Action Research Project III: ARP María del Pilar Fernández Pedraza Chía, Colombia October 14th, 2017 SUCCESSFUL STRATEGIES TO FOSTER SELF-DIRECTED LANGUAGE LEARNING IN COLOMBIA -DIAGNOSING THE CURRENT STATUS IN EDUCATIONAL SETTINGS-

Agenda Identify and explain different steps involved in the process of qualitative data analysis. Illustrate pedagogical intervention implemented through a microclass.

Task 1: Reflect and discuss Describe what you might see as the benefits of collecting both qualitative and quantitative data as part of an action research study. Do you envision any potential negative aspects or weaknesses associated with collecting both as part of the same study? How are you going to establish the trustworthiness of your data?

Final considerations AR allows the use of different types of data collection techniques. The decisions to choose the type of method depends on the object of your study and its objectives. Qualitative data are narrative information collected through observations, interviews, journals, or documents. Data collection requires careful and systematic observations and recording. Unstructured and semistructured observations of a setting allow the researchers to attend to other events occurring in the lessons.

Why are you collecting data? What exactly are you collecting? Keep in mind that before collecting data you need to ask yourself the following questions: Why are you collecting data? What exactly are you collecting? Where and for how long? When and for how long ? Who is going to collect the data? How will it be collected and displayed? Page 119

Some considerations Collecting data from several measures on the variables is necessary to triangulate such information. Triangulation, member checking and persistent observation ensure trustworthiness. Effective teachers and researchers examine and reflect upon their own practice continuously.

Task 2: What is data analysis? Self- critical awareness Self-reflection Rationality Understanding Please, complete the KWL chart posted on VS

Data collection and analysis cycle (Burns, 1999)

Grounded theory http://dohwan.tistory.com/entry/Grounded-Theory%EC%99%80-Qualitative-Content-Analysis%EC%9D%98-%EC%9C%A0%EC%82%AC%EC%A0%90%EA%B3%BC-%EC%B0%A8%EC%9D%B4%EC%A0%90-%EB%B6%84%EC%84%9D%EC%9D%84-%ED%86%B5%ED%95%9C-%ED%98%BC%EB%8F%99-%EC%A4%84%EC%9D%B4%EA%B8%B0

Steps for analyzing qualitative data Preparing and organizing data for analysis Exploring and coding data in analysis Building description and themes Reporting findings Interpreting findings

Task 3: Coding and find themes Read the three narrations given by some graduate students about their ultimate vacation. Identify codes Find potential themes Describe your experience about the process.

Task 4: Discussing themes Read the sample of a given theme and find the elements included in that description.

Task 5: Reading a sample report Look to see if the steps in data analysis were mentioned in the report. Find the themes and analyze if multiple perspectives were included. Revise if the author uses validation strategies to assure accuracy in the findings.

Task 6: Let’s recap Go to the link below and take the self-assessment quiz: http://bit.do/qualitativedata1

Taken from: Pearson Education. (1995-2016) Taken from: Pearson Education. (1995-2016). Companion website for educational research: Planning, conducting, and evaluating quantitative and qualitative research. Chapter 9: Analyzing and interpreting qualitative data. Retrieved from http://wps.prenhall.com/chet_creswell_educational_3/70/18051/4621309.cw/index.html References Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: CUP. Burns, A. (2010). Doing Action Research in English language teaching. New York: Rouletge Creswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson Education. Corbin, J and Strauss, A. (2015). Basics of qualitative research. Techniques and procedures for developing rounded theory (4th ed.). Thousand Oaks, CA: SagePublications. Mertler, C. (2006). Action Research: Teachers as Researchers in the Classroom. Thousand Oaks: CA. Sage Publications. Pearson Education. (1995-2016). Companion website for educational research: Planning, conducting, and evaluating quantitative and qualitative research. Chapter 2: Quantitative and qualitative approaches. Retrieved from http://wps.prenhall.com/chet_creswell_educational_3/70/18051/4621309.cw/in dex.html Taken from: Pearson Education. (1995-2016). Companion website for educational research: Planning, conducting, and evaluating quantitative and qualitative research. Chapter 2: Quantitative and qualitative approaches. Retrieved from http://wps.prenhall.com/chet_creswell_educational_3/70/18051/4621309.cw/index.html Taken from: Pearson Education. (1995-2016). Companion website for educational research: Planning, conducting, and evaluating quantitative and qualitative research. Chapter 2: Quantitative and qualitative approaches. Retrieved from http://wps.prenhall.com/chet_creswell_educational_3/70/18051/4621309.cw/index.html