5. Qualitative Data Analysis in ELT Research.pptx

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1. Qualitative Data Analysis in ELT Research Him’mawan A.N.

2. What is Qualitative Data? Qualitative data refers to non-numerical information that captures experiences, perceptions, and meanings. In ELT, this could include: Interview transcripts with teachers or learners Classroom observations Students' reflective journals Open-ended survey responses Focuses on how and why questions, not just what or how many .

3. Purpose of QDA (Qualitative Data Analysis) To make sense of complex, descriptive data. To identify patterns, themes, and insights. To understand participants’ perspectives deeply. To inform decision-making in teaching practice or theory-building in research. Example: Understanding why learners feel anxious in speaking classes.

4. Types of Data in ELT Research Interviews (with teachers, learners, administrators) Classroom observations (field notes or video recordings) Written texts (student essays, chat transcripts) Documents (curriculum plans, policy papers) Focus group discussions Audio-visual data (lesson recordings)

5. Stages of Analysis Familiarization with Data Read and re-read the data. Take initial notes. Generating Initial Codes Identify features of the data that seem interesting. Searching for Themes Group codes into potential themes.

6. 4. Reviewing Themes Check if themes work in relation to the coded data. 5. Defining and Naming Themes Refine the specifics of each theme. 6. Producing the Report Tell the story of the data with evidence.

7. What is Coding? Coding is the process of labelling segments of data that are relevant to your research questions. Example from interview data: “I feel nervous when speaking English because I worry about making mistakes.” Code: Language Anxiety Codes help break down large amounts of data into manageable pieces.

8. From Codes to Themes Codes are the building blocks. Themes are patterns across codes. Example: Codes: Language Anxiety , Fear of Negative Evaluation , Low Confidence Theme: Speaking Anxiety in EFL Classrooms Themes help explain what is happening in your data.

9. More examples on coding the data Sample Data: "I always feel nervous speaking in English because I’m afraid of making mistakes in front of the class." Possible Codes: Language anxiety Fear of negative evaluation Public speaking fear Self-confidence issue Sample Data: "My teacher always encourages me to try, even if I make mistakes. It helps me a lot." Possible Codes: Teacher support Encouragement Building learner confidence Positive classroom environment

10. Interview Excerpt: "Sometimes I feel embarrassed when I can’t answer the teacher’s question. But when my classmates help me, I feel more confident. Also, group activities make me less worried because we share ideas.“ Codes: Embarrassment in class Peer support Confidence building Collaborative learning Theme: Peer Support Reduces Classroom Anxiety

11. How to Move from Codes to Themes 1. Group Related Codes After coding, review your list of codes. Look for patterns or similarities. 2. Cluster codes into potential themes Codes that describe similar ideas belong to the same theme. 3. Name the theme Give the theme a name that captures the overall idea. 4. Check against data Go back to your data to ensure the theme represents what’s in the data.

12. Example: From Codes to Themes Codes Potential Theme Language anxiety, fear of negative evaluation, low confidence Speaking Anxiety Teacher support, encouragement, motivation Positive Teacher Influence Use of games, group activities, interactive tasks Engaging Teaching Strategies