interview and fgd

1. DATA
COLLECTION
METHODS
INTERVIEW & FGD
FACILITATORS:
GIOVANNI C. DURAN & FAITH ANN S. SANTOS
De La Salle University
Br. Andrew Gonzalez FSC College of Education
Department of English and Applied Linguistics

2. • Recognize techniques for conducting a successful
interview.
• Differentiate between the three forms of interview
structures.
• List the basic elements of a focus group interview.
• Recognize causes behind the success of focus
groups.
• Present actual studies employing the discussed data
collection methods.

3. SELF CHECK

4. I already experienced being an
interviewer/interviewee.
A.YES
B.NO

5. I know how an interview/FGD is conducted
A.YES
B. NO

6. I have used interview and/or FGD as may data
collection method in my research
A. YES
B. NO

7. What is data
collection in
research?

8. Data Collection
Data collection is the process of
gathering and measuring information on
variables of interest, in an established
systematic fashion that enables one to
answer stated research questions, test
hypotheses, and evaluate outcomes.

9. Interview

10. What is
interviewing?

11. Interviewing may be defined simply as a
conversation with a purpose.
Interviewing defined

12. Interviewing has been described as an art rather
than a skill or a science (Fontana & Frey, 1998;
Grobel, 2004).
Interviewing was described as a game (Benny &
Hughes, 1956, Holmstrom, cited in Manning, 1967).
Interviewing from various lenses

13.  Interviewing was described by others as a technical
skill you can learn in the same way you might learn
how to change a flat tire (Roth, 1966).
 interviewing as a unique sort of face-to-face social
interaction (Leedy & Ormrod, 2001, 2004; Salkind, 2008;
Warren & Karner, 2005).
Interviewing from various lenses

14. TECHNIQUES FOR CONDUCTING A
SUCCESSFUL INTERVIEW
As an Interviewer…
you need to enter the interview as yourself.
you manage the flow of conversation, and you seek to
establish rapport with the participants.
you need to adopt several postures or characters at
once: the interested listener, the expert in your area of
research, and the writer who will incorporate your
subjects’ words into an authoritative report of some
kind.
you need to familiarize yourself with some general
understanding on (1) structures of interview, (2) question
order, and (3) question styles.

15. Types of Interviews

16. QUESTION ORDER (SEQUENCING)
1. Start with a few easy, nonthreatening questions.
2. Next, begin with some of the more important questions for the study
topic (preferably not the most sensitive questions)—the questions should
stick to a single concept or topic.
3. More sensitive questions can follow (those related to the initiated
topic).
4. Ask validating questions (questions restating important or sensitive
questions, worded differently than previously asked).
5. Begin the next important topic or conceptual area of questions (these
may include the more or most sensitive questions).
6. Repeat steps 3 and 4, and so on, through your major topics.
7. Return to any key concepts that you might have had to bypass or skim
through when they first came up.
8. End by filling in any remaining simple factual points that you have not
already recorded.

17. Question Styles
Essential Extra
Throwaway Probing
Exclusively concern the central focus of the
study. They may be placed together or
scattered throughout the survey they are
geared toward eliciting specific desired
information (Morris, 2006).
Extra questions are those questions roughly
equivalent to certain essential ones but
worded slightly differently.
may be demographic questions or general
questions used to develop rapport between
interviewers and subjects
or simply probes, provide interviewers with a way to
draw out more complete stories from subjects.
Probes frequently ask subjects to elaborate on what
they have already answered in response to a given
question

18. Ten Commandments of Interviewing
1. Never begin an interview cold.
2. Remember your purpose.
3. Present a natural front.
4. Demonstrate aware hearing.
5. Think about appearance.
6. Interview in a comfortable place.
7. Don’t be satisfied with monosyllabic answers.
8. Be respectful.
9. Practice, practice, and practice some more.
10. Be cordial and appreciative.

19. Pham, T. A., Nguyen, L. T. D., Pham, V. T. T. (2022). English language students’ perspectives on the difficulties in translation courses:
Implication for language education. Journal of Language and Linguistic Studies, 18(1), 180-189. Doi: 10.52462/jlls.174
English language students’ perspectives on the difficulties in translation:
Implications for language education (Pham et al., 2022)
SAMPLE STUDY

20. FGD

21. What is a
focus group
discussion?

22.  The focus group is an interview style designed for small
groups of unrelated individuals, formed by an investigator
and led in a group discussion on some particular topic or
topics (Barbour, 2008).
 Focus group interview is not designed to collect data from
several people simultaneously; it’s not counting how many
people are on each side of an issue rather, the group itself is
the unit of analysis, and the data from one group yields
measures about that group as a unit.
Focus Group Discussion

23.  A typical focus group session consists of a small number of
participants under the guidance of a facilitator, usually
called the moderator.
 Focus group size should be kept to no more than about
seven participants.
Focus Group Discussion

24. BASIC INGREDIENTS OF A FOCUS GROUP
DISCUSSION
A clearly defined objective and/or research
problem
The nature of the group
Atmosphere/environment and rapport
An aware listening facilitator
A well-organized and prepared facilitator
Structure and direction but restrained
contribution to the discussion
Research assistance
Systematic analysis

25. WHY USE/SELECT FGD?
probes the validity of results that were
suggested by other means
pilots an interview schedule
offer exceptional opportunities for the deep
study of difficult subject matters
provide avenues to understand a variety of
deep structural elements

26. MISSTEPS WHEN CONDUCTING FGD
Being Too Vague about the Objectives of
the Research
Using Too Few Groups
Overreaching during Any Given Focus
Group Interview
Overly Large Groups
Too Much or Not Enough Influence from
the Moderator
Bullies

27. Chen, Y., & Chew, S. Y. (2021). Speaking Performance and Anxiety Levels of Chinese EFL Learners in Face-to-Face and Synchronous Voice-
based Chat. September. https://doi.org/10.17323/jle.2021.11878
Speaking Performance and Anxiety Levels of Chinese EFL Learners in Face-to-
Face and Synchronous Voice-based Chat
SAMPLE STUDY

28. REFERENCES
Berg, B.L. & Lune, H. (2017). Qualitative research methods for the social
sciences (9th ed.). Allyn and Bacon
Chen, Y., & Chew, S. Y. (2021). Speaking Performance and Anxiety Levels
of Chinese EFL Learners in Face-to-Face and Synchronous Voice-
based Chat. September. https://doi.org/10.17323/jle.2021.11878
Pham, T. A., Nguyen, L. T. D., Pham, V. T. T. (2022). English language
students’ perspectives on the difficulties in translation courses:
Implication for language education. Journal of Language and
Linguistic Studies, 18(1), 180-189. Doi: 10.52462/jlls.174