Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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10 The Parents’ Views About Their Children’s Development of Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 6: Interviews with the Parents
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10.2 Research Design and Methods
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10.2.3 Data Collection Instrument

10.2.3 Data Collection Instrument

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A semi-structured interview schedule was developed to explore several areas, including:

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  • the parents’ motivations for enrolling their children in an international school;
  • their expectations regarding cultural and academic development;
  • their children’s adaptation to the school environment;
  • perceptions of the school’s approach to culture teaching;
  • evaluation of the students’ intercultural communication skills;
  • views on the ICC components their children had developed;
  • and opinions on which cultural aspects should or should not be included in the curriculum.
 

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Additionally, demographic information was collected to determine the length of time each child had attended the school and whether they had previous experience in other international school settings. The interview schedule was constructed by me, based on the key ICC and CDA components forming the conceptual framework of this study. The questions were drafted with accompanying probes and follow-ups to encourage depth and reflection. Items that were redundant, ambiguous, overly didactic, or likely to elicit yes/no responses were reworded or removed. Input from an expert researcher was sought during the revision process. Following the first interview, terms such as “cultural diversity” and “suspend disbelief and judgment” were simplified to “cultural differences” and “hold oneself back from judging” to ensure clarity and accessibility.
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