A Practical Methodology for
Critical Text Theme Analysis
by Michael Marek
Wayne State College
Wayne, NE, USA
This methodology synthesis may be cited to:
Chwo, S. M. G., Marek, M. W., & Wu, W-C. V. (2018). Meta-analysis of MALL research and
design. System, 74, 62-72. doi: doi.org/10.1016/j.system.2018.02.009
Much has been written about Critical Text Analysis, but often the practical methods of
analysis are not explained clearly. This research method explains Critical Text Analysis
conducted by Theme Analysis. It may be applied to written texts, including transcripts of
interviews.
Theme analysis is qualitative analysis that identifies patterns in data, such as
commonalities or contrasts (Smith & Firth, 2011). It is an interpretative process that employs a
series of well-defined
steps, and results in Critical Text Theme Analysis
Read each “text”
insights about complex repeatedly to identify based on Creswell
main ideas and
phenomena. possible themes (Open
The researchers coding)
follow the process Group and categorize
described by Creswell recurrence of coding
across texts to identify
(2011), in which data themes
collection is an iterative
process. In accordance Perform descriptive
analysis to fully
with Creswell, the data is understand and
describe themes
initially structured in open
categories which are then Employ reflective
analysis to identify
refined to achieve a lessons learned and
answer research
theoretical focus. questions
Accordingly, the
researchers read the
texts, such as interview transcripts, several times, assuring comprehension and identifying main
points in each. This COULD be done via a process of comprehensive line coding, but it could as
easily be done via using a marker to highlight phrases on the printed text, etc., as long as the
annotations are well organized and documented.
A theme must be a coded idea, or a grouping of related coded ideas, which occurs several
times across the data sources. The first step in the process, therefore, is to identify potential
themes in each individual text. The researchers document main ideas in each text and identify
significant ideas that MIGHT possibly reflect themes, based on the researchers’ understanding
of the context. This is called “open coding.”
Then the researchers compare the open coded ideas across all of the source data and
group them together to identify those ideas that recur frequently. They continue employing an
iterative process of repeatedly comparing back and forth between the potential themes and the
original data to refine, combine, or eliminate, potential themes, considerations, and insights
occurring in the corpus of individual texts.
The finalzed groups and categories represent the final themes.
The researchers next perform descriptive analysis to understand the rates of occurrence of
the identified themes and to fully understand them, after which they employ reflective analysis to
identify lessons learned from the themes, and provide answers to their research questions.
“Reflective analysis” in this context means serious thought or consideration. When applied
to academic inquiry, it is a qualitative inquiry-oriented approach employing critical thinking about
experiences (Richards & Lockhart, 1994).
References
Creswell, J. W. (2011). Qualitative Inquiry & Research Design (3rd ed). Thousand Oaks, CA:
Sage.
Richards, J. C. & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms.
New York: Cambridge University Press.
Smith, J., Firth, J. (2011). Qualitative data analysis: application of the framework approach.
Nurse Researcher, 18(2), 52-62.
