Qualitative Data Analysis

Questions requiring open-ended responses will be answered using qualitative indicators. In the context of evaluation activities, qualitative indicators and methodologies will be used to measure participant views and attitudes toward the educational advantages of incorporating literature in language schools. Participants will include both students and teachers. A qualitative questionnaire with participants will be used to achieve this.

Qualitative indicators will be used to measure:

-The project's contribution to using literary texts in the language classrooms.

-The advantages of the project activities for improving learners' linguistic abilities and cultural awareness, as well as for improving educators' profiles and academic success.

- The project's methodology, tools, and outcomes are effective, relevant, and well-received by students and teachers.

The first step to be applied in the phase of data analysis is to record the data to be obtained from the stakeholders. Following that, data obtained from the stakeholders will be read and studied carefully and diligently. The next step is to analyze this data.

When reading and working on data, the coding practice will be applied. During the coding process, each of the data produced by the student or teacher will be examined one by one. During the review, it will be tried to understand what the stakeholder is trying to express. From these expressions, one-two or three-word words describing the expressions will be obtained. While coding the data, repeated ideas can be extracted and displayed in sub-categories. In doing so, the main purpose is to reduce data redundancy and achieve a manageable list. The codes can be categorized as positive and negative which is possible to say that what is done is hierarchical cluster analysis/hierarchical clustering. After the coding process, themes will be revealed from these codes. These themes will be the ideas that the interlocutor mentions the most in the data, the ideas that are unique, the visible statements to support these themes. After this process, up to 5 or 7 themes will be created by using the codes.

To summarize, the operations are carefully reading the data, dividing the data into different information sources, dividing this information into codes, reducing the repetitive codes, categorizing the codes as positive and negative and obtaining themes from the remaining codes.

In order to ensure reliability and realism, the data collection source and the questions included were taken from the research of experts who have developed themselves academically. The following questions will be asked to the stakeholders:

-What are the attitudes of ELT department students towards reading?

-What is the place of literature as a representative of culture?

-What are the students’ opinions about whether literature should be a mandatory course in

the ELT Departments?

-What are the students' own definitions of “literature”?

Reference of questions: Tehan, P., Yuksel, D., & Inan, B. (2015). The place of literature in an English language teaching program: What do students think about it. The reading matrix: An International online journal, 15(2), 45-52.