Table 3 Thematic analysis framework with phenomenological adaptation.
From: A qualitative study of question-posing anxiety in Chinese postgraduates in UK TESOL programs
Phase | Standard procedure | Phenomenological adaptation |
|---|---|---|
1. Familiarization | Repeated reading of transcripts | Added phenomenological reduction through bracketing preconceptions |
2. Coding | Systematic data labeling | Focused on experiential meanings rather than surface content |
3. Theme development | Grouping codes into themes | Maintained connection to lifeworld context |
4. Review | Checking theme viability | Conducted member checking with participants |
5. Definition | Finalizing theme boundaries | Ensured themes reflected essential structures of experience |
6. Reporting | Writing up findings | Presented thick descriptions with exemplar quotes |
