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A Mixed-Methods Investigation Of Tefl Graduate Students’ Perspectives Of Qualitative Research: Challenges And Solutions In The Spotlight, Hassan Soodmand Afshar, Fatemeh Hafez
A Mixed-Methods Investigation Of Tefl Graduate Students’ Perspectives Of Qualitative Research: Challenges And Solutions In The Spotlight, Hassan Soodmand Afshar, Fatemeh Hafez
The Qualitative Report
This study explored the challenges of conducting qualitative research encountered by Iranian Teaching English as a Foreign Language (TEFL) graduate students and their solutions for them. To delve into the issue, 20 TEFL graduate students who had passed a research methodology course were selected based on their availability from among the participants of the study who were selected based on purposive sampling from various universities. The participants thus selected sat a semi-structured interview based on the results of which, a researcher-made five-point Likert-scale questionnaire was developed and validated. Next, one hundred TEFL graduate students who had passed the research methodology …
The Meaning Of “Phenomenology”: Qualitative And Philosophical Phenomenological Research Methods, Heath Williams
The Meaning Of “Phenomenology”: Qualitative And Philosophical Phenomenological Research Methods, Heath Williams
The Qualitative Report
I show some problems with recent discussions within qualitative research that centre around the “authenticity” of phenomenological research methods. I argue that attempts to restrict the scope of the term “phenomenology” via reference to the phenomenological philosophy of Husserl are misguided, because the meaning of the term “phenomenology” is only broadly restricted by etymology. My argument has two prongs: first, via a discussion of Husserl, I show that the canonical phenomenological tradition gives rise to many traits of contemporary qualitative phenomenological theory that are purportedly insufficiently genuine (such as characterisations of phenomenology as “what-its-likeness” and presuppositionless description). Second, I argue …