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

Abstract

This article argues that in cross-cultural language education, qualitative interviewing is a relational encounter where trust-building is a methodological necessity rather than an optional interpersonal skill. Drawing on the constructs of Emotional Intelligence (EI), specifically self-awareness, self-regulation, and empathy, the author examines how power asymmetry and cultural norms like "face-saving" and "high power distance" can compromise the authenticity of learner data. Through a classroom-based illustration of placement consultations, the piece demonstrates how a teacher-researcher can neutralize institutional authority and evaluation anxiety by deliberately framing interactions as collaborative dialogues. The article concludes that the relational competencies used in the classroom are reciprocal with formal research interviewing; both require an emotionally intelligent approach to create a "sanctuary" for authentic speech, ensuring ethical integrity and methodological rigor in qualitative inquiry.