Grounded Theory 54

Grounded theory is a method to analyze qualitative data, which was developed by Glaser and Strauss (Johannesen et. al., 2009:171). Empirically based theorization is grounded on the premise that theories should be rooted and developed based on empirical data (ibid.). Grounded theory is not a theory in itself, but a “method to generate experience-based theories” (ibid.). The analytical approach to the collected data is founded on grounded theory. This approach necessitates systematic coding and categorization of collected data. In this sub-chapter I will elicit the main characteristics of coding and categorization when utilizing grounded theory before I will explain the purpose of this method for the subsequent analysis.

3.4.1.  Coding  and  Categorization  

The first priority in grounded theory is to decide upon a focus for the research, and this is manifested in the research questions. The focus for this thesis is CSCL and its potential to enhance language learning. The second priority is to choose the unit of analysis. In the case of this thesis the unit of analysis is represented by collaborative tasks Task 1 and Task 2.

According to grounded theory, the purpose is constantly to pursue an understanding of the phenomenon examined, which results in a theorization based upon the correlation between categories which are identified in the course of research (Johannesen et. al. 2009:174). Johannesen et. al. writes

that “Coding is the process where data is analyzed, conceptualized, categorized, and refined to a description (or a theory)” (ibid.:176).19

Naturally, this is not a linear process, but a constant circular process of revision. As data was collected transcriptions of audio and video recordings began while chat logs were printed. Coding consists of three steps, which includes open coding, axial coding and selective coding (ibid.) The main objective of open coding is to identify and compare in order to establish terminology broad enough to encompass several aspects of the material. Glaser and Strauss coined the term categorization process which objective is to categorize the defining aspects of a particular phenomenon studied. In the case of my data material the categorization is focused on turns and the coding and grouping of them. The unit of analysis is the group’s collaboration as manifested by their communication (chat or oral discussion).

Figure  8:  Triplet  of  main  categories  for  the  analysis  of  chats  (Oddvik  2011).  

The established categories applicable to turns for my analysis of the chats are based on the triplet of collaboration, language and interdependence (see figure 8). The categories are defined by values ranging from strong values of

collaborative and augmentative to weak dimensions of fragmentation and devaluation. Turns are acts of communication and they can be categorized as

19  _{”Koding  er  prosessen  der  data  analyseres,  konseptualiseres,  kategoriseres,  og}   bygges  opp  til  en  beskrivelse  (eller  ren  teori).”  

constructive for the group, i.e., will to work towards a shared goal. This is marked by strong values of language awareness. At the other, weaker side of the scale turns can be categorized as counter-productive, or even worse, as acts of sabotage. This is marked by weak values of language awareness and strong values of language ignorance. This categorization was applied to both the communicative processes in Task 1 as well as Task 2. However, the phenomenon studied is Task 2 and chat-based collaboration. Task 1 is also coded and categorized for the purpose of triangulation and comparison.

Figure  9:  Paradigm  model  before  the  axial  coding  of  the  material.  See  figure  14  for  post. The purpose of axial coding is to elicit the connections between the various categories. Strauss and Corbin refers to this as the paradigm model (ibid.:177) (see figure 9). I will explain this model in further detail in the analysis. Axial coding is defined by a process of induction and deduction in an attempt to establish broader categories and thus shape a testing of the hypothesis (ibid.:179). Whereas open coding establishes terms and categories, axial coding’s main objective is to order these in coherent chains (ibid.:178). Axial coding can affect the results of the open coding, and may result in modifications and revisions.

Axial coding should attempt a high abstraction level in order to encompass aspects of the phenomenon. This includes cause-and-effect, context, external interventions, action- and interaction strategies and consequences (ibid. 179). The paradigm model is founded on these aspects and its purpose is to abstract

and elevate the processes done by means of open coding.

In the case of my research abstracted terms are interlinked with the research questions. Affordance, appropriation and innovation are broad, but clearly marked categories, that make up the paradigm model. The last step in coding entails a selective coding which is the concluding process of grounded theory. The purpose of selective coding is to write an analytical story line that used the core category as its foundation for a descriptive theorization of the phenomenon studied (ibid.).

Notetaking, or memos, is an important component of grounded theory. Throughout the process of analysis three types of notes should be kept. These include coding memos, theoretical memos and operational memos (ibid.:181). Grounded theory is a complex, but creative process, which requires revision of the three steps in order to modify and tweak categories. The ultimate goal of this method is to theorize and establish a typology of the phenomenon studied. Theories can be developed by telling the story about the phenomenon (ibid.:182), in this case collaborative writing online. The theory developed must be on a more elevated level than the selective coding (ibid.).

3.4.2.  Purpose  

The justification of using grounded theory for the present analysis is based on the limited scope of the case study. Grounded theory serves a useful purpose when the objective is to describe a particular phenomenon in a thorough manner (ibid.:173). However, it is important to clarify that although I theorize analytical findings it will by no means result in new theories, but merely a descriptive analysis and thus a deeper understanding of the phenomenon of CSCL in ESL work (ibid.). I will now turn my attention to the reliability and validity of the method used as well as the role of myself as a teacher and a researcher.