Integrating qualitative research into the community college linguistics course: An autoethnographic inquiry (original) (raw)
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The main objective of this paper is to explore the insights and experiences of ELT (English Language Teaching) faculty members regarding the challenges of conducting QR in the Iranian higher education context. This study is qualitative, with its data obtained from semi-structured interviews with 20 ELT faculty members to gain their standpoints regarding possible challenges faced in qualitative studies. For analyzing the collected data, the recorded interviews were transcribed and then the grounded theory approach was employed. The results showed that the main possible challenges of conducting QR from ELT faculty members’ perspectives consisted of the dominance of positivism in the Iranian higher education context, paper publication, absence of QR course in postgraduate ELT syllabus, interpretation and analysis of data, dedicating a long time conducting QR, and writing proficiency. Most of the participants of the present study believed that the main reason for QR underdevelopment in ...
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4539 Over the past six decades qualitative researchers in education, grounded in developments in linguistics, have contributed to systematic empirical qualitative approaches to studying what is accomplished in and through language in use in educational settings. These developments are intertwined with developments in Anthropology, Education, Linguistics, and Sociology, among other fields, in which a linguistic perspective is used to address areas of interest to the discipline. In this chapter, we examine developments across programs of research that today constitute a field Corson (1997) and Hornberger (2007) call language and education—e.g., anthropological linguistics, conversation analysis, critical discourse analysis, discourse analysis,