Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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9 The Students’ Views About the Development of their Cultural Diversity Awareness and Intercultural Communicative Competence – Data Source 5: Interviews with the Students
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9.2 Research Design and Methods
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9.2.4 Data Collection and Analysis

9.2.4 Data Collection and Analysis

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The group interview took place online on 9 September 2022 and lasted approximately 90 minutes. Open-ended questions were shown on screen, allowing students to read and reflect before responding. Students volunteered to answer, and others were encouraged to contribute afterward. Clarification and examples were provided where needed. The interview was recorded with parental consent and transcribed verbatim using Otter.ai speech-to-text software. I checked the transcript against the audio recording twice for accuracy and corrected minor grammatical errors to enhance clarity without altering the intended meaning.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Thematic content analysis, as described by Castleberry and Nolen (2018), was employed. Students’ responses were grouped under the six ICC components using the frameworks of Sercu (2002) and Safa and Tofighi (2021). Responses expressing empathy, openness, respect, and curiosity were coded under “attitudes”; those indicating a desire to learn or understand other cultures were coded under “knowledge and understanding”; while statements related to interaction, comparison, or interpreting were categorised under the respective skills categories. Responses demonstrating awareness of discrimination or willingness to act were classified as “action,” and reflective or evaluative comments about cultural values and behaviours were grouped under “critical cultural awareness/political education.” Any new emergent responses were added to relevant categories with explanation.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Patterns and themes were identified following Braun and Clarke’s (2006) approach. Attention was given to variations based on students’ age, English proficiency, and cultural background, including the potential influence of cultural affiliation. Common responses were considered using Eken’s (2015) method, and the findings were compared with those from the parents’ and teachers’ interview studies to explore consistency and divergence in perspectives.
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