Abstract
In the first cycle of this phenomenological investigation, where the researcher conducted an extensive coding process (i.e., descriptive coding), all of the previous codes were identified under textural descriptions. This first cycle of coding was completed with codes having been formed following an initial deconstruction phase of the raw data given by all participants. Next, a plethora of emerging themes was identified under structural descriptions. The next step comprised the second cycle of coding: pattern coding. Where the second type of coding in the coding phase was involved, the researcher found all participants' common speech patterns by meta coding. The researcher applied the meta coding technique via IPA-based meta transcriptions. From a linguistic perspective, the researcher employed the type of data analysis that had not previously been exercised in the CALL field and in the realm of phenomenological study design: phonics in data analysis.
TopIntroduction
According to Moustakas (1994), the organization and analysis of phenomenological data begins when the researcher studies the transcribed interviews and engages in the methods and procedures of phenomenal analysis. The author provided that these procedures involve horizonalizing the data, meaning that each horizon or statement (verbal or written) pertinent to the topic and question is equally valuable. Working on these horizonalized statements, the researcher can construct meanings or meaning units which he/she then clusters into common categories or themes. During this process, the researcher needs to reduce and abbreviate data or remove redundancies or repetitive statements that overlap. Next, with these clustered meanings and themes, textural descriptions of the participants’ lived experiences are developed.
Moustakas (1994) explicated that by use of these textural descriptions, the phenomenological researcher can then construct structural descriptions and incorporate textures and structures into units of meanings. Finally, the researcher constructs the essences of the phenomenon being studied. The data extensively coded and analyzed in this phenomenological study are presented to the reader, by use of the same approach to deriving categorical meanings and themes. These fundamental methods and procedures of phenomenological data analysis, coupled with additional techniques such as reduction, epoché, bridling (Vagle, 2014), and other methods of analyzing the coded data significantly assisted with the completion of this comprehensive data analysis.
Developing Codes and Themes of Codes
Phenomenologists analyze data through stories—or by recounting stories. Their data analysis is based on developing codes and themes based on the essences of the meanings derived from the descriptions individually told by each study participant. Thereby, phenomenologists extract thematic meanings elicited from these descriptions during the data analysis phase. According to Englander and Robinson (2009), with openness and by reflecting on an early memory himself/herself, the phenomenological interviewer can demonstrate empathetic abilities toward his/her interviewees. Such reflections could include a lived, persistent meaning of what is regarded as an early emotional memory (Englander, 2007). With a thorough data analysis, a phenomenological study provides researchers with an in-depth understanding of a current issue, problem, or a phenomenon within a specific social context.
Key Terms in this Chapter
Pattern Coding: Special coding system that assists with finding commonalities, similarities, or recurring patterns in study participants’ oral or written statements.
Social Constructivism: Social constructivism is a learning perspective founded on the assumption that learning is focused on learners and promotes their active participation as they manage to construct their own knowledge depending on their own reality. Vygotsky’s (1978) AU12: The in-text citation "Vygotsky’s (1978)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. social constructivist theory stipulates that students acquire the ability to construct their own meanings by critical thinking.
Bridling: A data analysis technique in phenomenological inquiry.
Descriptive Phenomenology: It focuses on the essence of human experiences, or what humans experienced and how they experienced that phenomenon while they were in the state of intentional consciousness. This leads to phenomenological purity. In this study, phenomenological purity was applied with pure phenomenological attitude towards the phenomenon, and any interpretation by the researcher was minimized, again, by the researcher ( Lester, 1999 ), with the least number of perceptions, judgments, biases, or preconceived ideas about the phenomenon, using the epoché, or bracketing, method.
Epoché: Based on the participants’ lived experiences of that phenomena, phenomenologists use the bracketing technique, also called epoché ( Sokolowski, 2000 ). Through this technique, they set aside their own experiences and/or assumptions regarding that phenomenon; they try to describe those experiences with a fresh perspective, treating those experiences as if for the first time.
Epistemological: A term that refers to knowing or knowledge of things or phenomena.
ESL: An acronym for English as Second Language.
Ontological: A terms that refers to the presence of an entity or phenomenon from an existentialist viewpoint.
Enunciation: The act of saying or pronouncing a word or expression in a clear, slow, and definitive manner.
Noesis and Noema: In the Winter 2016 edition of The Stanford Encyclopedia of Philosophy, the following is noted: In Ideas I (Book One, 1913 AU11: The in-text citation "Book One, 1913" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ) Husserl introduced two Greek words to capture his version of the Bolzanoan distinction: noesis and noema, from the Greek verb noéo (????), meaning to perceive, think, intend, whence the noun nous or mind. The intentional process of consciousness is called noesis, while its ideal content is called noema. The noema of an act of consciousness Husserl characterized both as an ideal meaning and as “the object as intended.” Thus, the phenomenon, or object-as-it-appears, becomes the noema, or object-as-it-is-intended. The interpretations of Husserl’s theory of noema have been several and amount to different developments of Husserl’s basic theory of intentionality ( Smith, 2016 ).
Stress: Giving a syllable or word intensity during speech, by producing loudness and emphasis.
Diacritics: Type of phonetic coding distinct and particular to the English language, as determined by the IPA organization.
Phonemes: In phonetics, they are defined as units of sound.
IPA: Acronym for International Phonetic Alphabet.
LED Protocols: A term referred to as the Lived Experience Description protocols formulated by the prominent phenomenologist Van Manen (2001) .
Andragogy: A term that refers to instruction for adults, or adult learning (Knowles, 1970 AU10: The in-text citation "Knowles, 1970" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ), which focuses more on the process and less on the content being taught. In andragogical learning, strategies such as case studies, role playing, simulations, and self-evaluation are most useful. Instructors adopt a role of facilitator or resource rather than lecturer or grader. Andragogy makes the following assumptions about the design of learning: 1) adults need to know why they need to learn something; 2) adults need to learn experientially; 3) adults approach learning as problem-solving; and 4) adults learn best when the topic is of immediate value.
Syncategorematic Elements: Words dissected into their syllabi for their proper identification.
Horizonalizing: It is a data analysis technique in phenomenological research, wherein each horizon or statement (verbal or written) pertinent to the topic and question is equally valuable. Working on these horizonalized statements, the researcher can construct meanings or meaning units which he then clusters into common categories or themes. During this process, the researcher needs to reduce and abbreviate data or remove redundancies or repetitive statements that overlap. Next, with these clustered meanings and themes, textural descriptions of the participants’ lived experiences are developed.
Bracketing: In phenomenological research, in the process of interpreting the meaning of the phenomenon from the participants’ perspective, the researcher can remove his/her biases by using this method. Bracketing is also called as suspending judgment.
Suprasegmental: According to IPA, it is a distinct type of phonetic coding particular to English.
Van Kaam (1966) Method: For the conduct of phenomenological data analysis, one of the most prominent and frequently used data analysis methods that Moustakas (1994) proposes is the 7-step modified van Kaam process, which this study employed.
M-Learning: Abbreviation for mobile learning.
Descriptive Data Coding and Analysis.: It is a phenomenological, psychological data coding and analysis method which allows for an in-depth understanding of a more lucid picture of the consciousness of participants having lived personal experiences related to a particular phenomenon.