Classroom Research - Interview

1. INTERVIEW
Kubilay KAZANCI, ÇUKUROVA MA, 2011

2. WHY INTERVIEW
 Collect samples
 Learner language for analysis
 Get info about learner’s learning history
 Find out views and attitudes
 It doesn’t suffer from the same problems
of low return rates that plague survey
research.
 Unlike written questionnaires, interviews
can be used with non-literate
respondents

3. TYPES OF INTERVIEW
 STRUCTERED INTERVIEW
 SEMİ-STRUCTURED
 UNSTRUCTURED
 ETHNOGRAPHİC INTERVIEW
 FOCUS GROUP INTERVIEW
 The common point of all is that they are conducted
face to face and electronically, e.g. via e-mail,
telephone, and even a chat room.
 The data must be recorded – either in writing,
electronically, or both.

4. STRUCTERED INTERVIEW
 It is like a questionnaire
administered orally rather than
in writing
 It follows a pre-set list of
questions
 The researcher works with one
person at a time
 Researcher is careful about
eliciting answers to the same
question.
 The advantage of structured

5. SEMI-STRUCTERED INTERVIEW
 Researcher may have pre-set
of questions and have a
general idea at the same
time.
 The questions may be a
springboard for issues and
topics.
 İt is more flexible and less
rigid compared to the
structured one.

6. UNSTRUCTURED INTERVIEW
 Itdevelops according
to agenda of
interviewee rather than
the agenda of the
interviewer.
 There are unexpected
directions.

7. ETNOGRAPHIC INTERVIEW
 ETHNOGRAPHY is the study, the analysis and the
detailed description of people’s behavior in naturally
occurring settings with a cultural interpretation.
 Ethnographic interview is a “series of friendly
conversations” it occurs in a longitudinal ongoing
relationships. It is characterized by:
 1. a specific request to hold the interview (resulting
from the research question.
 2. the explanation is given in everyday language in
which the informant tells what he is seeking and why
 3. specific question types that elicit information about
how the participants construct meaning and organize
their society.

8. FOCUS GROUP INTERVIEW
 It involves several informants and a moderator.
 It is a data collection on a topic determined by the
researcher.
 Getting a group of students to view a video and
eliciting reactions would be an example of focus
group interview.
 Rather than letting informants take the
interview, the researcher guides and focuses the
discussion
 The advantage is that the informants can stimulate
(spark) each other, so the researcher elicits richer
data.

9. FOR AN EFFECTIVE INTERVIEW
 Be sympathetic, interested and
attentive, not a conservative one.
 Be neutral to the subject matter,
 Do not express your own opinion.
 Be careful not to betray feelings of
surprise and dissaproval at what the child
knows.
 Do not be hesitant and hurried
 Ensure that “you are valuable”

10. REFERENCES
 Nunan, D. & Bailey, K.M. Exploring Second language Classroom Research
 Hopkins, D. (2002), A Teacher’s Guide to Classroom Research.
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