Through reviews of related literature and previous studies, the overall goals of interview questionnaire design by categories is shown in Table 3.1 and details are presented in Appendix A.
• Identify subjects
• Interview arrangement Before
• Rapport formation
• Interview (Audio recording) During
• Transcription
• Subject checking
• Follow-up interview(if necessary) After
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Table 3.1: Interview Questionnaire Design
Category Subcategory Questionnaire design goal
Personal information
Gender Age Residency
To understand consumers’ basic background and find any meaningful relation with consumption behavior
To understand consumers’ consumption behavior in Korean Pop Culture Contents
Consumption value
To understand consumers’ consumption value by each subcategory (Sheth, Newman, and Gross, 1991a)
Cultural value To understand consumers’ attitude toward cultural difference between Korea and Taiwan appearing in KPCC (Schwartz, S. H., 2006; Pan Yetao, 2013)
Language Ability
Ability
Learning period Motivation Willingness
To understand consumers’ attitude toward Korean language, which will be used to find any moderating role between independent variables and dependent variables (Oh, 2013; Toyoshima, 2013)
In order to understanding the subjects’ experiences, opinions, comments, and expectation about KPCC consumption and relation with consumption behavior, the interview questionnaire is designed into four parts; background, KPCC, consumption value and cultural value, and language ability. Each question has open-ended structure to draw out unconstrained experiences and opinions from subjects.
The first part of the questionnaire asks personal information of subjects, which are gender, age, and residency. And the next part asks questions designed to understand consumption behavior of subjects on content type, period, frequency, expenditure and activeness. Results of this part will be dependent variables in analysis. The following parts of consumption value and cultural value ask subjects attitude toward each value, results of which will be independent variables in analysis. Lastly, the questionnaire asks about language ability and attitude of subjects to confirm moderating role of language between dependent variables and independent variables.
For language ability scale for respondents to answer, ACTFL Proficiency
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Guidelines will be used in this study. ACTFL Proficiency Guidelines are created by the American Council on the Teaching of Foreign Languages in order to provide a means of assessing the proficiency of a foreign language speaker. The guidelines are divided into different proficiency levels: novice, intermediate, advanced, superior, and distinguished. Additionally, each of these (except superior and distinguished) is further subdivided into low, mid and high. These proficiency levels are defined separately for ability to listen, speak, read and write (Table 3.2).
Subjects can answer their language skills in one of ten steps from 1 to 10, and the contents of the language ability at each stage are shown in Table 2.2. If a subject answer that he or she has the ability to speak Korean, the level corresponding to the Korean language ability of the respondent will be verified in Table 2.2 and recorded in the questionnaire. Language ability will be analyzed if it has any moderating role on relationship between consumption value and KPCC consumption behavior.
Table 3.2: ACTFL Global Can-Do Benchmarks
Number Language level Can-do statements
1 Novice low I can communicate on some very familiar topics using single words and phrases that I have practiced and memorized.
2 Novice mid I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized.
3 Novice high I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short social interactions in everyday situations by asking and answering simple questions.
4 Intermediate low
I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering simple questions.
5 Intermediate mid
I can participate in conversations on familiar topics using sentences and series of sentences. I can handle short social interactions in everyday situations by asking and answering a variety of questions. I can usually say what I want to say about myself and my everyday life.
6 Intermediate high
I can participate with ease and confidence in conversations on familiar topics. I can usually talk about events and experiences in various time frames. I can usually describe people, places, and things. I can handle social interactions in everyday situations, sometimes even when there is an unexpected complication.
7 Advanced I can participate in conversations about familiar topics that go
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low beyond my everyday life. I can talk in an organized way and with some detail about events and experiences in various time frames. I can describe people, places, and things in an organized way and with some detail. I can handle a familiar situation with an unexpected complication.
8 Advanced
mid
I can express myself fully not only on familiar topics but also on some concrete social, academic, and professional topics. I can talk in detail and in an organized way about events and experiences in various time frames. I can confidently handle routine situations with an unexpected complication. I can share my point of view in discussions on some complex issues.
9 Advanced high
I can express myself freely and spontaneously, and for the most part accurately, on concrete topics and on most complex issues.
I can usually support my opinion and develop hypotheses on topics of particular interest or personal expertise.
10 Superior I can communicate with ease, accuracy, and fluency. I can participate fully and effectively in discussions on a variety of topics in formal and informal settings. I can discuss at length complex issues by structuring arguments and developing hypotheses.