More Than Just a Qualitative Interview in Cross-Cultural Language Education

Abstract

Qualitative interviews in cross-cultural language education are often perceived as simple tools for gathering information. However, in TESOL contexts, interviewing extends beyond data collection to become a relational, emotional, and pedagogical practice. This article reexamines the qualitative interview as a space for trust-building, identity negotiation, and reflective dialogue. After briefly defining qualitative interviewing within educational research, the discussion highlights the role of emotional intelligence, cultural sensitivity, and ethical awareness in shaping meaningful interview encounters. Drawing on real classroom-based experience, the article presents an example from placement speaking tests also framed as course consultations, where coaching-oriented questions invite students to articulate their learning goals, motivations, and self-perceived language proficiency. While such conversations can empower learners, they may also surface anxiety, self-doubt, or fear of evaluation, especially in cross-cultural contexts. The article offers practical insights into navigating these tensions by fostering psychological safety, encouraging reflective thinking, and responding to linguistic vulnerability with empathy. By positioning interviews as dialogic and developmental rather than merely extractive, this paper argues that qualitative interviewing in language education is not only a research method but also a transformative pedagogical encounter. Clear, experience-based strategies are provided to help TESOL practitioners design interviews that generate both meaningful data and meaningful human connections.