Narrative Inquiry Research Articles

Physiological outcomes of physical activity interventions in persistent postconcussive symptoms: a scoping review protocol

There are limited therapeutic options for patients with persistent postconcussive symptoms (PPCSs). Most PPCS assessments focus on subjective measures of progression and symptom monitoring. While early exercise interventions for rehabilitation...

Narrative Inquiry in Language Teaching and Learning Research (Second Edition)

Within the diverse range of methodological choices available to researchers, especially those who find their research orientation leaning towards the qualitative research paradigm, narrative inquiry has emerged as a significant yet understated focus for 21st-century applied linguists, undergraduate students, and postgraduate scholars working on their investigations into language teaching and learning experience. This seemingly new methodological development in applied linguistics has drawn its inspiration primarily from sociological and psychological literature (Barkhuizen, Benson, & Chik, 2014) and thanks to the inspiring work of Connelly and Clandinin (1990) and has eventually transitioned into many other domains, including social sciences and humanities (Connelly & Clandinin, 1990; Lieblich, Tuval-Mashiach, and Zilber, 1998; Pinnegar & Daynes, 2007; Riessman & Speedy, 2007; Webster & Mertova, 2007), even though narrative inquiry has been practiced before (Clandinin & Rosiek, 2007). With the increasing scholarly contributions and published empirical research, narrative inquiry has evolved into a vital and multifaceted methodology that, while rooted in sociological and psychological foundations, has gained widespread recognition across various disciplines, particularly in applied linguistics, as an optimal investigative route for exploring lived experience of language teaching and learning.

Learners’ Perceptions of the Challenges and Improvement Strategies in Distance and Online Undergraduate Mathematics Learning

In order to address the diverse needs of the present-day distance and online Mathematics learners, it is necessary to obtain the opinions of the learners on the improvement strategies of their Mathematics programmes. In distance and online learning (DOL) education in Nigeria, different strategies to improve mathematics learning have been initiated. The aim of this paper is to provide students’ standpoint on the challenges and improvement strategies of learning mathematics through the distance and online method of education. The study explores how internet connectivity issues, institutional strategies and facilitation skill development impacted upon mathematics students’ engagement in distance and online mode of learning. In this study, distance and online mathematics learners from two Open and Distance Learning (ODL) universities who were in the third year of their study were interviewed. A thematic analysis and a word-for-word narrative inquiry approach that encourages students to tell their story were adopted in the analysis. The findings indicated among others a need for provision of efficient, viable and affordable internet connectivity in their schools. Moreover, inclusion of several online mathematics activities for students learning in this mode and provision of relevant mathematical resources for effective learning were evident. It was recommended that the school in collaboration with the government should provide costless personal computers equipped with mathematical capabilities for effective mathematics learning. The students’ opinions presented in this paper can be used as informed improvement strategies designed to enhance distance and online mathematics learning in ODL universities in Nigeria.

Global Englishes and the Discursive Construction of Thai English Teacher Identity

ABSTRACT Building on existing research, we employed language teacher identity as an analytical lens to examine teachers’ understanding of Global Englishes (GE). Utilizing a narrative inquiry design, we began by investigating language teacher identity through life story interviews, complemented by classroom observation data from four in-service English teachers in Thailand. Subsequently, we held a focus group discussion on GE to understand how they perceived their identities within the GE framework. The data indicated that the teachers developed their initial identities as educators based on early interests in English during their schooling. Over the years of formal education, they cultivated an appreciation for American English accents. However, exposure to GE led them to transform their identities into those of teachers for linguistic diversity. The findings highlight the critical role of teacher education as a setting for fostering ideological orientations toward the GE paradigm. Implications for teacher education are addressed.

Creating to Transgress: Supporting Student Leadership Development Through Culturally Informed Media Praxis.

This article explores how storytelling and media praxis empower Black, Indigenous, People of Color (BIPOC) students, faculty, and staff in higher education. Through narrative inquiry and critical race theory, the authors explore leadership for liberation, emphasizing the importance of representation, intersectionality, and social justice. Using platforms like podcasts, they advocate for transformative leadership education that dismantles systemic oppression and fosters critical consciousness, collective action, and equity in academic environments.

Narrative visualization: Taxonomy, methodologies, challenges, and opportunities

Narrative visualization is a method for conveying data or information in an engaging storytelling form using interactive visualizations. This method integrates storytelling and visualization techniques to represent information through organized narratives for effective communication. Narrative visualization has gained increasing interest in many data-driven domains like business, healthcare, governance, and education. However, the literature indicates limited insights and organization regarding advances in narrative visualization, particularly in its design elements and methodologies. This survey paper aims to present a comprehensive overview of the taxonomy, methodologies, challenges, and emerging opportunities in recent narrative visualization research. The paper firstly introduces the fundamental concepts of narrative visualization and its application trends across domains. Emerging trends and taxonomy were derived from the survey to provide an overview of advances in narrative visualization. The derived taxonomy classifies narrative visualization works with regards to the types of design, genre, narrative, and enabler technologies. Next, summarizations of common methodologies adopted by recent works particularly on design requirement identification and design evaluation are presented. Subsequently, major challenges addressed by recent works are classified based on three aspects: application, performance, and technical. Lastly, this survey highlights the emerging opportunities in narrative visualizations for future undertaking or exploration by the visualization community. The findings presented in this paper can offer significant advantages for both visualization practitioners and researchers in generating effective narrative visualization solutions.

Individual Theodicies as Meaning-Making Models. Narrative Research Among Catholics and Lutherans

Abstract The paper presents the results of a study of individual theodicies among Polish Catholics and Lutherans, conducted with the use of both qualitative and simple quantitative methods. The theoretical background of the study involves combined perspectives of theoretical and empirical theology, sociology of religions, and narrative psychology. In-depth interviews conducted among religiously engaged individuals led to the distinguishing of 12 theodicy models used by Catholics and Lutherans as narrative frameworks helping to give meaning to difficult life situations. The list complements and enriches the previous lists drawn up by van der Ven (1993) or Hutsebaut (2003). The analysis compared each model according to the types of negative experience which could be placed within the respective frameworks of meaning, as well as for the emotional consequences the frameworks could evoke in the subjects.

To overcome test anxiety in on-line assessment: unpacking the mediator roles of techno competencies, teacher support, self-efficacy, and autonomy

This study explores the interplay between techno competence, teacher support, self-efficacy, autonomy, and test anxiety in the context of online assessments among 30 learners from a university in China. Employing a narrative inquiry approach, the study delves into the reflective narratives of participants, capturing their perceptions, experiences, and coping strategies related to test anxiety in online assessment settings. Findings reveal nuanced relationships between techno competence, teacher support, self-efficacy, autonomy, and test anxiety, highlighting the pivotal role of these factors in shaping students’ experiences and outcomes. Learners with high techno competence demonstrate greater confidence in navigating online assessment platforms and employ adaptive coping strategies to manage test anxiety effectively. Conversely, those with low techno competence may experience heightened anxiety due to technical challenges and a lack of confidence in their digital skills. Perceived teacher support emerges as a crucial determinant in mitigating test anxiety, with supportive and nurturing relationships fostering a sense of security and confidence among learners. Additionally, self-efficacy and autonomy play significant mediating roles, influencing students’ perceptions of their capabilities and their ability to regulate their learning processes. These findings underscore the importance of fostering techno competence, providing teacher support, and promoting self-efficacy and autonomy to alleviate test anxiety and enhance academic success in online assessment environments.

Exploring Narrative and Coping Strategies of Osteosarcoma Survivors in China: A Qualitative Study.

The existing studies have pointed out that cancer survivorship experiences significantly contribute to a comprehensive understanding of cancer survivors and insights into oncological care development. However, little is known about the long-term survivorship experiences of osteosarcoma survivors within the Chinese context. This study aims to explore osteosarcoma survivorship and coping strategies to enrich our understanding of the unique challenges and psychological needs of this population. A qualitative narrative inquiry was used to provide a comprehensive understanding of survivors' illness narratives and coping strategies during osteosarcoma survivorship. Twelve osteosarcoma survivors were recruited using purposeful sampling. The data were collected through narrative inquiry interviews, which were audio-recorded and transcribed. A thematic narrative analysis is used to interpret the narrative inquiry data. Three themes of illness narratives were identified, including "No one knows: chaos," "Rethinking: restitution," and "Restarting and retelling: quest." Coping strategies encompassed in the subthemes indicated the importance of archive efforts of osteosarcoma survivors in questing post-traumatic identity, values, and reconnecting to the community. Alternative narratives that emerged beyond the illness narrative framework highlighted contextual-specific insights. This study demonstrates that a narrative approach provides an alternative perspective for exploring the cancer survivorship experience. The findings underscore the evolving nature of illness narratives, highlighting the long-term need for ongoing psychological support for osteosarcoma survivors. Moreover, the study highlighted a comprehensive understanding of osteosarcoma survivorship within the Chinese context. Specifically, it emphasizes (1) the rethinking of current medical discourse and psycho-oncology practice within the Chinese context and (2) the narrative empowerment of bone cancer survivors. These findings have significant implications for expanding exploration into the nuanced experiences and identification of barriers to the integration of medical and psychological support among Chinese cancer survivors.

Undocumented Afghan refugee women’s lived experiences of distress in Iran: A narrative inquiry of social suffering during the COVID-19 pandemic

Undocumented Afghan refugee women’s lived experiences of distress in Iran: A narrative inquiry of social suffering during the COVID-19 pandemic

A Narrative Inquiry into the Continuity of Life and the Experience of Appreciation: Focusing on the Experiences of Art Majors

A Narrative Inquiry into the Continuity of Life and the Experience of Appreciation: Focusing on the Experiences of Art Majors

The Voices of Zionist Women in Responding to Disasters in Chivi District, Masvingo Province in Zimbabwe

While global warming affects people globally, in Africa, women are particularly more vulnerable than men because of the gendered nature of climate change impacts. Climate change increasingly threatens humanity by causing disasters such as droughts, floods, cyclones and heat waves which negatively impact human beings and the ecosystem. The socio-cultural beliefs and practices of women in African Independent Churches (AICs) increase their vulnerability as they are socialised to depend on decisions made by their male counterparts. The study focuses on Zionist women in Chivi, a rural area where women practice agriculture for their livelihoods. Many men migrate to neighbouring countries in search of employment, leaving women at the centre of climate change discourse. The study was guided by the intersectionality theory and Moser’s gender analysis framework as there are connected variables. A constructivist paradigm utilising a qualitative approach was adopted. The study used the narrative research design through in-depth interviews from stories and experiences of women in Zion church as primary participants and key informants who are knowledgeable about the phenomenon under study. In-depth interview guides and focus group discussion guides were used to collect data. The data collected was analysed thematically as follows: response to early warning signs, effects of droughts and flooding, resistance towards vaccinations, alternative livelihood strategies, collaboration and partnership with different organisations and proposed initiatives to church leadership including women in leadership positions. The study concluded that a multi-disciplinary approach to integrating environmental issues, religion, and gender is needed to preserve Mother Earth for sustainable use.

대학생의 가족문제 상담에서의 경험과 의미: 포토보이스를 활용한 내러티브 탐구

Objectives This study aims to analyze the experiences and meanings of college student clients facing family issues during counseling through narrative inquiry using photovoice, and to discuss the implications of this approach in the fields of education and counseling. Methods Participants in the study were 3 collage students and in-depth interviews were conducted two to three times per participant from November 2021 to December 2021. This study combined the photovoice research procedure with the narrative inquiry procedure to understand collage student clients' experience of the counseling and explore their meaning. Results For the study participants, it was confirmed with photos and their voices that the experience of family problem counseling was ‘the process of facing oneself and family in the dark, and personal and relational changes taking place’. The meaning of the study participants' experience in the counseling for family problems was found to be “as if they were in a fog,” “courage facing pain,” “time to understand me and family,” “reconstruction of family relationships,” and “a journey with family.” Conclusions Through this study, we were able to understand their unique experience and meaning of counseling for family problems among 3 collage student clients while examining the possibility of narrative inquiry that combines photovoice in terms of methodology of qualitative research. This suggests the potential for application not only in college students' academic learning but also in various educational settings and counseling fields, making a practical contribution.

교사의 내러티브와 학습자의 경험: 교육과정에의 시사

Objectives This study aimed to explore the meaning of teacher narratives in the field of curriculum studies through various theoretical perspectives and to demonstrate their connection to learner experiences. Methods Using Polkinghorne's theory on narrative inquiry, two perspectives on teacher narratives were distinguished. The concept of narrative was examined based on the three dimensions of narrative inquiry proposed by Clandinin and Connelly, as well as the theories of Ricoeur, MacIntyre, and Ong. The implications of teacher narratives in the field of curriculum were derived from a reinterpretation of Bruner's theory, connecting it to contemporary curriculum development and teacher theory. Results Understanding teacher narratives in the context of curriculum as the act of organizing and delivering educational content in a comprehensible story form to students reflects an attempt to identify it as a core task performed by teachers. Particularly in Bruner's later views, which emphasize the cultural formation of the human mind, narratives that express the cultural situatedness of meaning hold significance as key educational content enabling meaningful experiences. Furthermore, according to Ricoeur, MacIntyre, and Ong's theories, which explore the meaning of narratives in relation to time, space, and human issues, narratives represent a language that evokes human experiences themselves. Conclusions The discussions in this study on narratives provide a fresh perspective on curriculum autonomy, pedagogical content knowledge, and the meaning of teacher expertise in classroom practice.

Career stories of becoming a woman surgeon in male-dominated fields in Türkiye

ABSTRACT The purpose of this study was to examine the career development stories of Turkish women surgeons working in male-dominated fields. Using narrative inquiry, the data was collected following the timeline of experiences from early education to future job prospects as surgeons in male-dominated fields. The systems theory was also applied to understand how gender-based discrimination in the social and environmental-societal systems interacted with the individual system of personality traits, characteristics, skills, and abilities. The findings showed that experiences of gender discrimination escalated and gender stereotypical messages intensified as the women progressed in their career from medical school to becoming a surgeons in male-dominated fields. The stories uncovered gender-specific difficulties such as pressure to choose a different practice, prejudices, discrimination, power imbalance, and being exposed to violence in the workplace, leaving them burnt out and/or skeptical of their futures in the field. The results suggested urgent need for career support programs during medical school and in the workplace for women surgeons in Türkiye to achieve equality in their profession.

TRANSNATIONAL AFFINITY AND THE DECISION TO STUDY ABROAD OF VIETNAMESE STUDENTS: A NARRATIVE INQUIRY

Abstract: Transnationality usually refers to the ties and interactions that connect people and institutions across national borders and has often been studied in the context of migration. However, globalization and the movement of people and ideas, media and goods have allowed transnational ties to be formed, maintained, and developed even before people leave their own country. This qualitative study explores transnational affinity between students and their potential destinations for studying abroad. Through narrative inquiry, the study tells the stories of four young Vietnamese people who developed connections with a foreign country and interrogates the role this emotional bond plays in their choice of destination for overseas education. Analysis reveals the complex and multi-faceted way in which transnational affinity emerges and functions. Foreign language education, media exposure, and personal recommendations help shape emotional connections to a foreign country. Joy acts as both an entry point and a reinforcing mechanism in this process. In addition, transnational affinity entails identity work: the growing ability to visualize oneself in the foreign country as images of the place becomes intertwined with the vision of one’s possible self.

Master’s thesis supervision in Hong Kong: a narrative inquiry

ABSTRACT This paper reports on a study of master’s thesis supervision in taught postgraduate programs. The study employed qualitative narrative inquiry, drawing on interviews with 15 supervisors in applied linguistics at UGC-funded universities in Hong Kong. From the supervisors’ accounts of their supervisory experiences, four core narratives have been constructed: scholarly partnership, directional partnership, affiliative partnership, and non-directive involvement. In each type of story, the meaning of thesis supervision, the supervision process, and the outcome are viewed and experienced differently. Supervisors engaged in scholarly partnership aimed to cultivate scholarly attitudes and identities in students. The narrative of affiliative partnership emphasized the significance of compassion and understanding in the supervisory process. While supervisors in directional partnership focused on helping students produce a high-quality thesis, supervisors favoring non-directive involvement expected students to plan and carry out their research projects independently. The idea of partnership and a positive supervisory experience were present in all narratives except the non-directive one. The findings underscore the need to reflect critically on the prevalent narratives of supervision with a view to enhancing students’ thesis-writing experiences and outcomes.

Identification of Labors’ Role Transition Processes: From Traditional to Electric Vehicles in Nepal

The maturity of technological innovation and declining battery costs have made us opt for purchasing the electrical vehicles. It has resulted into growing preference towards electric vehicle over traditional cars, thereby spurring more job vacancies in the electric vehicle industry. The study examined the labor’s role in the transition process towards working with electric vehicle from traditional vehicle. An inductive narrative research approach was used to gather the necessary primary information from automobile technicians and engineers from authorized national electric vehicles distributors in Kathmandu. Globally, shifting towards the electric vehicles has stimulated a significant transformation in the automobile industry worldwide, which has encouraged labors of automobile to shift towards working with electric vehicle anticipating a better job opportunity in the changing automobile landscape and career sustainability. However, the experience of the role transition was not flawless. Challenges of role transition such as innovative technology and unavailability of quality training and hindrance in the shifting process caused the need for re-skilling for mitigating problems. As a result transition has presented a significant lift in the career of the participants which helped them fit in the new role. Finally, this case study serves as evidence to the transformative potential of education and institutional determination in transitioning labor’s role from the traditional to electric vehicles. However, this study does not analyze the downside of transition process and status of job demand versus job loss in the changing automobile industry.

Indonesian Pre-service Teacher Journey in International Teaching Practicum

The increasing importance of cross-cultural competence in education has made international teaching practicum (ITP) programs essential for pre-service teachers. These programs provide unique opportunities to enhance pedagogical skills and develop global awareness, particularly for English as a Foreign Language (EFL) teachers in diverse cultural contexts. However, the specific experiences of Indonesian pre-service teachers participating in ITP programs remain underexplored. This study aims to explore the experiences of Indonesian pre-service English teachers during an ITP program in Malaysia, focusing on the journey, personal growth, and professional development achieved throughout the program. Using a qualitative narrative inquiry approach, this exploratory case study examined the experiences of one Pre-service teacher from the English Education Department, referred to as "Budi," in a Malaysian pesantren. Data were collected through semi-structured interviews, reflective journals, and program documentation, then analyzed thematically using Braun & Clarke (2006) framework. The findings reveal that the participant gained essential teaching skills, leadership qualities, and cross-cultural understanding while facing challenges such as time management, cultural adaptation, and limited teaching opportunities. These experiences contributed significantly to the participant’s personal and professional growth, highlighting the transformative impact of ITP programs. The study underscores the importance of ITP programs in preparing globally competent educators. By documenting the lived experiences of a pre-service teacher, the research provides valuable insights for program designers and policymakers seeking to enhance the effectiveness of international teaching initiatives.

Double language scarcity: narrative accounts of spiritual and existential needs in aphasia

ABSTRACT Background Spiritual and existential issues become important and present to many people who experience an illness or a crisis, such as living with aphasia after stroke. However, the aphasia research and literature concerning spiritual and existential issues when living with aphasia are limited. Since there is a strong clinical aim to provide holistic and person-centred care in many parts of the world, these issues need to be studied further. In a highly secular society such as Denmark, many people have not developed a language for expressing spiritual and existential thoughts, feelings, and needs. In addition, people with aphasia may experience that their communication difficulties pose an extra barrier to talking about these issues. Therefore, the spiritual needs of people with aphasia may be overlooked. Aims This study aims to give an in-depth description of how people with aphasia experience and relate to spiritual thoughts, feelings and needs after their stroke. Based on the findings, it is discussed whether and how speech and language therapists (SLTs) should attend to and support spiritual and existential needs. Methods & procedures Two people with aphasia participated in in-depth phenomenological interviews inspired by narrative inquiry approaches. The interviewer met with the participants two and three times, respectively. Each interview lasted between 2 and 2.5 hours. Interviews were subject to reflexive thematic analysis. Outcomes & results Reflexive thematic analysis resulted in three themes: (1) faith and beliefs, (2) faith as support, and (3) talking about spiritual and existential issues. Conclusions The results show that spiritual and existential thoughts, feelings, and needs are present in the lives of the participating people with aphasia, and that faith can be a resource in the rehabilitation process, allowing them to maintain hope for the future and a meaningful life. The results further suggest that if people with aphasia are to be met in their spiritual and existential needs, it is necessary to help them overcome their double challenge of not having a language for spiritual and existential needs and simultaneously having aphasia. Further research is recommended to explore the facilitators and barriers for SLTs and other members of the multidisciplinary team to meeting the spiritual and existential needs of people with aphasia.