1. Qualitative Research Methods
Grounded Theory

3. TRUE OR FALSE
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It requires us to ask analytic questions
You start this process as soon as you finish
collecting data
GT is a systematic methodology that involves
the generation of theory from data
In GT you, first, code the data; then, you
group the information into concepts and
finally, theory emerge.

4. o
Grounded Theory
Defining
Grounded Theory: the systematic
generation of theory from systematic
research; a set of rigorous research
procedures leading to the emergence
of conceptual categories

5. Key definitions
Creswell (2009), “a qualitative strategy of inquiry in
which the researcher derives a general, abstract
theory of process, action, or interaction grounded in
the views of participants in a study.” (p. 13 & 229)
This process involves using multiple stages of data
collection and the refinement and interrelationships of
categories of information (Charmaz, 2006; Strauss
and Corbin, 1990, 1998).

6. Grounded Theory
Characteristics
- Purpose is to develop to theory
about phenomenon of interest
- should be grounded or rooted in
observation
o
- Allows researcher to seek out and
conceptualize latent social patterns
and structures through constant
comparisons

7. o
Grounded Theory
Characteristics
- Iterative (repetitive) process
- Rich description is important, but
not primary focus
- Purposive sampling

8. o
Grounded Theory
Glaserian Hallmarks
- Researcher must suspend existing
beliefs/preconceptions, remain
open, and trust in the emergence of
concepts from the data

9. Consist of 4 stages
Compare incidents (tentative catg)
Compar Changes (integrating)
Delimitation of the theory (reducing similar)
Forming Systematic substantive theory (reasonable accurate
statement)

11. Grounded Theory
Stages/Steps
Topic selection and preparation
- minimize preconceptions
- Do not do a literature review at
this point!
1.
Data collection
- a variety of methods can be used

12. Grounded Theory
Stages/Steps
Analysis
constant comparative method:
involves comparing one segment of
data with another to determine
similarities and differences
o
a. overall objective is to identify
patterns in the data

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1.
Grounded Theory
Stages/Steps
Analysis
b. While you do comparisons you
will be taking notes and coding
coding: identifying categories
and properties
- can be done formally or
informally

14. o
1.
Grounded Theory
Stages/Steps
Analysis
c. Ask 3 general questions of the
data:
1. What is the data a study of?
2. What category does this
incident indicate?
3. What is actually happening in
the data?

15. Grounded Theory
Stages/Steps
4. Memoing
memos: theorizing write-up of ideas
about codes and their relationships
- notes to yourself
o
* Data collection, analysis, and
memoing are ongoing and overlap

16. o
Grounded Theory
Stages/Steps
Data collection
Note taking
Coding
Memoing
Sorting
Writing

17. Grounded Theory
Stages/Steps
5. Sorting and Theoretical Outline:
refers to conceptual sorting of
memos into an outline of the
emergent theory, showing
relationships and concepts
o
6. Write up/report

18. o
Grounded Theory
The Literature
1. Avoid reading literature regarding
the specifics of your study at first,
rather read broadly
2. Access relevant literature as it
becomes relevant
3. Can be used as data

19. CODING
(Charmaz, K. 2007)
Coding means categorizing segments of data
with a short name that simultaneously
summarizes and accounts for each piece of
data. Your codes show how to select,
separate, and sort data to begin an analytic
accounting of them.

20. CODING
Naming segments of data to categorize,
summarize and account for data
Generates the bones of your analysis
Basis to build the analysis
Make your codes fit your data rather than forcing
your data to fit them

21. Coding is the pivotal link between collecting
data and developing and emergent theory to
explain these data. Through coding, you
define what is happening in the data and
begin to grapple with what it means.

22. Types of coding
OPEN CODING
“the process of breaking down, examining,
comparing, conceptualizing, and categorizing
data” (p. 61
AXIAL CODING
SELECTIVE CODING
relates categories to subcategories, specifies the
properties and dimensions of a category, and
reassembles the data you have fractured during
initial coding to give coherence to the emerging
analysis
It is “the process of selecting the core
category, systematically relating it to
other categories, validating those
relationships, and filling in categories that
need further refinement and
development” (p. 116)

23. INITIAL CODING
Remain open
Stay close to the data
Keep your codes simple and precise
Construct short codes
Preserve actions
Compare data with data
Move quickly through the data

24. Focused coding
Using the most significant and/or frequent earlier
codes to sift through large amounts of data.
Making decisions about which ininitail codes
make the most analytic sense to categorize
your data completely.

25. Theoretical coding
Finding coding families
One of the most problematic areas, particularly for novice researchers, is the
theoretical coding process which includes finding the theoretical code that
willinteg rate the emerg ing substantive theory
“Substantive codes conceptualize the empiricalsubstance of the area of
research. Theoretical codes conceptualizehow the substantive codes may
relate to each other as hypothesesto be integ rated into the theory”
(Glaser, 1978, p. 55)
Substantivecodes break down (fracture the data) while theoretical codes
“weave the fractured story back tog ether ag ain” (Glaser, 1978, p.72) into
“an org anized whole theory (Glaser, 1998, p. 163).
Theoretical codes must not be preconceived, ratherthey are emerg ent in the
data, and therefore, “earn their way intothe theory as much as
substantive codes” (Glaser, 1998, p. 164).

26. Which questions do grounded theorists
use when coding data?
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What is happening? (Glaser, 1978)
What theoretical category does this datum
indicate? (Glaser, 1978)
What does the data suggest? Pronounce?
From whose point of view?

27. CODING AND CATEGORIES in the diagnostic stage
CODING
CATEGORIES
Lack of listening
SKILLS
Oral production reading & writing
SKILLS
Ss attendance
ATTITUDE
Relationship
ATTITUDE
Improve my teaching
STRATEGIES
Learning strategies & writing
STRATEGIES
Mistakes
GRAMMAR
Lack of grammar
GRAMMAR
verb agreement
GRAMMAR

28. Problems when coding
Coding at too general a level
Identifying topics instead of actions and
processes
Overlooking how people construct actions
Attending to disciplinary or personal rather than
participants’ concerns
Coding out of context
Using codes to summarize not to analyze

29. Categories and codes for the implementation stage
sub categories
Teachers’ perceptions about how students view of English class
ss feelings with each other and the teacher
lack of motivation
Rapport
Negative Reaction about the
language
ss negative reactions to the language
lack of commitment led to bad performance
commitment
ss' commitment caused good results
Teachers' desire for improvement
teachers' desire for self-improvement
improvement
teachers' desire to improve their classes
reflect on becoming updated
Reflect
Teachers reflecting about ss' needs
reflect on ss' profile
teachers' development of autonomy in ss
development

30. INTERPRETATION
GRAMMAR
It refers to the order of the words within a sentence.
Teachers mentioned that students needed to improve in accuracy
SAMPLE
K EQ2
Students had some mistakes during the activities in written exercises
C EQ3
Ss present problems when working with Passive/clauses/P. perfect
C EQ2
They had terrible bases. No grammar, nothing
INTERPRETATION
The data suggest that teachers are still focusing on grammar and the
importance of accuracy when teaching or using a skill.
Teachers never mentioned that due to the fact that learners showed problems
with grammar that they were not able to convey feeling or thoughts. However,
this comes to show us that teachers are still not aware that the Institution
implements the communicative approach.