A good portion of the records include notes, proposals for funding, drafts of questionnaires, and memoranda related to execution of studies.
For their valuable comments on early drafts of questionnaires, we also thank Professor Marie Berg and Senior Lecturer Carina Sparud-Lundin, Institute of Health and Care Sciences, Sahlgrenska Academy, Gothenburg University, Sweden.
Extensive local and international literature survey was done prior to drafting of the questionnaire.
Before the final drafting of the questionnaire, it was made available for survey experts and some relevant stakeholders to provide some reviews before the final draft.
The paper provides a description of a mixed-method approach to these issues in four stages: Stage 1 is the drafting of a questionnaire containing Can Do statements taken from the CEFR, A1 to C1, the Test of English Majors (TEM) syllabus and the Teaching syllabus, as well as the results of focus group discussions, as shown in detail in Appendix One.
For example, after the expert panels, during the drafting of initial questionnaire items, we often discussed a particular series of questions with the expert panel member who focused the corresponding discussion during the meeting.
After the correlation matrix of variables and principal component analysis for each questionnaire dimension were done (data not shown), the third draft of the questionnaire was reduced to 94 items.
Whereas Ritenbaugh et al. [ 12] documents the patient-centered generation of items on the initial draft of this questionnaire (Phases 1a-1c), this paper focuses on assuring the content validity of the questionnaire.
A draft of the questionnaire was piloted on 30 students, and comments were collected to ensure the clarity, timing, and relevance of the questionnaire.
This allowed drawing up an initial draft of the questionnaire, which we refer to as NutriQoL® version 0. Each item was structured in two parts: 'a' and 'b'b
