The use of think-aloud methods in qualitative research an introduction to think-aloud methods
Open accessAbstract
Think-aloud is a research method in which participants speak aloud any words in their mind as they complete a task. A review of the literature has shown that think-aloud research methods have a sound theoretical basis and provide a valid source of data about participant thinking, especially during language based activities. However, a researcher needs to design a process which takes into account a number of concerns, by selecting a suitable task, a role for the researcher, a source of triangulation, and, most importantly, an appropriate method of interpretation. This paper argues that think-aloud research can be effectively interpreted through a qualitative lens. A qualitative approach also has implications for the choice of participant(s) and the treatment of the data. Participants should be treated as quasi-researchers, and their efforts rewarded with reciprocity.
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The think aloud technique was used to review assessment materials.
“The think aloud technique was used (Charters, 2003; Someren et al., 1994), whereby each section of the assessment materials was reviewed in turn.”
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Cites
Handbook of Qualitative Research
Crozier, G., Denzin, N., & Lincoln, Y. (1994) · British Journal of Educational Studies · doi:10.2307/3121684 · Cited by 26,636 · see citing works
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The PRISMA 2020 statement: An updated guideline for reporting systematic reviews
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The PRISMA 2020 statement: an updated guideline for reporting systematic reviews
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The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews
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The PRISMA 2020 statement: An updated guideline for reporting systematic reviews
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“To inform possible revisions to the guideline, it would also be valuable to conduct thinkaloud studies [70] to understand how systematic reviewers interpret the items, and reliability studies to identify items where there is varied interpretation of the items.”
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“The think aloud technique was used (Charters, 2003; Someren et al., 1994), whereby each section of the assessment materials was reviewed in turn.”
- Authors
- Charters, E.
- Corresponding author
- Charters, Elizabeth
- Venue
- Brock Education Journal
- Publisher
- Brock University Library
- Published
- 2003-07-01
- Volume
- 12
- Issue
- 2
- ISSN
- 1183-1189 (ISSN-L)
- 2371-7750
- OpenAlex
- W2124445109
- Cited by
- 748
- References
- 1
- Citations by year
- 2026: 54 · 2025: 120 · 2024: 97 · 2023: 72 · 2022: 81 · 2021: 83 · 2020: 72 · 2019: 51 · 2018: 37 · 2017: 21 · 2016: 20 · 2015: 16 · 2014: 10 · 2013: 8 · 2012: 4
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by
- Locations
- Brock Education Journal (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Topics
- Social Sciences › Education › Educational Research and Methods
- Social Sciences › Education › Qualitative Research Methods and Applications
- Social Sciences › Sociology and Political Science › Focus Groups and Qualitative Methods
- Keywords
- think-aloud, qualitative interpretation, triangulation, researcher role, task design, participant selection, reciprocity, data treatment
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