Workshop 2: Grounded Theory Methodology in Practice: from Data to Theory

Mina Patel

Grounded theory offers a powerful methodological approach for researchers, particularly those interested in exploring complex social processes and stakeholder perspectives. Unlike hypothesis-driven methods, grounded theory allows researchers to generate theory directly from data, making it especially valuable in contexts where existing frameworks may not fully capture the nuances of processes, behaviours and practices.

Grounded Theory Methodology (GTM) is currently one of the most widely used qualitative research methods (Bryant & Charmaz, 2007). However, it has been under-utilised in language testing and assessment research. That said, there are some examples that do exist. Tadayon and Ravand (2016) used a constructivist grounded theory approach to investigate how test-takers interpret graph-writing tasks, uncovering five recursive strategic processes. Goundar’s (2024) study implementing grounded theory with the CEFR framework in Fijian university settings showcased how the method supports longitudinal analysis of writing proficiency and informs policy and pedagogy in higher education language assessment. Beheshti and Ahmadi Safa’s (2023) grounded theory study, reconceptualized test fairness by engaging TEFL lecturers and students in iterative interviews, resulting in an enriched model encompassing dimensions like administration, equity, accountability, and rights. Yan and Fan (2021) used Straussian Grounded theory to investigate the LAL (Language Assessment Literacy) needs of different stakeholder groups to foreground experiential factors and context in conceptualising LAL. These examples illustrate grounded theory’s capacity to surface cognitive, contextual, and procedural dimensions of testing that enrich our understanding of language assessment beyond what is measurable through other methods.

In language testing, where constructs like proficiency, fairness, and washback are often contested or evolving, grounded theory provides a flexible yet rigorous way to uncover patterns and build explanatory models. It encourages researchers to remain open to unexpected findings and to engage deeply with qualitative data, such as interviews, observations, or reflective journals. This makes it particularly useful for investigating under-researched areas or for complementing quantitative studies with rich, contextual insights. Grounded theory is particularly valuable for researchers in language testing because it enables the development of theory that is closely tied to real-world practices and stakeholder experiences within assessment contexts.

The workshop will offer participants hands-on experience with grounded theory principles and techniques, including coding, memoing, and theory development. It will demystify the process and provide practical tools for applying grounded theory in language testing research, whether for doctoral work, project design, or publication. Participants will leave with greater confidence in using grounded theory and a clearer sense of how it can enrich their research practice.

Intended learning outcomes

By the end of the workshop, participants will be able to:

1. Describe the foundational principles and variants of GTM
   • Including its origins, philosophical stance, and distinctions from other qualitative approaches.
2. Apply core Grounded Theory methods to qualitative data
   • Including open and focused coding, memoing, constant comparison, and theoretical sampling.
3. Develop categories and construct a grounded theory (as far as we can with the time that we have) from empirical data
   • Using iterative analysis and saturation to build conceptual frameworks.
4. Reflect critically on the ethical, practical, and epistemological challenges of conducting Grounded Theory research
   • Including researcher reflexivity, trustworthiness, and reporting strategies.

Workshop Content

• Introduction and Foundations
  • Grounded Theory (GT) and Grounded Theory Methodology (GTM)
  • Types of Grounded Theory: a family of methods
• Data Collection and Initial Coding
  • The role of data in GTM (qual/quant/mixed methods)
  • Open/Initial Coding
  • Memoing
• Focused Coding and Category Development
  • Focused/Axial coding
  • Developing concepts: deconstruct to reconstruct
  • Conceptualising categories: the iceberg analogy
  • Constant comparison method
• Analytical Methods
  • What is theoretical sampling?
  • Saturation or sufficiency?
  • The role of reflexivity
  • Member-checking – to check or not to check?
  • Ethical considerations in GT research
• Theory Construction and Writing
  • From categories to theory
  • Grounded Theory as output
  • Writing up GT research

Participant background

Participants do not have to have any specific skills for this workshop, just an interest in qualitative research and an open mind.

We will be doing some coding so participants are welcome to bring laptops if they want to use coding software, otherwise they can code manually.

I will bring data samples for analysis but if participants would like to bring their own data to code, that would be great.

Pre-workshop activities

I would like to ask participants to complete a short pre-workshop survey to help me better align the workshop to participants’ needs and at the same time manage expectations.

It is not essential to do any pre-workshop reading but these articles are accessible and interesting should participants want to do some reading beforehand.

1. Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: a tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), pp. 1802–1811. https://doi.org/10.1177/1049732316654870
2. Bowen, G. A. (2009). Supporting a grounded theory with an audit trail: an illustration. International Journal of Social Research Methodology, 12(4), pp. 305–316. http://dx.doi.org/10.1080/13645570802156196
3. Dey, I. (1999). Grounding Grounded Theory: Guidelines for Qualitative Inquiry, London, Academic Press.
4. Goulding, C. (1999). Grounded Theory: some reflections on paradigm, procedures and misconceptions. In K. Gilbert, (Ed.), The Working Paper Series (pp. 5–25) University of Wolverhampton, Management Research Centre.