Interviews and questionnaires

1. Interviews and questionnaires Week 7 Research Methodology NJ Kang

2. List of contents • Interviews types • Interview Practicing • Break • Survey Questionnaires • Practicing • Introduction to Midterm paper.

3. Types and Styles of Interviews Respondent interviews • Fully structured interview • Semi-structured interview • Unstructured (completely informal) interview Survey questionnaires Closed questions Open –ended questions Informant interviews (non-directive)

4. The sequence of Questions • Introduction • Warm-up • Main body of interview • Cool-off • Closure

5. 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.

6. 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)

7. Focused Interviews • Are not simply causal conversations. • 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 interviewing (child must determine the content and direction of the conversation). unstructured, non-directive, informant interviews

8. Focused Interviews Situational analysis observation, documentary analysis 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

9. unstructured, non-directive, informant interviews Clinical purpose Focused Interviews Research purpose • Are not simply causal conversations. • 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 interviewing (child must determine the content and direction of the conversation). Situational analysis observation, documentary analysis or whatever • The important aspects • The meaning for these aspects • Th effects they have

10. Group interviews • Widely used in market research for testing 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

11. Telephone interviews • A high response rate • Correction of obvious misunderstandings, • 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 desirable responses. • Beneficial for reaching to geographical dispersed respondents

12. 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 comfortable. • Familiarity with questionnaire know it thoroughly • Question wording use the exact wording of questions and keep to their sequence. Comprehensible wording for the respondents. • Answersrecord the answers exactly using tape recorder or use of note taking. • Probes use the standard probes only.

13. Make a semi-structure interview questions

14. Break

15. 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)

16. Practice • Divide your topics into a few subtopics that would answer to your research questions.

17. Designing self-completed questionnaires • Specific questions are better than general ones • What types of task affected your students’ participation? • Which task types affect your students’ participation the most? (show list) 2. Closed questions are usually preferable to open questions

18. Offer a ‘no-opinion’ option  Majority of Korean English Teachers perceive that CBI is better than language focused instruction for improving learners’ interests in learning English. Do you agree with it or disagree?  The effectiveness of using CBI in improving learners’ interests in learning English in Korea has been positively perceived by most of Korean English teachers. What is your opinion? Agree or disagree?

19. Omit the middle alternative and measure intensity Use of collocation is more effective than use of sentence structure in learning L2 grammar. • Strongly agree • Agree • Don’t know • Disagree • Strongly disagree.

20. Use of forced choice rather than agree/disagree statements • What would you say? In the beginning stage of learning L2 • Use of collocation is more effective than use of sentence structure in learning L2 grammar. • Use of collocation and use of sentence structure are equally effective. • Use of sentence structure is more effective than use of collocation. • Use of sentence structure should be followed by sentence structure.

21. Question order • General questions should precede specific questions

22. Wording effects • The effect of using on-line journals on improving middle school learners’ writing 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 middle school learners’ writing skills ?  1.very effective, 2 don’t know 3. not effective, 4. harmful

23. 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 effective, 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 effective, 4. harmful

24. Developing a summated rating (Likert Scale) • Gather together a pool of items that appear to be related to or important to the issue. • Decide on a response categorization system. • 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.

25. Gather together a pool of items that appear to be related to or important to the issue.

26. Decide on a response categorization system.

27. Ask a large number of respondents to check their attitudes to the list of statements.

28. Obtain a total score for each respondent.

29. Select items for final scale using item analysis.

30. Midterm • Introduction: Explain why you are interested in conducting the research. Theoretical Background and experiential background. Structure of the research (participants, research paradigm, contexts, expected outcome)  Order of the paper.

31. Literature Review • Underpinning theories • From the core theories and approaches to previously conducted and published research articles  Definitions of terminologies

32. Methodology • Overall methods and Time line • Participants, with whom, how many, who are they?, specific information. Age, level of language 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

33. Conclusion • Expecting outcome • Expecting difficulties

34. Referencing • Last name, (date), title of the article or book, publication. • Bhabha, H. (1994) The location of culture. London: 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

35. 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.

36. Recent Date comes first when it is about the same authour • Yashiro, K (2012), On the Foreign Language Maintenance of the Japanese Returnee Students. Reitaku University • Yashiro, K(2002). The Japanese returnee experience: factors that affect re-entry. International journal of intercultural relations, Volume 26, Issue 4.