Qualitative research validity and reliability

In qualitative research, several words are used to explain the term ‘validity’, such as trustworthiness, credibility, and authenticity (Creswell & Miller, 2000). Lincoln and Guba (1985) introduced a range of concepts in order to discuss the quality of findings, such as trustworthiness, credibility, conformability, and dependability. They argued that one of the most important aspects to ensuring trustworthiness is credibility (Lincoln & Guba, 1985). Cohen et al. (2007), cited in Winter, (2000) gave some recommendations for achieving research credibility, and proposed that “in qualitative data validity might be addressed through the honesty, depth, richness and scope of the data achieved, the participants approached, the extent of triangulation and the disinterestedness or objectivity of the researcher” (p.133). Thus, there are several strategies that can be followed to ensure the credibility of qualitative data. One of them (used in this study) is the triangulation of multiple data sources, such as interviews, exit slips and tests. As Johnson (1992) noted, “the value of triangulation is that it reduces observer or interviewer bias and enhances the validity and reliability (accuracy) of the information” (p. 146).

Based on this data, it is possible to build a logical justification for emergent themes and add to the research validity.

Gibbs (2007) suggested some procedures to ensure qualitative reliability, such as checking the transcripts to make sure no errors or mistakes occurred during transcription. In addition, Cohen et al. (2007) identified a key risk of using interviews, one that could affect the validity and trustworthiness of any study, that is, interviewer subjectivity. To ensure the validity of information gathered from interviews, the study should be as objective as possible. In other words, it should be bias free. Bryman (2012) described objectivity as when a researcher carries out investigations without recourse to personal values or ideas. In this way, using computer software when analysing qualitative data can be extremely effective for maintaining objectivity (see Section 4.10 for details).

The third data collection instrument used in this study was the distribution of exit slips (See Appendix 8), which is considered a qualitative method. Exit slips are a formative assessment strategy in which learners write responses to a single question. This informal assessment was used in the study to enable the researcher to identify learners’ perceptions regarding the usefulness of each teaching method. The main reason for using exit slips was to obtain a written prompt to support the data collected from the interviews and gather feedback regarding the usefulness of the teaching methods. McKnight (2016) highlighted the importance of using exit slips when “assessing students’ understanding of academic content or indicating student’s comfort level or attitude about the material” (p. 194). In this study, data was collected from the exit slips after the last lesson, when the students were given the exit slips with a single question, which was: ‘Do you think the way we studied in the classes was useful to you? Why?/Why not?’ The students were asked to

answer anonymously, because this gave them the opportunity to express their attitudes towards the teaching methods freely, and helped to successfully identify whether each teaching method was useful or not and explain the reasons for each outcome. As mentioned above, the question was not included in the interview questions because the lack of anonymity may have affected participant responses negatively.

Learners’ attitude towards education is significant (Lewis, 1981). Lewis (1981) argued that:

Any policy for language, especially for the system of education, has to take account of the attitude of those of are likely to be affected. In the long run, no policy will succeed which does not do one of three things: conform to the expressed attitude of those involved; persuade those who express negative attitudes about the rightness of the policy; or seek to remove the causes and of the disagreement. In any case knowledge about attitudes is fundamental to the formulations of a policy as well as to success in its implementation. (p. 262)

However, as learning English is becoming more common in Saudi Arabia, negative attitudes are perhaps becoming less prevalent, as evidenced by the growing number of language schools and institutions in the Kingdom. Furthermore, awareness of the importance and advantages of learning English is increasing. In this study, I considered it unlikely that learners would express negative attitudes towards learning English, especially as participation was not compulsory.

According to Dörnyei (2007) there are a number of question types that can be included in an interview framework, which are as follows: the first few questions, content questions, probes, and final closing question. The first few questions are to help

participants open up and relax, while the content questions focus on knowledge, feelings, and experience. They allow the interviewer to apply different probes such as using what an interviewee has said to elicit in-depth responses. The probes can also include clarification questions. The final closing questions are vital in allowing the interviewee to give a final comment or the time to add something important that was not covered by the questions. The interview questions were used only as a basis for these specific interviews (Dörnyei, 2007).

The semi-structured interview questions applied in this study were divided into two parts. The first related to the importance and usefulness of learning and practising DMs, while the second was related to the lessons and teaching methods. In addition, learners were asked in the interview whether or not they had given group presentations before. The reason behind asking participants was to gain further insight into practices in the EFL context and identify the factors (i.e. personal emotions, never done presentation before, language incompetence, fears) that may affect learners’ performance in delivering the presentation. (Interview questions can be found in Appendix 2).