Focusing on qualitative analysis Dr. Liliana Cuesta Medina 2017 SUCCESSFUL STRATEGIES TO FOSTER SELF-DIRECTED LANGUAGE LEARNING IN COLOMBIA -DIAGNOSING THE CURRENT STATUS IN EDUCATIONAL SETTINGS-

Mind-opener Mention four strategies to make an effective data analysis, based on Corbin & Strauss (2008). Mention the three main stages of coding. 3. Complete: _______: Identifying anchors that allow the key points of the data to be gathered. ________: Collections of codes of similar content that allows the data to be grouped. ________: Broad groups of similar concepts that are used to generate a theory. ________: A collection of explanations that explain the subject/topic of the research. 4. Mention two coding tips based on the literature you revised.

Four stages, four terms Codes: Identifying anchors that allow the key points of the data to be gathered. Concepts: Collections of codes of similar content that allows the data to be grouped. Categories: Broad groups of similar concepts that are used to generate a theory. Theory: A collection of explanations that explain the subject/topic of the research.

Coding tips Learn about coding approaches (Ritchie and Lewis 2003, Corbin and Strauss, 2008) Make a keen open coding selection fragment Check frequently to see whether the code list can be reduced (i.e. avoid empty codes) When dealing with excerpts/memos: Do not select too little text (‘yes, that’s true’ is not enough!; add question as to not lose too much context) 4

Samples Research question: How might the use of graphic organizers on problem-based tasks influence A1 sixth graders’ argumentative writing skill? (Mora, 2014) 5

Samples How might A2 young adult students’ self-assessment of their own vocabulary influence the development of their oral fluency? Examining learning weaknesses and strengths in relation to vocabulary and fluency competences Using strategies and evincing initial improvements in vocabulary and oral fluency Creating personal commitments involving vocabulary learning and oral practice Increasing awareness about vocabulary learning habits and promoting a course of action according to individual needs in terms of language competence and fluency. (Duque, 2014) 6

Samples Figure 3: Open coding sample from questionnaire 2, question 4 (Lozano, 2014) 7

Samples Categories Instruments Triangulated Awareness increase Questionnaire # 2, Self-reflection sheet Goals to keep the focus Teacher's field notes, Questionnaire # 2 Confidence and self-concept building Self-Reflection Sheets, Questionnaire #2 Interaction improvement Questionnaire # 3, Audio Recording Table 3: Instruments triangulated for the different categories (Lozano, 2014) 8

Samples Figure 6. Coding paradigm. This figure illustrates the interrelationships between the core category and other categories. (Lozano, 2014) 9

This session was brought to you by… Thank you! This session was brought to you by… Liliana Cuesta liliana.cuesta@unisabana.edu.co Department of Foreign Languages & Cultures Universidad de La Sabana Chía, Colombia