trustworthiness and credibility in qualitative research

The dominant type of writing anxiety was cognitive writing anxiety, which is based on the highest mean among two other types of writing anxiety. The findings revealed that 54% of the students experienced high level of writing anxiety, 44% experienced moderate level of writing anxiety, and 2% experienced low level of writing anxiety. Two closed-ended questionnaires, Second Language Writing Anxiety Inventory (SLWAI) proposed by Cheng, and Causes of Writing Anxiety Inventory (CWAI) proposed by Rezaei and Jafari were employed to collect the data. Fifty English students at the fourth semester participated in this study. This study described the levels, dominant type, and main factors of writing anxiety of the English students. Get a printable copy (PDF file) of the complete article (2.0M), or click on a page image below to browse page by page.This study aims at analyzing the writing anxiety of English students of an Islamic State College in East Java, Indonesia.

Full textįull text is available as a scanned copy of the original print version. A consensus has gradually emerged that the important challenge is to match appropriately the methods to empirical questions and issues, and not to universally advocate any single methodological approach for all problems. In early literature on evaluation methods the debate between qualitative and quantitative methodologists was often strident. Moreover, the context for these considerations has evolved. Although this overview examines some general approaches to issues of credibility and data quality in qualitative analysis, it is important to acknowledge that particular philosophical underpinnings, specific paradigms, and special purposes for qualitative inquiry will typically include additional or substitute criteria for assuring and judging quality, validity, and credibility. This overview examines ways of enhancing the quality and credibility of qualitative analysis by dealing with three distinct but related inquiry concerns: rigorous techniques and methods for gathering and analyzing qualitative data, including attention to validity, reliability, and triangulation the credibility, competence, and perceived trustworthiness of the qualitative researcher and the philosophical beliefs of evaluation users about such paradigm-based preferences as objectivity versus subjectivity, truth versus perspective, and generalizations versus extrapolations. Varying philosophical and theoretical orientations to qualitative inquiry remind us that issues of quality and credibility intersect with audience and intended research purposes.

Trustworthiness and credibility in qualitative research