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.