Questionnaires in second language research : construction, administration, and processing
著者
書誌事項
Questionnaires in second language research : construction, administration, and processing
(Second language acquisition research : theoretical and methodological issues / Susan M. Gass, Jacquelyn Schac[h]ter, series editors)
Routledge, 2023
3rd ed
- : hbk
大学図書館所蔵 全5件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. [155]-162) and index
内容説明・目次
内容説明
This new edition is thoroughly updated to reflect developments in the field and with recent example studies that focus on considerations, challenges, and opportunities raised at all stages of the research process by online questionnaires.
There is also expanded, detailed guidance on how to use the IRIS database and how to clean, process, and analyze questionnaire data prior to determining and reporting findings.
目次
Table of Contents
Preface to the Third Edition
Introduction
1 Questionnaires in Second Language Research
1.1 What Are "Questionnaires" and What Do They Measure?
1.1.1 What a Questionnaire Is Not
1.1.2 What Do Questionnaires Measure?
1.2 Using Questionnaires: Pros and Cons
1.2.1 Advantages
1.2.2 Disadvantages
1.3 Questionnaires in Quantitative and Qualitative
2 Constructing the Questionnaire
2.1 General Features
2.1.1 Length
2.1.2 Layout
2.1.3 Sensitive Topics and Anonymity
2.2 The Main Parts of a Questionnaire
2.2.1 Title
2.2.2 Instructions
2.2.3 Questionnaire Items
2.2.4 Sociobiographical Information
2.2.5 Additional Information
2.2.6 Final "Thank You"
2.3 Appropriate Sampling of the Questionnaire Content and the Significance of "Multi-Item Scales"
2.3.1 Appropriate Sampling of the Content
2.3.2 Using Multi-Item Scales
2.4 "Closed-Ended" Questionnaire Items
2.4.1 Rating Scales
2.4.2 Multiple-Choice Items
2.4.3 Rank Order Items
2.4.4 Numeric Items
2.4.5 Checklists
2.5 Open-Ended Questions
2.5.1 Specific Open Questions
2.5.2 Clarification Questions
2.5.3 Sentence Completion Items
2.5.4 Short-Answer Questions
2.6 How to Write Good Items
2.6.1 Drawing Up an "Item Pool"
2.6.2 Rules About Writing Items
2.6.3 Writing Sensitive Items
2.7 Grouping and Sequencing Items
2.7.1 Clear and Orderly Structure
2.7.2 Opening Questions
2.7.3 Factual (or "Personal" or "Classification") Questions at the Beginning or that the End?
2.7.4 Open-Ended Questions at the End
2.8 Translating the Questionnaire
2.8.1 Translation as a Team-Based Approach
2.8.2 Translation with Limited Resources
2.9 Computer Programs for Constructing Questionnaires
2.10 Piloting the Questionnaire and Conducting Item Analysis
2.10.1 Initial Piloting of the Item Pool
2.10.2 Final Piloting ("Dress Rehearsal")
2.10.3 Item Analysis
3 Administering the Questionnaire
3.1 Selecting the Sample
3.1.1 Sampling Procedures
3.1.2 How Large Should the Sample Be?
3.1.3 The Problem of Respondent Self-Selection
3.2 Main Types of Questionnaire Administration
3.2.1 Administration by Mail
3.2.2 One-to-One Administration
3.2.3 Group Administration
3.3 Strategies to Increase the Quality and Quantity of Participant Response
3.3.1 Advance notice
3.3.2 Attitudes Conveyed by Teachers, Parents, and Other Authority Figures
3.3.3 Respectable Sponsorship
3.3.4 The Presence of a Survey Administrator
3.3.5 The Behavior of the Survey Administrator
3.3.6 Communicating the Purpose and Significance of the Survey
3.3.7 Emphasizing Confidentiality
3.3.8 Reading Out the Questionnaire Instructions
3.3.9 The Style and Layout of the Questionnaire
3.3.10 Promising Feedback on the Results
3.4 Questionnaire Administration, Confidentiality, and Other Ethical Issues
3.4.1 Basic Ethical Principles of Data Collection
3.4.2 Obtaining Consent for Children
3.4.3 Strategies for Getting Around Anonymity
4 Processing Questionnaire Data
4.1 Coding Questionnaire Data
4.1.1 First Things First: Assigning Identification Codes
4.1.2 Coding Quantitative Data
4.2 Inputting the Data
4.2.1 Creating and Naming the Data File
4.2.2 Keying in the Data
4.3 Processing Closed Questions
4.3.1 Data Cleaning
4.3.2 Data Manipulation
4.3.3 Reducing the Number of Variables in the Questionnaire
4.3.4 Main Types of Questionnaire Data
4.3.5 Examining the Reliability and Validity of the Data
4.3.6 Statistical Procedures to Analyze Data
4.4 Content Analysis of Open-Ended Questions
4.5 Computer Programs for Processing Questionnaire Data
4.6 Summarizing and Reporting Questionnaire Data
4.6.1 General Guidelines
4.6.2 Technical Information to Accompany Survey Results
4.6.3 Reader-Friendly Data Presentation Methods
4.7 Complementing Questionnaire Data with Other Information
4.7.1 Questionnaire Survey with Follow-up Interview or Retrospection
4.7.2 Questionnaire Survey Facilitated by Preceding Interview
5 Online questionnaires
5.1 The effect of setting and social obligation in paper and online questionnaires
5.1.1 Social context in online questionnaires
5.1.2 The ephemeral relationship between participant and researcher
5.2 Fear and distrust of all types of questionnaires
5.3 When online questionnaires are impractical or impossible
5.4 Non-probability sampling in online questionnaires
5.5 Developing a good online questionnaire
5.5.1 Knowing something about statistics before creating a questionnaire
5.5.2 Choosing a platform
5.5.3 Pilot testing the online questionnaire
5.6 Getting the snowball to roll
5.6.1 Producing an attractive call for participation
5.6.2 The appearance of the questionnaire
5.6.3 The use of a progression bar
5.6.4 Friendly academic nudging
5.6.5 Rewarding participants
5.7 When the harvest is in
5.7.1 Cleaning the data
5.7.2 Calculating internal consistency
5.7.3 Being careful with automatic coding
5.8 Running the statistics to answer the research questions: the Hallelujah moment
5.8.1 Double-checking suspicious results
5.8.2 Playing by the rules
5.8.3 General Data Protection Regulation (GDPR)
6. Developing psychometrically sound instruments
6.1 Developing and Validating the Short-form Foreign Language Enjoyment Scale (S-FLES) (Botes et al., 2021)
6.1.1 The background
6.1.2 Developing a Short-Form through Sequential Steps
6.1.3 Concluding Remarks on the S-FLES
6.1.4 Final Short-form Foreign Language Enjoyment Scale (S-FLES)
6.2 Developing and validating a questionnaire to measure intensity and quality of L2 engagement (Teravainen-Goff, in preparation)
6.2.1 Background
6.2.2 Key challenges in developing the intensity and quality of L2 engagement questionnaire
6.2.3 Final version of intensity and quality of L2 engagement questionnaire (Teravainen-Goff, in preparation)
6.3 Developing and validating the Foreign Language Learning Boredom Scale (FLLBS) (Li et al., 2020)
6.3.1 Initial conceptualization of the target construct
6.3.2 Development of the initial questionnaire
6.3.3 Validation of the questionnaire
6.3.4 Final Foreign Language Learning Boredom Scale and its English translation
7. Conclusion and Checklist
References
Appendix
Author Index
Subject Index
「Nielsen BookData」 より