how to write a qualitative research pdf

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The Oxford Handbook of Qualitative Research (2nd edn)

Patricia Leavy Independent Scholar Kennebunk, ME, USA

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The Oxford Handbook of Qualitative Research, second edition, presents a comprehensive retrospective and prospective review of the field of qualitative research. Original, accessible chapters written by interdisciplinary leaders in the field make this a critical reference work. Filled with robust examples from real-world research; ample discussion of the historical, theoretical, and methodological foundations of the field; and coverage of key issues including data collection, interpretation, representation, assessment, and teaching, this handbook aims to be a valuable text for students, professors, and researchers. This newly revised and expanded edition features up-to-date examples and topics, including seven new chapters on duoethnography, team research, writing ethnographically, creative approaches to writing, writing for performance, writing for the public, and teaching qualitative research.

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An Introduction to Qualitative Research

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• Robert A. Croker 3  

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Qualitative research — when you first heard the term, your initial thought might have been, ‘What do qualitative researchers actually do?’ It may come as a surprise to you that you are already familiar with many of their activities, and you actually do them yourself — every day — as you watch and listen to what happens around you, and ask questions about what you have seen and heard.

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Nanzan University, Nagoya, Japan

Robert A. Croker ( Associate Professor in the Faculty of Policy Studies )

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Sugiyama Jogakuen University, Japan

Juanita Heigham

Nanzan University, Japan

Robert A. Croker

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© 2009 Robert A. Croker

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Croker, R.A. (2009). An Introduction to Qualitative Research. In: Heigham, J., Croker, R.A. (eds) Qualitative Research in Applied Linguistics. Palgrave Macmillan, London. https://doi.org/10.1057/9780230239517_1

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DOI : https://doi.org/10.1057/9780230239517_1

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From John W. Creswell \(2016\). 30 Essential Skills for the Qualitative Researcher \ . Thousand Oaks, CA: Sage.

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EXPLORING PEER CORRECTION IN SPECIFIC WRITING GENRES: INSIGHTS FROM QUALITATIVE INQUIRY

2024, IJARW

This qualitative research examines the intricacies of peer correction within specific writing genres, aiming to provide detailed insights into its impact on writing proficiency through collaborative learning. Through in-depth interviews and comprehensive surveys with language educators and students, the study uncovers multifaceted perspectives on the benefits, challenges, and best practices of peer correction in diverse genre contexts. The findings illuminate the nuanced dynamics of peer correction, highlighting its potential to enhance writing proficiency and facilitate meaningful learning experiences when tailored to specific genre requirements.

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Minh Phuc Khanh Pham

It is known that teacher written feedback plays an important role in teaching writing skill. By using a questionnaire, the study investigates elementary learners’ attitudes towards a particular technique of error correction in English writing – peer correction. The questionnaire findings reveal that students have both positive and negative attitudes towards peer correction, depending on the role the students are playing. For instance, when the students correct their friends’ writing, they tend to feel confident and excited; however, when the students have their writing corrected by their peers, they become unsure, worried, and scared to an extent. Thus, the researcher suggests that peer correction should be applied in a proper way, with teachers’ careful supervision and monitoring. Keywords: attitudes, peer correction

Proceedings of the First Reciprocal Graduate Research Symposium

Yunisrina Qismullah Yusuf , Rita Tauhida

This study is conducted to analyze the types of language errors commonly amended by the students using the responding and correcting feedbacks in peer correction activities. The data was collected by collecting the written feedbacks in 25 argumentative essays of university students in the fifth semester. The results revealed that a number of 177 feedbacks were given for two types of errors: global and local errors. In correcting the global error, 75 feedbacks were provided, 50 by correcting feedbacks and 25 by responding feedbacks. Those feedbacks were given to correct errors in word choice, sentence structure, word order, omission, insertion, and unclear meaning. Meanwhile, in the local error, 102 feedbacks were provided from 88 by correcting feedbacks and 14 by responding feedbacks. Those feedbacks were given for errors in verb tense, capitalization, punctuation, spelling, word form, subject verb agreement, and singular and plural noun. Peer correction positively improves students' writing ability because one of the characteristics of the technique is to involve the students in finding the mistakes in their friends' writings. This activity trains them in being aware of their own writing errors.

It is widely known that teacher written feedback plays an important role in teaching writing skill, and that this feedback technique has been employed for a long time in many parts of the world as well as in Vietnam. By using a questionnaire, the study investigates elementary learners’ attitudes towards a particular technique of error correction in English writing – peer correction. The population of the study includes forty students who are randomly chosen from an English class at University of Science Ho Chi Minh City. The learners are instructed and conducted peer correction for a semester of twelve weeks, including six writing assignments followed by peer correction activity. At the end of the term, an adapted questionnaire is distributed to the learners for data collection. The questionnaire findings revealed that students generally have positive attitudes towards peer correction. They generally agree and enjoy the activity. However, since their English proficiency is not at a high level, the students are noticed of insecurity and anxiety when participating in the process. Thus, the researcher suggested that peer correction should be applied in a proper way, with teachers’ careful supervision and monitoring; and it was suggested that peer correction can be employed in other lessons such as listening, speaking, and reading classes. Besides, more applications and recommendations for further research were also proposed. Keywords: attitudes, peer correction

PROFILE Journal , Iraís Ramirez Balderas , Patricia María Guillén Cuamatzi

This paper describes college students' writing development process during their foreign language classes throughout a semester. Self and peer correction were implemented to promote error awareness along with the use of an error code and error log in a fifth semester class. The results show that both strategies benefited students' writing skills and self-awareness which in turn produced, among other outcomes, the development of critical self-assessment of their writing and responsibility for their own learning. This study highlights the importance of allocating class time for continuous training to allow students to systematize their writing practices.

SHS Web of Conferences

Dr.Mahmoud Itmeizeh

—This study aims at investigating effectiveness of peer correction on students' progress in their written essays at PAUC. It also aims to investigate learners' attitudes towards peer correction technique. Twenty sophomore English major students aged 19-21 years, who are taking Writing II course with the researcher, were selected to be the participants of this study. To achieve the aims of the study, the researcher used three tools: a questionnaire, a pretest-posttest and students' portfolios. The students had to correct and evaluate the essays, and respond to them during the lectures that each lasted for about 90 minutes. Results of the study showed that students have positive attitudes towards peer-correction and that most of the students were either interested or enjoyed this technique. Scores of the students in pretest-posttest showed significant progress in students' abilities in writing essays as they found more mistakes by the end of the semester. Comparison between essay number one and essay number eight showed a plummeting percentage of mistakes. It is recommended that peer correction should be applied in a modest and proper way, with the teacher's careful monitoring. Index Terms—peer correction, learners' attitudes, the writing process, the writing product

Advances in Language and Literary Studies

Procedia - Social and Behavioral Sciences

Bahram Behin

The Asian EFL Journal

Tanya McCarthy

Peer-assisted learning (PAL) is a form of collaborative learning which is an effective method of helping learners to give feedback in Second Language (L2) Academic Writing (AW) courses; however, there are still many teachers today who do not implement this approach for various reasons. With fewer students, a student-centered approach is ideal. In larger classes however, an alternative approach might be required to maintain a similar amount of feedback without sacrificing quality. This research proposes PAL as a viable alternative for large AW classes, in helping to facilitate meaningful interaction and improve critical thinking skills through deep engagement with writing tasks.291 students, across nine faculties, participated in the study. Being able to receive ongoing and detailed feedback was essential in order for students to fully acquire the range of skills and knowledge needed to participate effectively in later advanced writing and research courses. A survey was administered to students to determine which method of feedback was most beneficial in helping students to improve writing: teacher-feedback solely or a blend of PAL with in-class teacher instruction. Results showed that 80% of students felt more engaged with the writing process through the PAL system with regard to pedagogic, academic, affective, cognitive, metacognitive, and social factors. The research concludes that there is great potential for collaborative learning in higher education institutions in the L2 context depending on various factors, such as the learner’s language skills as well as motivational levels of both the teacher and learner. Keywords: Peer-Assisted Learning, Collaborative Learning, L2 Academic Writing, TEFL/TESL

annisa putri

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