1. 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-

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

3. 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?

4. 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.

5. 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?
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6. 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.

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

8. Data collection and analysis cycle (Burns, 1999)

9. Grounded theory

10. 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

11. 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.

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

13. 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.

14. Task 6: Let’s recap
Go to the link below and take the self-assessment quiz:

15. Taken from: Pearson Education. (1995-2016)
Taken from: Pearson Education. ( ). Companion website for educational research: Planning, conducting, and evaluating quantitative and qualitative research. Chapter 9: Analyzing and interpreting qualitative data. Retrieved from
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. ( ). Companion website for educational research: Planning, conducting, and evaluating quantitative and qualitative research. Chapter 2: Quantitative and qualitative approaches. Retrieved from dex.html
Taken from: Pearson Education. ( ). Companion website for educational research: Planning, conducting, and evaluating quantitative and qualitative research. Chapter 2: Quantitative and qualitative approaches. Retrieved from
Taken from: Pearson Education. ( ). Companion website for educational research: Planning, conducting, and evaluating quantitative and qualitative research. Chapter 2: Quantitative and qualitative approaches. Retrieved from