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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10.2.4 Data Analysis

10.2.4 Data Analysis

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The interviews were conducted online via Zoom between 22 and 26 August 2022. Each interview session lasted between 45 and 60 minutes and was audio recorded with the participant’s informed consent. I used speech-to-text transcription software (Otter.ai) to transcribe the recordings and then manually reviewed each transcript twice against the original audio to ensure accuracy and completeness.

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Thematic analysis was employed to categorise and interpret the data, guided by the ICC model outlined by Byram (1997) and Barrett et al. (2014). Themes included cultural diversity awareness, attitudes, skills of discovery and interaction, interpreting and relating, action, and critical cultural awareness/political education. New themes emerging from the data were also incorporated. The length of time the children had studied at the school was used as an additional analytical lens to assess the depth of intercultural exposure. Age and gender were not considered relevant for this phase of the analysis.

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The analytical approach followed the procedures recommended by Weninger and Kiss (2013) and mirrored those used in culture-focused studies by Larzén-Östermark (2002), Eken (2015), and Yuen (2011), which categorised data based on key cultural constructs. This ensured consistency with the broader methodological orientation of the study and enhanced comparability across data sources.
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