| تعداد نشریات | 24 |
| تعداد شمارهها | 930 |
| تعداد مقالات | 8,347 |
| تعداد مشاهده مقاله | 16,811,103 |
| تعداد دریافت فایل اصل مقاله | 14,122,419 |
Challenges of Conducting Qualitative Inquiry in the Iranian ELT Higher Education Context: Ph.D. Students’ and Faculty Members’ Voices | ||
| Teaching English as a Second Language Quarterly | ||
| مقاله 2، دوره 38، شماره 1، مرداد 2019، صفحه 37-78 اصل مقاله (365.81 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2019.34516.2725 | ||
| نویسندگان | ||
| Hossein Bakhshi1؛ Hiwa Weisi* 2؛ Nouroddin Yousofi3 | ||
| 1Razi university | ||
| 2English Language and Literature Department, Faculty of Human Sciences, Razi University, Kermanshah, Iran | ||
| 3Razi University | ||
| چکیده | ||
| This study aims at investigating the challenges of conducting qualitative research (QLR) from Iranian ELT (English Language Teaching) Ph.D. students’ and ELT faculty members’ viewpoints in the Iranian higher education context. The participants of the study consisted of 100 Ph.D. students majoring in ELT and 50 ELT faculty members. The study followed a mixed-methods approach with the exploratory design. The instruments utilized for collecting the data were a semi-structured interview and a researcher-made questionnaire. To analyze the qualitative data, a grounded theory approach was employed (Charmaz, 2006), and to analyze quantitative data, both descriptive and inferential statistics were utilized. The results of the study indicated that from the ELT Ph.D. students' perspectives, the Iranian educational system, professors, and lack of time, respectively, are factors affecting the possible weaknesses in undertaking QLR. While from the ELT faculty members' points of view, lack of time is the only reason for weaknesses in undertaking QLR. The results also demonstrated that from the viewpoint of ELT Ph.D. students, data interpretation, data analysis, data collection, data coding, and determining the validity of research, respectively, are the most challenging parts of conducting QLR. Moreover, from the perspective of ELT faculty members, data analysis, data collection, data interpretation, and data coding, respectively, are the most challenging parts of undertaking QLR. The implications of the present study for the universities in the context under investigation are discussed. At the end of the paper, some suggestions for further research are presented. | ||
| کلیدواژهها | ||
| Qualitative Research؛ Ph.D. Students’ Perspectives؛ Faculty Members’ Perspectives؛ Qualitative Research Challenges؛ Iranian ELT Context | ||
| مراجع | ||
|
Amini Farsani, M. (2017). Exploring three decades of ELT research in Iran: Conceptions and Practices (Unpublished doctoral dissertation). Kharazmi University, Tehran, Iran. Arani, A. M., Kakia, L., & Malek, M. J. (2018). Higher education research in Iran: Quantitative development and qualitative challenges. In J. Jung, H. Horta, & A. Yonezawa (Eds.), Researching higher education in Asia: History, development, and future (pp. 315-326). Singapore: Springer. Ary, D., Jacobs, L.C., Sorensen, C.K. & Walker, D. (2019). Introduction to research in education (10th Ed.), Wadsworth: London. Atai, M. R., Karimi, M.N. & Asadnia, F. (2018). Conceptions of Research Publication among Iranian Doctoral Students of Applied Linguistics: Cherish the Wish to Publish or Rush to Perish. Iranian Journal of Applied Linguistics (IJAL), 21(1), 29-65. Barrett, J. R. (2007). The researcher as an instrument: Learning to conduct qualitative research through analyzing and interpreting a choral rehearsal. Music Education Research, 9(3), 417-433. Booker, K. C. (2009). Shifting priorities: Reflections on teaching qualitative research methods. The Qualitative Report, 14(3), 389-394. Brandao, A. M. (2009). “I’ve found more difficulties than I expected to”: Raising questions from field experience. Qualitative Sociology Review, 5(3), 93-99. Champagne, A. B., Gunstone, R. F., & Klopfer, L. E. (1985). Instructional consequences of students’ knowledge about physical phenomena. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure, and conceptual change (pp. 61-90). New York: Academic Press. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Thousand Oaks, CA: Sage. Cooper, R., Fleisher, A., & Cotton, F. A. (2012). Building Connections: An Interpretative Phenomenological Analysis of Qualitative Research Students’ Learning Experiences. The Qualitative Report, 17(17), 1-16. Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage. Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage. Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A.Tashakkori & C.Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). Thousand Oaks, CA: Sage. Croninger, R. G. & Valli, L. (2009). Mixing it up about methods. Educational researcher, 38(7), 541-545. Dearnley, C. (2005). A reflection on the use of semi-structured interviews. Nurse Researcher, 13(1), 19-28. Denzin, N. K. (1994). The art and politics of interpretation. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 500–515). Thousand Oaks, CA: Sage. Denzin, N. K., & Lincoln, Y. S. (2000). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research, (2nd ed., pp. 1-29). Thousand Oaks: Sage. Elliot, R., Fischer, C. T., & Rennie, D. L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British Journal of Clinical Psychology, 38(3), 215-229. Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago: University of Chicago Press. Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11, 255–274. Hammersley, M. (2009). Against the ethicists: On the evils of ethical regulation. International Journal of Social Research Methodology, 12(3) · Hanson, W. E., Creswell, J. W., Plano Clark, V. L., Petska, K.S. & Creswell, J. D. (2005). Mixed-Methods Research Design in Counseling Psychology. Journal of Counseling Psychology 52:2, 224–235. Hein, S. F. (2004). "I don't like ambiguity": An exploration of students' experiences during a qualitative methods course. Alberta Journal of Educational Research, 50(1), 22-38. Henseler, J., Ringle, C.M., Sinkovics, R.R. (2009). The use of partial least squares path modeling in international marketing. In: Sinkovics, R.R., Ghauri, P.N. (Eds.), Advances in International Marketing, 20, 277–320. Emerald, Bingley. Hinton, P.R., Brownlow, C., McMurray, I. & Cozens, B. (2004). SPSS Explained. Hove: Routledge. Hoshmand, L. T. (1989). Alternative research paradigms: A review and teaching proposal. The Counseling Psychologist, 17, 3-79. Hoskins, M. L., & White, J. (2013). Relational inquiries and the research interview: Mentoring future researchers. Qualitative Inquiry, 19(3), 179-188. Hunt, M. R., Mehta, A., & Chan, L. S. (2009). Learning to think qualitatively: Experiences of graduate students conducting qualitative health research. International Journal of Qualitative Methods, 8(2), 129-135. Johnson, B., & Clarke, J. M. (2003). Collecting sensitive data: The impact on researchers. Qualitative Health Research, 13(3), 421-434. Kelly, M. A., & Kaczynski, D. J. (2007). Misconceptions students bring to qualitative research. Qualitative Research Journal, 6(2), 31-44. Khankeh, H., Ranjbar, M., Khorasani-Zavareh, D., Zargham-Boroujeni, A., Johansson, E. (2015). Challenges in conducting qualitative research in health: A conceptual paper. Iranian Journal of Nursing and Midwifery Research, 20(6), 635–641. Li, S., & Searle, C. (2007). Learning to do qualitative data analysis: An observational study of doctoral work. Qualitative Health Research, 17(10), 1442-1452. Locke, L. T., Spirduso, W. W., & Siverman, S. J. (2000). Proposals that work. Thousand Oaks: Sage. Meloy, J. M. (1994). Writing the qualitative dissertation: Understanding by doing. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers. Mirhosseini, S. A. (2017). Introduction: Qualitative research in language and literacy education. In S. A. Mirhosseini (Ed.), Reflections on qualitative research in language and literacy education (pp. 1–13). Switzerland: Springer. Mitchell, T., Friesen, M., Friesen, D., & Rose, R. (2007). Leaning against the grain: Reflections on the challenges and revelations of studying qualitative research methods in an undergraduate psychology course. Qualitative Research in Psychology, 4(3), 227-240. Prior, P. (1995). Redefining the task: An ethnographic examination of writing and response in graduate seminars. In D. Belcher & G. Braine (Eds.), Academic writing in a second language (pp. 47–82). Norwood, NJ: Ablex Publishing. Raddon, M.-B., Raby, R., & Sharpe, E. (2009). The challenges of teaching qualitative coding: Can a learning object help? International Journal of Teaching and Learning in Higher Education, 21(3), 336-350. Rahimi, M., Yousofi, N. & Moradkhani, S. (2019). How research is conceived and practiced in higher education? Assumptions of Masters/doctoral students and instructors, Research Papers in Education, 34, 1-26. Reisetter, M., Yexley, M., Bonds, D., Nikels, H., & McHenry, W. (2003). Shifting paradigms and mapping the process: Graduate students respond to qualitative research. The Qualitative Report, 8(3), 462-480 Riazi, A. (1997). Acquiring disciplinary literacy: A social-cognitive analysis of text production and learning among Iranian graduate students of education. Journal of Second Language Writing, 6(2), 105–137. Richards, J. C. (2011). "Every word is true:" Stories of our experiences in a qualitative research course. The Qualitative Report, 16(3), 782-819. Richards, K. (2003). Qualitative Inquiry in TESOL. Palgrave Macmillan, Basingstoke. Rimando, M., Brace, A. M., Namageyo-Funa, A., Parr, T. L., Sealy, D., Davis, T. L., Martinez, L. M., & Christiana, R. W. (2015). Data Collection Challenges and Recommendations for Early Career Researchers. The Qualitative Report, 20(12), 2025-2036. Roshan, B. & Deeptee, P. (2009). Justifications for qualitative research in organizations: a step forward. The Journal of Online Education, 1, 1-7. Sallee, M. W., & Flood, J. T. (2012). Using qualitative research to bridge research, policy, and practice. Theory into Practice, 51(2), 137-144. Schell, K., Ferguson, A., Hamoline, R., Shea, J., & Thomas-Maclean, R. (2009). Photovoice as a teaching tool: Learning by doing with visual methods. International Journal of Teaching and Learning in Higher Education, 21(3), 340-352 Shakouri, N. (2014). Qualitative Research: Incredulity toward Metanarrativeness, Journal of Education and Human Development, 3(2), 671-680. Smith, J., & Hodkinson, P. (2009). Challenging neorealism: A response to Hammersley. Qualitative Inquiry, 15(1), 30-39. Triandis, H. C., Adamopoulos, J., & Brinberg, D. (1984).Perspectives and issues in the study of attitudes. In R. L. Jones (Ed.), Attitudes and attitude change in special education: Theory and practice. Reston, VA: Council for Exceptional Children. Van Manen, M. (2006). Writing Qualitatively or the Demands of Writing. Qualitative Health Research. 16(5), 713-722. Wang, F. (2013). Challenges of learning to write qualitative research: students’ voices. International journal of qualitative methods, 12: 637-651. Watt, D. (2007). On Becoming a Qualitative Researcher: The Value of Reflexivity. The Qualitative Report, 12(1), 82-101. Zokaei, M.S. (2008). The challenges of qualitative research in Iranian social sciences. Resaneh Journal, 73(1), 12-25. | ||
|
آمار تعداد مشاهده مقاله: 1,309 تعداد دریافت فایل اصل مقاله: 1,117 |
||