This study explored the challenges of conducting qualitative research encountered by Iranian Teaching English as a Foreign Language (TEFL) graduate students and their solutions for them. To delve into the issue, 20 TEFL graduate students who had passed a research methodology course were selected based on their availability from among the participants of the study who were selected based on purposive sampling from various universities. The participants thus selected sat a semi-structured interview based on the results of which, a researcher-made five-point Likert-scale questionnaire was developed and validated. Next, one hundred TEFL graduate students who had passed the research methodology course were selected based on purposive sampling from different universities across the country to respond to the questionnaire developed as mentioned above. The results of descriptive statistics revealed that the most important aspect of qualitative research from the students’ viewpoint was data analysis; likewise, the most challenging part was data analysis. Moreover, the participants described how educational systems’ overemphasis on quantitative research frameworks left little space or time for learning sophisticated qualitative research approaches. Finally, the majority of the participants deemed the introduction and presentation of an independent course on qualitative research methodology in the M.A. and Ph.D. programs in TEFL highly necessary.
qualitative research, TEFL graduate students, challenge, solution, data analysis, data interpretation, data collection
We would like to acknowledge all the participants of the study who kindly accepted our invitation to participate in the study.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
Recommended APA Citation
Soodmand Afshar, H., & Hafez, F. (2021). A Mixed-Methods Investigation of TEFL Graduate Students’ Perspectives of Qualitative Research: Challenges and Solutions in the Spotlight. The Qualitative Report, 26(5), 1444-1475. https://doi.org/10.46743/2160-3715/2021.4614