Member checking is one of the key instruments ensuring the quality of qualitative research which is commonly associated with participants' approval of data accuracy. Considering multiple drawbacks of the traditional member-checking methods, this article presents an alternative technique--diagrammatic elicitation. I illustrate how this approach was implemented in a study of six Armenian EFL teachers' self-development and motivation. The data were collected in three phases over a period of 6 months using semi-structured interviews, journal writing, and unstructured classroom observations followed by post-observation interviews. I argue that diagrammatic elicitation makes member checking more participatory empowering participants and engaging them in the research process resulting in constructing the meaning with the researcher. Furthermore, it stimulates deeper reflections uncovering hidden aspects of participants' experiences leading to a more in-depth understanding of the researched phenomenon which contribute to the quality of research.