Saudi students' SLA or not. The questions related to whether the respondents think that learning English in Ireland (SA context) is more effective than learning in Saudi Arabia (AH context), what factors impact their language learning experience during study abroad, and whether the students only gain language acquisition. The questions were open-ended. The rationale for this was to get the learners talking about their reflections on whether SA context has a considerable effect on Saudi students' SLA or not. Language learning is an area with a range of aspects. Therefore, open-ended questions were regarded as the most suitable for gathering responses of the learners about the aspects they view to be significant. Data collection The participants were contacted via email and phone in advance, so as to set up time for interviews. Each of the participants, who willingly agreed to take part in the interview, was interviewed separately. Before the interview and observation started, the researchers informed the respondents on the length, purpose and the estimated length of the study. The researcher aimed to build rapport with the respondents (by introducing himself and asking the respondents to feel free and confident), so as to encourage a positive effect on the consequent development of the interview. The research questions started with those that could be easily understood before proceeding to the more sensitive or difficult ones, in order to put the respondents at ease. While the length of the research dependent on the participants, average interviews took between 30 and 60 minutes. The interviews were performed on a one-off basis. The researcher recorded the responses under each question, which were later read out to the respondents to get their full consent and to determine whether they had any comments or additions. For each of the questions, the participants were requested to cite relevant examples from their learning experiences in Ireland. The rationale for this was to find out the aspects of learning second language that they considered significant. In order to protect the identity of the participants (as will be used in the following paragraphs and sections), they are identified as learner 1, learner 2, leaner 3 and learner 4, which is further shorted to L1, L2, L3 and L4. The researcher clarified to the respondents that the data gathered would be used exclusively for purposes of research. Data analysis Sathye (2004) points out that several methods can be applied in analysis and interpretation of qualitative interviews. He suggested five-step analysis method, which compromises (1) meaning condensation, (2) categorisation of meaning, (3) structuring of narratives, (4) interpreting meaning, and (5) generating meaning using ad hoc techniques. Sathye (2004) also addressed a range of methods for quantification, analysis and interpretation of quantitative interview data. Basing on the purpose of interviewing, several methods or mix of methods can be used. In this particular study, since the purpose was to compare the meanings attached to study abroad by four learners, a mix of meaning interpretation and meaning categorisation methods were employed. In brief, this involved categorisation of words with meanings that related to those in the framework of the study or literature review and interpretations of the whole meaning of the language the four respondents used in describing the meanings they attached to the study abroad as compared to at home learning context. Overall, before the researcher performed in-depth analysis of the responses, he coded the transcribed data from the interview responses. Later, each response was assigned into a theme or category to facilitate description and discovery of the explicit and implicit ideas. The extent of the categories depended on the uniqueness of the category and the frequency of the ideas mentioned by the respondents. Analysed data was related to published literature and related theories (Kawulich, 2004). Ethical principles Before the start of data collection, the participants were informed about the details and purpose of the study and assured about compliance with the ethical principle, including confidentiality and anonymity. This enables the respondents to know of what to expect from the interview, as well as increase the probability of honesty. It was also a critical component of achieving informed consent from the respondents. The respondents were also asked to participate or withdraw at their own will. The researcher also informed the participants that their anonymity would be protected. References Gill, P., Stewart, K. & Treasure, F. & Chadwick, B. (2008). Methods of data collection in qualitative research: interviews and focus groups. British Dental Journal 204, 291 - 295 Kawulich, B. (2004). Data Analysis in Qualitative Research. State University of West Goergia. Retrieved: Kawulich, B. (2005). Participant Observation as a Data Collection Method. FQS Open Journal Systems 6(2), 43 Sathye, M. (2004). Leadership in Higher Education: A Qualitative Study. FQS Open Journal Systems 5(3) Read More

In particular, structured interview data collection method was used. The process involved use of verbally administered questionnaires, where the respondents were asked from list of preset questions, with limited variation and limited scope, for follow-up questions to elicit further explanation. Mainly, the structured interview method was selected as it accommodates asking of detailed questions that may not be exhausted effectively, through interviews questionnaires or observations. Additionally, compared to questionnaires, they can achieve higher response rates, especially in instances where few respondents are expected.

In this regard, since this particular research expected to use a small population sample (4 participants), qualitative research method, through the use interviews, was critical. The exploratory natures of the research approach planned for this study also required that the responses analysis and interpretation of the responses verbatim. Questionnaire research design, through the use of interviews, is relevant in this regard, as respondents’ responses are recorded verbatim (Kawulich, 2004). Interview schedules The reason for using a structured interview method is since the researcher wanted the participants to respond to the same set of stimuli or questions, so as to have identical combination of stimuli.

Gill et al. (2008) provided useful guide for qualitative interviewing, which were complied with, while designing the research questions for the interview schedule and carrying out the interview. In order to facilitate the interview and acquire responses from the four students, the researcher prepared a set of questions for the interview schedule. The schedule facilitated the comparison of responses of each of the four students. According to Kawulich (2005), standardised open-ended interview should be made up of a set of questions that are carefully worded and arranged in order to minimise variation in the questions directed to the interviewees.

The four students -- L1, L2, L3 and L4 -- were interviewed by the researcher. Therefore, a set of open-ended interview schedule was used in the process. Gill et al. (2008) suggests that the strength of standard open-ended interview questionnaire is that the participants in the study answer the same questions to ensure easy comparability of the responses. The basic objective of the interview schedule was to inquire whether SA context has a considerable effect on Saudi students' SLA or not. The questions related to whether the respondents think that learning English in Ireland (SA context) is more effective than learning in Saudi Arabia (AH context), what factors impact their language learning experience during study abroad, and whether the students only gain language acquisition.

The questions were open-ended. The rationale for this was to get the learners talking about their reflections on whether SA context has a considerable effect on Saudi students' SLA or not. Language learning is an area with a range of aspects. Therefore, open-ended questions were regarded as the most suitable for gathering responses of the learners about the aspects they view to be significant. Data collection The participants were contacted via email and phone in advance, so as to set up time for interviews.

Each of the participants, who willingly agreed to take part in the interview, was interviewed separately. Before the interview and observation started, the researchers informed the respondents on the length, purpose and the estimated length of the study. The researcher aimed to build rapport with the respondents (by introducing himself and asking the respondents to feel free and confident), so as to encourage a positive effect on the consequent development of the interview. The research questions started with those that could be easily understood before proceeding to the more sensitive or difficult ones, in order to put the respondents at ease.

While the length of the research dependent on the participants, average interviews took between 30 and 60 minutes.

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