The article presents how a study that investigated the acquisition of second language academic literacy skills practised the qualitative methodology, interpretative phenomenological analysis (IPA), from a realist perspective. We share the rationale behind the methodological decisions made in the study, which is followed by a detailed description of the methodological practice. In addition, the evaluation of the study against the realist criteria is reported, and some implications of using IPA based on realism for educational research are discussed. Overall, we suggest that IPA practice from a realist perspective helps go beyond postmodernism paradigms that seems to exert considerable influence on qualitative research in education.
Interpretative Phenomenological Analysis (IPA), Realist Paradigm, Against Postmodernism, Qualitative Research in Education, English for Academic Purposes (EAP)
Sincere, heartfelt thanks go to the two academic mentors, Dr Ian Bruce and Associate Prof Dr Roger Bernard.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Jeong, H., & Othman, J. (2016). Using Interpretative Phenomenological Analysis from a Realist Perspective. The Qualitative Report, 21(3), 558-570. https://doi.org/10.46743/2160-3715/2016.2300