RESEARCH
Open Access
Using grounded theory to validate
Bachman and Palmer
’
s (1996) strategic
competence in EFL graph-writing
Fereshteh Tadayon
*
and Hamdollah Ravand
* Correspondence:
tadayonfereshteh@yahoo.com
;
tadayon1990@gmail.com
Vali-e-asr University of Rafsanjan,
Kerman, Iran
Abstract
Background:
Research studies (e.g., Phakiti, Language Testing 25(2):237
–
272, 2008a;
Phakiti, Language Assessment Quarterly 5(1): 20
–
42, 2008b; Purpura, Learner strategy
use and performance on language tests: a structural equation modeling approach,
1999) conducted on the construct validation of Bachman and Palmer
’
s (1996)
strategic competencehas been quantitative in nature. Furthermore, the nature of
Bachman and Palmer
’
s (1996) strategic competence model with regard to graph-
writing has remained unexplored.
Methods:
The present study aimed at investigating the validity of the strategic
competence model comprising of three components namely goal setting,
assessment, and planning through grounded theory approach. To do so, 8 English
Language students participated in this study during 10 weeks. They completed GPT
task while thinking aloud their writing processes. Then, their retrospective interview
protocols were collected. Observations of the students engaged in writing GPT were
conducted, and writing samples from each student were provided by the observers.
Qualitative analysis program, NVivo 10 imported, transcribed, summarized, and
visualized the data. Consistent with constructivist grounded theory approach, the
data were analyzed by initial coding, focused coding, axial coding, and theoretical
coding.
Results:
The model that explained the processes of this task included five major.
These processes involved
Analyzing Non-Graphic Information of Instruction
,
Translating
Graphic and Non-Graphic Information into Written Discourse
,
Retrieving Personal
Interpretation and Additional Reasoning, Evaluating Graph Comprehension
, and
Reformulating Graph Description into EFL W