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Questionnaires in Second Language Research: Construction, Administration, and Processing 3rd edition [Kietas viršelis]

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, (University of Nottingham, UK)
  • Formatas: Hardback, 170 pages, aukštis x plotis: 229x152 mm, weight: 394 g, 10 Tables, black and white; 7 Line drawings, black and white; 7 Illustrations, black and white
  • Serija: Second Language Acquisition Research Series
  • Išleidimo metai: 21-Nov-2022
  • Leidėjas: Routledge
  • ISBN-10: 1032364335
  • ISBN-13: 9781032364339
Kitos knygos pagal šią temą:
Questionnaires in Second Language Research: Construction, Administration, and Processing 3rd editionDidesnis paveikslėlis
  • Formatas: Hardback, 170 pages, aukštis x plotis: 229x152 mm, weight: 394 g, 10 Tables, black and white; 7 Line drawings, black and white; 7 Illustrations, black and white
  • Serija: Second Language Acquisition Research Series
  • Išleidimo metai: 21-Nov-2022
  • Leidėjas: Routledge
  • ISBN-10: 1032364335
  • ISBN-13: 9781032364339
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781032364339.html
Raktažodžiai:
Questionnaires in Second Language Research is the first state-of-the-art methodological guide for producing and using questionnaires as reliable and valid research instruments in second language studies. Zoltįn Dörnyei and Jean-Marc Dewaele provide a comprehensive, reader-friendly overview of the theory of questionnaire design, administration, and processing, made accessible with a detailed how-to guide and concrete, real-life applications.

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.

This is an invaluable resource to students and researchers of SLA, applied linguistics, psychology, and education who are interested in understanding and conducting quantitative L2 research using questionnaires and surveys.
Preface to the Third Edition ix
Introduction 1(2)
1 Questionnaires in Second Language Research
3(11)
1.1 What Are "Questionnaires" and What Do They Measure?
5(2)
1.1.1 What a Questionnaire Is Not
5(1)
1.1.2 What Do Questionnaires Measure?
6(1)
1.2 Using Questionnaires: Pros and Cons
7(5)
1.2.1 Advantages
7(1)
1.2.2 Disadvantages
8(4)
1.3 Questionnaires in Quantitative and Qualitative Research
12(2)
2 Constructing the Questionnaire
14(47)
2.1 General Features
15(6)
2.1.1 Length
15(1)
2.1.2 Layout
16(2)
2.1.3 Sensitive Topics and Anonymity
18(3)
2.2 The Main Parts of a Questionnaire
21(4)
2.2.1 Title
21(1)
2.2.2 Instructions
21(2)
2.2.3 Questionnaire Items
23(1)
2.2.4 Sociobiographical Information
24(1)
2.2.5 Additional Information
24(1)
2.2.6 Final "Thank You"
25(1)
2.3 Appropriate Sampling of the Questionnaire Content and the Significance of "Multi-Item Scales"
25(4)
2.3.1 Appropriate Sampling of the Content
25(1)
2.3.2 Using Multi-Item Scales
26(3)
2.4 "Closed-Ended" Questionnaire Items
29(10)
2.4.1 Rating Scales
29(6)
2.4.2 Multiple-Choice Items
35(2)
2.4.3 Rank Order Items
37(1)
2.4.4 Numeric Items
38(1)
2.4.5 Checklists
38(1)
2.5 Open-Ended Questions
39(3)
2.5.1 Specific Open Questions
40(1)
2.5.2 Clarification Questions
40(1)
2.5.3 Sentence Completion Items
41(1)
2.5.4 Short-Answer Questions
41(1)
2.6 How to Write Good Items
42(8)
2.6.1 Drawing Up an "Item Pool"
42(1)
2.6.2 Rules about Writing Items
43(4)
2.6.3 Writing Sensitive Items
47(3)
2.7 Grouping and Sequencing Items
50(2)
2.7.1 Clear and Orderly Structure
50(1)
2.7.2 Opening Questions
51(1)
2.7.3 Factual (or "Personal" or "Classification") Questions at the Beginning or at the End?
51(1)
2.7.4 Open-Ended Questions at the End
52(1)
2.8 Translating the Questionnaire
52(3)
2.8.1 Translation as a Team-Based Approach
53(1)
2.8.2 Translation with Limited Resources
54(1)
2.9 Computer Programs for Constructing Questionnaires
55(1)
2.10 Piloting the Questionnaire and Conducting Item Analysis
56(5)
2.10.1 Initial Piloting of the Item Pool
58(1)
2.10.2 Final Piloting ("Dress Rehearsal")
59(1)
2.10.3 Item Analysis
59(2)
3 Administering the Questionnaire
61(21)
3.1 Selecting the Sample
61(6)
3.1.1 Sampling Procedures
61(4)
3.1.2 How Large Should the Sample Be?
65(1)
3.1.3 The Problem of Respondent Self-Selection
66(1)
3.2 Main Types of Questionnaire Administration
67(6)
3.2.1 Administration by Mail
68(2)
3.2.2 One-to-One Administration
70(1)
3.2.3 Group Administration
71(2)
3.3 Strategies to Increase the Quality and Quantity of Participant Response
73(1)
3.3.1 Advance Notice
73(1)
3.3.2 Attitudes Conveyed by Teachers, Parents, and Other Authority Figures
74(1)
33.3 Respectable Sponsorship
74(4)
3.3.4 The Presence of a Survey Administrator
74(1)
3.3.5 The Behavior of the Survey Administrator
75(1)
3.3.6 Communicating the Purpose and Significance of the Survey
75(1)
3.3.7 Emphasizing Confidentiality
76(1)
3.3.8 Reading Out the Questionnaire Instructions
77(1)
3.3.9 The Style and Layout of the Questionnaire
77(1)
3.3.10 Promising Feedback on the Results
78(1)
3.4 Questionnaire Administration, Confidentiality, and Other Ethical Issues
78(4)
3.4.1 Basic Ethical Principles of Data Collection
79(1)
3.4.2 Obtaining Consent for Children
80(1)
3.4.3 Strategies for Getting around Anonymity
80(2)
4 Processing Questionnaire Data
82(30)
4.1 Coding Questionnaire Data
83(1)
4.1.1 First Things First: Assigning Identification Codes
83(1)
4.1.2 Coding Quantitative Data
83(1)
4.2 Inputting the Data
84(2)
4.2.1 Creating and Naming the Data File
84(1)
4.2.2 Keying in the Data
85(1)
4.3 Processing Closed Questions
86(12)
4.3.1 Data Cleaning
86(2)
4.3.2 Data Manipulation
88(2)
4.3.3 Reducing the Number of Variables in the Questionnaire
90(1)
4.3.4 Main Types of Questionnaire Data
91(1)
4.3.5 Examining the Reliability and Validity of the Data
92(4)
4.3.6 Statistical Procedures to Analyze Data
96(2)
4.4 Content Analysis of Open-Ended Questions
98(1)
4.5 Computer Programs for Processing Questionnaire Data
99(1)
4.6 Summarizing and Reporting Questionnaire Data
100(10)
4.6.1 General Guidelines
101(2)
4.6.2 Technical Information to Accompany Survey Results
103(2)
4.6.3 Reader-Friendly Data Presentation Methods
105(5)
4.7 Complementing Questionnaire Data with Other Information
110(2)
4.7.1 Questionnaire Survey with Follow-up Interview or Retrospection
110(1)
4.7.2 Questionnaire Survey Facilitated by Preceding Interview
111(1)
5 Online Questionnaires
112(19)
5.1 The Effect of Setting and Social Obligation in Paper and Online Questionnaires
112(2)
5.1.1 Social Context in Online Questionnaires
113(1)
5.1.2 The Ephemeral Relationship between Participant and Researcher
113(1)
5.2 Fear and Distrust of All Types of Questionnaires
114(2)
5.3 When Online Questionnaires Are Impractical or Impossible
116(1)
5.4 Non-probability Sampling in Online Questionnaires
116(1)
5.5 Developing a Good Online Questionnaire
117(6)
5.5.1 Knowing Something about Statistics before Creating a Questionnaire
118(1)
5.5.2 Choosing a Platform
119(2)
5.5.3 Pilot Testing the Online Questionnaire
121(2)
5.6 Getting the Snowball to Roll
123(3)
5.6.1 Producing an Attractive Call for Participation
123(1)
5.6.2 The Appearance of the Questionnaire
124(1)
5.6.3 The Use of a Progression Bar
125(1)
5.6.4 Friendly Academic Nudging
125(1)
5.6.5 Rewarding Participants
126(1)
5.7 When the Harvest Is In
126(2)
5.7.1 Cleaning the Data
126(1)
5.7.2 Calculating Internal Consistency
127(1)
5.7.3 Being Careful with Automatic Coding
128(1)
5.8 Running the Statistics to Answer the Research Questions: The Hallelujah Moment
128(3)
5.8.1 Double-Checking Suspicious Results
128(1)
5.8.2 Playing by the Rules
129(1)
5.8.3 General Data Protection Regulation (GDPR)
130(1)
6 Developing Psychometrically Sound Instruments
131(20)
6.1 Developing and Validating the Short-Form Foreign Language Enjoyment Scale (S-FLES) (Botes et al, 2021)
131(6)
6.1.1 Background
131(1)
6.1.2 Developing a Short Form through Sequential Steps
132(3)
6.1.3 Concluding Remarks on the S-FLES
135(1)
6.1.4 Final Short-Form Foreign Language Enjoyment Scale (S-FLES)
136(1)
6.2 Developing and Validating a Questionnaire to Measure Intensity and Quality of L2 Engagement (Teravainen-Goff in Preparation)
137(5)
6.2.1 Background
137(1)
6.2.2 Key Challenges in Developing the Intensity and Quality of an L2 Engagement Questionnaire
138(3)
6.2.3 Final Version of Intensity and Quality of L2 Engagement Questionnaire (Teravainen-Goff, in Preparation)
141(1)
6.3 Developing and Validating the Foreign Language Learning Boredom Scale (FLLBS) (Li et al, 2020)
142(9)
6.3.1 Initial Conceptualization of the Target Construct
142(2)
6.3.2 Development of the Initial Questionnaire
144(1)
6.3.3 Validation of the Questionnaire
145(3)
6.3.4 Final Foreign Language Learning Boredom Scale and Its English Translation
148(3)
7 Conclusion and Checklists
151(4)
7.1 Constructing the Questionnaire
151(1)
7.2 Administering the Questionnaire
152(1)
7.3 Processing Questionnaire Data
153(2)
References 155(8)
Appendix 163(2)
Index 165
Zoltįn Dörnyei was a Hungarian-born British applied linguist. He was Professor of Psycholinguistics at the University of Nottingham, UK. He was one of the most prolific and influential researchers in second language acquisition and the psychology of foreign language learning. His work on motivation remains central in the field. He was awarded the Kenneth W. Mildenberger Prize in 1989.

Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism at Birkbeck, University of London, UK. He has published widely on individual differences. He is former President of the European Second Language Association (EUROSLA) and is General Editor of the Journal of Multilingual and Multicultural Development. He won the Robert Gardner Award for Excellence in Second Language and Bilingualism Research in 2016 and the EUROSLA Distinguished Scholarship Award in 2022.