Grounded theory is a systematic qualitative research methodology that uses a constant comparative analysis of data to develop a substantive theory grounded in the data itself. The methodology involves four main phases: 1) comparing incidents applicable to each category, 2) integrating categories and their properties, 3) delimiting the theory, and 4) developing a theoretical model. Grounded theory relies on a rigorous coding process involving initial, focused, and theoretical coding to analyze data, identify concepts, and develop categories and theoretical relationships between concepts.

1. Grounded theory
Making discoveries throughout the
analysis of data
Taken from «Constructing Grounded
Theory» Kathy Charmaz (2007)

2. What is true about GT?
• It requires us to ask analytic questions
• You start this process as soon as you finish
collecting data
• GT is a systematic methodology that involves
the generation of theory from data
• In GT you, first, code the data; then, you group
the information into concepts and finally,
theory emerge.

3. Research
Methodology
A systematic & To build theory
rigorous process
Ethonography & case Give credibility and
studies reliability
Simoultaneous data
collection and analysis

4. It is synthesizing hundreds of pages of
int, Fn, doc to develop grounded theory.
Grounded Theory
Is the constant Analysis of the Data.
Consist of 4 stages
• Compare incidents (tentive catg)
• Comparing Changes (integrating)
• DelImitation of the theory (reducing similar)
• Forming Systematic substative theory (reasonable accurate statement

5. PHASES
Concepts Theory
• Initial • Formed
• Focused • Grouping out of • Findings
codes concepts
Coding Categories

6. Coding
• Naming segments of data to categorize,
summarize and account for data
• Generates the bones of your analysis
• Basis to build the analysis
• Make your codes fit your data rather than
forcing your data to fit them

7. TIPS FOR CODING
• Remain open
• Stay close to the data
• Keep your codes simple and precise
• Construct short codes
• Preserve actions
• Compare data with data
• Move quickly through the data

8. Cycles in coding
• Naming words, lines, segments,
incidents
Initial • Provisional
• Identify gaps in data collection
• In Vivo codes
• Use of frequent codes to sort,
synthesize, integrate and organize
Focused data
• Comparing data from different
methods

9. Coding for what is happening
Identifying a
So part of it has been good because positive
I can see that I'm not the only one
Recognizing other
that has good days and bad days, people’s good
everybody does. and bad days
Qualifying their good
They might not be physical, as and bad days
much as psychological, but
Viewing good and
everybody has kind of good days bad days as
and bad days, as moods and things universal
too.

10. Initial coding practices
Word by word Line by line
Incident by
incident

11. Which questions do grounded theorists
use when coding data?
• What is happening? (Glaser, 1978)
• What theoretical category does this datum
indicate? (Glaser, 1978)
• What does the data suggest? Pronounce?
• From whose point of view?

12. CODING AND CATEGORIES in the diagnostic stage
CODING CATEGORIES
Lack of listening SKILLS
Oral production reading & writing SKILLS
Ss attendance ATTITUDE
Relationship ATTITUDE
Improve my teaching STRATEGIES
Learning strategies & writing STRATEGIES
Mistakes GRAMMAR
Lack of grammar GRAMMAR
verb agreement GRAMMAR
Use of the language COMPETENCES
Use of the language COMPETENCES

13. Categories and codes for the implementation stage sub categories
Teachers’ perceptions about how students view of English class
ss feelings with each other and the teacher Rapport
Negative Reaction about the
lack of motivation language
ss negative reactions to the language
lack of commitment led to bad performance commitment
ss' commitment caused good results
Teachers' desire for improvement
teachers' desire for self-improvement improvement
teachers' desire to improve their classes
reflect on becoming updated Reflect
Teachers reflecting about ss' needs
reflect on ss' profile
teachers' development of autonomy in ss development
Teachers 'strategies to improve ss weaknesses strategies
Teachers' perspectives about course orientations
teachers focused on specific skill (s) Skills
teacher had communicative focus communication
teachers' perspectives about the course
Teachers´ objectives do not match course objectives

14. INTERPRETATION
GRAMMAR
It refers to the order of the words within a sentence.
Teachers mentioned that students needed to improve in accuracy
SAMPLE
K EQ2
Students had some mistakes during the activities in written exercises
C EQ3
Ss present problems when working with Passive/clauses/P. perfect
C EQ2
They had terrible bases. No grammar, nothing
INTERTREPATION
The data suggest that teachers are still focusing on grammar and the
importance of accuracy when teaching or using a skill.
Teachers never mentioned that due to the fact that learners showed problems
with grammar that they were not able to convey feeling or thoughts. However,
this comes to show us that teachers are still not aware that the Institution
implements the communicative approach.

15. Naming(codin
g)
Grouping
Finding
Relationship
Displaying or
categorizing

16. Problems while coding
• Coding at too general a level
• Identifying topics instead of actions and
processes
• Overlooking how people construct actions
• Attending to disciplinary or personal rather
than participants’ concerns
• Coding out of context
• Using codes to summarize not to analyze