Abstract
The process of collecting qualitative data could be time-consuming and complicated, depending on the competence of the researcher. Although the use of qualitative data is much favored to shed light on the contingencies and intricacies of complex social research problems, it is often frowned upon due to the inconsistent nature of data and the interference of researchers' voices and values. It is thus important for researchers to understand the nature of this kind of data and how they can be collected effectively. In this chapter, we focus on the process of collecting qualitative data. The chapter begins with philosophical assumptions in collecting qualitative data, then will turn to different types of qualitative data and qualitative research approaches. Next, a list of techniques to collect qualitative data will be presented. Finally, the ethical issues of the qualitative data collection process will be covered.
TopPhilosophical Assumption In Collecting Qualitative Data
According to Crotty (1998), when developing their research proposals, researchers in social sciences and applied linguistics are strongly recommended to reflect on the concept of “epistemology” to avoid being stranded in what he calls “blatant contradiction in what we claim” in our research. Epistemology is understood as “the theory of knowledge” that guides researchers to answer the question of “how we know what we know”. Epistemology is generally categorized into three types:
Table 1.
(Adopting from Crotty, 1998)
| Types of epistemologies | Objectivism | Constructionism | Subjectivism (and its variants) |
| Description | Meaningful reality exists as such apart from the operation of any consciousness. It can be discovered. | Meaning exists in and out of our engagement with the realities in our world. It cannot be discovered but instead constructed. | Meaning is imported from somewhere else, not from the interplay between subject and object. (e.g., a dream, religious beliefs, etc.) |
TESOL and applied linguistics researchers who seek to collect qualitative data are usually subject to the belief that “there is no clear window into the inner life of an individual” (Denzin & Lincoln, 2011, p. 12). They are often found to argue that there cannot be objective, axiomatic observations of human behavior. To put it as Denzin and Lincoln do (2011), there can only exist observations that are “socially situated in the worlds of – and between – the observer and the observed” (p.12). In other words, understandings gained into this inner realm of human behavior are always filtered through the philosophical lenses that researchers adopt.
Key Terms in this Chapter
Field Notes: Written records of observations, reflections, and impressions made by researchers during their fieldwork or data collection activities.
Participants’ Artifacts: Items created or provided by participants, such as journals, artworks, or personal documents, which offers the researcher unique perspectives and insights about the research issue.
Audio Data: Data obtained from recordings of spoken interactions, conversations, or ambient sounds, which provides the researcher with auditory insights into the research phenomena.
Qualitative Data: Descriptive information that the researcher use to understand phenomena in-depth, focusing on meanings, interpretations, and context.
Quantitative Data: Numerical information which is used for statistical analysis, providing measurable and objective insights.
Observational Data: Data collected through direct observation of people, events, or phenomena in their natural environment. This offers the researcher the firsthand insights.
Documentary Data: Data comes from analyzing written, visual, or audio materials, such as texts, images, recordings, or artifacts, to uncover participants’ insights.
Digital Data: Information collected from digital sources such as websites, social media platforms, or online databases, which provides the researcher with electronic records for analysis.
Interview Data: Information obtained through structured or semi-structured interviews with individuals, allowing researchers to explore participants’ perspectives and experiences.
Visual Data: Information gathered from visual sources like photographs, videos, or diagrams, with the aim to provide additional context and understanding.
Philosophical Asumption: Researchers’ assumption of the eepistemology, or “the theory of knowledge”, that guides them to answer the question of “how we know what we know”.