Qualitative Research Methods-Weekend 5

Dr. Doris Correa

Master’s in Foreign Language Teaching and Learning

Universidad de Antioquia

Fall 2014

Agenda, Friday, November 7

1. Finish report on CS vs AR2. Conclusions about fundamental differences between case studies and AR in particular3. Conclusions about main traditions in general4. Review of main theories used in EFL/ESL research

Agenda, Saturday, November 8

4. Presentations : analysis of 4 articles based on theories studied

Conclusions about traditions

There is a wide range of possibilities for research designs that we mainly disregard

There is a wide range of topics that we mainly disregard

Aims are different in each tradition Most traditions use the same research

methods, although some use less of them

Conclusions about traditions Participants can range from one to many and may

even be limited to the researcher him/herself Some traditions have very strict procedures for

analyzing data (see grounded theory and phenomenology)

Most use deductive approaches but some use strictly inductive ones (grounded theory), and in most, it is possible to combine

What the research reports looks like depends on the tradition and the type of study within that tradition (see biography)

Conclusions about CS and AR

Although in theory there are some marked differences between the two traditions in terms of main objectives, starting points, role of the researcher, etc, there are always authors who blur these differences by allowing other objectives, starting points, roles to be considered.

We can’t judge whether the study is one thing or the other based on only one difference between the two traditions. We need to take all descriptors (or at least several) into account

Topics ICT

How participants in an online asynchronous course managed and negotiated their contributions within discussions forums (Gibson, 2009)

How laptop computers are utilized in ESL classrooms (Turgut, 2012)

What students and the tutor talk about in the online tutoring sessions and which interactions are evidenced during the online tutoring sessions (Medina, 2009)

The sts’ perceptions about a web-based reading comprehension course (Gómez et al., 2012)

PD

How NNE speakers assert their identities as legitimate teachers of English (Golombek & jordan, 2005)

How a PDP favored language development and made them critical of their own practice (Cadavid et al., 2011)

Construction of ESL Ts as native, nonnative, white or nonwhite (Mackie, 2003)

What are the views of Ts about working conditions at private teaching institutions (Yilmaz & Altincurt, 2011)

The effect of a professional development program on in-service English language teachers’ classroom performance (Giraldo, 2014)

Literacies/critical literacies

How to integrate critical lessons and materials into an existing curriculum (Shin & Crookes, 2005)

Learners perceptions of how their family histories have affected their language learning (Menard- Warwik, 2005)

How teaching activities as the talking circle encourage talk and interaction (Ernst-Slavit, 1994)

How different raced, gendered, sexualized , abled and classed social identities factor in the process of L2 learning (Ibrahim, 1999)

How the explicit teaching of socio-affective language learning strategies impact the beliefs, attitudes, anxieties, and motivations of a group of beginner EFL sts (Fandiño, 2012).

How children negotiate subject positions discursively in language learning activities (Castañeda, 2008).

LP

The social conditions beyond the school system that provide or fail to provide opportunity and incentive for the achievement of the PNB’s goals (Herazo et al., 2012)

How Colombian EFL teachers are constructed in official government documents (Guerrero, 2010)

Assessment

How an ESL T provides feedback differently to advanced and low performing sts (Kennedy, 2000)

The role of formative assessment on sts’ views of their learning (Areiza, 2010)