Journal article
Transcription techniques in qualitative research: choices, hazards and solutions
Qualitative research journal
11/25/2025
DOI: 10.1108/QRJ-08-2025-0275
Abstract
Purpose
In this article, we examine the choices, hazards and solutions for transcription processes in qualitative research. We argue that it is essential to interrogate our transcription processes to establish trustworthiness and rigor. We include illustrative data examples and highlight solutions.
Design/methodology/approach
We focus on transcription processes within a larger qualitative study of the attitudes and experiences of dual language bilingual education teachers. Data collection primarily relied on focus group interviews. All recorded data were transcribed and coded to generate a thematic analysis.
Findings
We argue that the epistemological and ideological orientations of the researcher(s) can impact how data are transcribed. We highlight transcription challenges and leverage our own data to reveal how transcription problems can lead to inaccurate conclusions.
Practical implications
We provide practical suggestions for qualitative researchers to improve their transcription practices.
Originality/value
Even though transcription is a central part of data processing in qualitative research, most empirical studies and popular methods guidebooks offer little guidance, which naturalizes the transition from oral data to written transcript as an objective and technical exercise. In actuality, transcription processes are subjectively guided by the theoretical and epistemological orientations of the researcher. Therefore, it is essential to interrogate transcription practices in order to establish trustworthiness in qualitative research.
Details
- Title: Subtitle
- Transcription techniques in qualitative research: choices, hazards and solutions
- Creators
- David Cassels Johnson - University of IowaMengyi LiuKara M. RashMaria Slusarek
- Resource Type
- Journal article
- Publication Details
- Qualitative research journal
- DOI
- 10.1108/QRJ-08-2025-0275
- ISSN
- 1443-9883
- eISSN
- 1448-0980
- Publisher
- Emerald
- Grant note
- U.S. Department of Education, Title III grant
This research was supported by U.S. Department of Education, Title III grant.
- Language
- English
- Electronic publication date
- 11/25/2025
- Academic Unit
- Center for Social Science Innovation; Teaching and Learning
- Record Identifier
- 9985035042102771
Metrics
1 Record Views