Qualitative content analysis

Selvi, Ali Fuad

doi:10.4324/9780367824471-37

Cited by 115 publications

(81 citation statements)

References 1 publication

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“…The analysis of focus group and interview data was conducted following the procedures for deductive qualitative content analysis laid out by Selvi (2020b). Because the qualitative data provided supplementary support to and a more nuanced understanding of the main questionnaire data, a deductive approach was taken.…”

Section: Methodsmentioning

confidence: 99%

Investigating student and alumni perspectives on language learning and career prospects through English medium instruction

Şahan

2021

Teaching in Higher Education

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This study examines the phenomenon of English-medium instruction (EMI) in higher education through the lens of neoliberalism and linguistic entrepreneurship. Although commonly reported benefits of EMI include improved English proficiency and better job opportunities, there is a lack of research critically examining the relationship between EMI and these presumed benefits. Through the lens of linguistic entrepreneurship, this study compares engineering students' perceptions of the linguistic and professional benefits of EMI before, during, and after study in Turkey. Employing a mixed-methods design, data were collected from prospective, current, and former students via questionnaires, interviews, and focus groups. The findings revealed significant differences between groups regarding perceptions of learning and professional outcomes. This paper demonstrates how students' perceptions of EMI are shaped by the ideals of linguistic entrepreneurship and suggests that the professional benefits of EMI may be more nuanced than assumed, with implications for EMI pedagogy and policy in higher education.

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Section: Methodsmentioning

confidence: 99%

Investigating student and alumni perspectives on language learning and career prospects through English medium instruction

Şahan

2021

Teaching in Higher Education

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“…(1) empirical studies, (2) reflective and practice accounts, and (3) common themes, and implications across empirical and practice outputs. The common themes emerged from content analysis (Selvi, 2020). This method contributed to summarizing and synthesizing the corpus as we identified recurrences in themes, contexts, findings, and research methods.…”

Section: Methodsmentioning

confidence: 99%

Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

2020

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Bilingual education, usually a community’s L1 and English continues spreading geographically and across educational systems worldwide. With this expansion, the development of bilingual education approaches is under constant scrutiny. One recent approach is content and language integrated learning (CLIL). European in origin, CLIL can be viewed as an educational or language teaching approach and it refers to the teaching of curricular content and L2 in an integrated manner. This approach has received international attention, yet, how CLIL unfolds in settings outside Europe appears underrepresented in international publications. The aim of this article is to provide a critical review of CLIL in Latin America between 2008 and 2018. We surveyed 64 items (articles, book chapters, and dissertations) published in regional and international outlets: 41 empirical studies, 19 practice-oriented publications, and four reviews. It begins by summarizing the CLIL continuum with a focus on content- and language-driven CLIL and CLIL frameworks. It then provides a synthesis of empirical studies and practice-oriented publications about CLIL in different Latin American settings. The corpus is analyzed following these unifying themes: pedagogy, perceptions and beliefs, teacher education, global citizenship, and language development. From this review, it transpires that Latin American CLIL is mostly implemented and examined from a language-driven perspective in private primary, secondary and higher education. Suggestions and implications for further research and practice are included.

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“…We coded the interview data via repetitive rounds of qualitative content analysis, which Selvi (2020: 244) defines as an ‘analytical method used for the subjective interpretation’ of qualitative data and is ‘concerned with providing a comprehensive and nuanced description of the data’. A deductive approach was taken to extract the requisite data according to each of the research questions.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

2021

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This article reports on a study of policymaking at transnational and local universities in China concerning English Medium Instruction (EMI) provision, and the impact this has on stakeholder experiences. It explores policymaking at two transnational universities, which are compared and contrasted with data collected at six other Chinese universities that offer EMI programmes. Data were collected via individual and group interviews with 26 key policy stakeholders during fieldwork at the eight universities and centred on language-related policy diffusion surrounding admissions, language support, and language use. Findings revealed a reliance on foundation year studies at transnational universities versus the Gaokao (national college entrance examination) at other universities to ensure students had the requisite proficiency upon admissions. Findings also revealed transnational universities were more likely to offer language support to their students and have language policies governing language use. Overall, the findings reveal a range of affordances and caveats associated with each institution’s contextualized policy making, causing ease and conflict for EMI stakeholders.

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Qualitative content analysis

Cited by 115 publications

References 1 publication

Investigating student and alumni perspectives on language learning and career prospects through English medium instruction

Investigating student and alumni perspectives on language learning and career prospects through English medium instruction

Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice

Transnational Universities and English Medium Instruction in China: How Admissions, Language Support and Language Use Differ in Chinese Universities

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