Table 2 Procedures for thematic analysis
From: The importance of English in primary school education in China: perceptions of students
Procedures | Description of the process |
|---|---|
1. Familiarising yourself with your data | Transcribing data, reading and re-reading the data, noting down initial ideas. |
2. Generating initial codes | Coding interesting features of the data in a systematic fashion across the entire data set, collating data relevant to each code. |
3. Searching for themes | Collating codes into potential themes, gathering all data relevant to each potential theme. |
4. Reviewing themes | Checking if the themes work in relation to the coded extracts (each student group) and the entire data set (all groups of students; six groups), generating a thematic ‘map’ of the analysis. |
5. Defining and naming themes | Ongoing analysis to refine the specifics of each theme, and the overall story the analysis tells, generating clear definitions and names for each theme. |
6. Producing the report | The final opportunity for analysis. Selection of vivid, compelling extract examples, final analysis of selected extracts, relating back of the analysis to the research question and literature, producing a scholarly report of the analysis. |