1. Module 4 Data Colletion instruments and Instructional Design María del Pilar Fernández Chía, Colombia September 15th, 2017
SUCCESSFUL STRATEGIES TO FOSTER SELF-DIRECTED LANGUAGE LEARNING IN COLOMBIA -DIAGNOSING THE CURRENT STATUS IN EDUCATIONAL SETTINGS-

2. Agenda
Describe the principles of validity and triangulation in action research studies.
Analyze visions of language, classroom, learning and curriculum sample reports.
Make decisions about the visions the pedagogical intervention will be based on.

3. Reliability (Nunan and Bailey, 2009)
Consistency recording and analyzing data Inter-rater reliability Intra-rater reliability Internal reliability External reliability

4. Validity of research data (Mertler, 2006)
Trustworthiness of the research data
Triangulation (reduces biased results)
multiple data sources, multiple data collection instruments, multiple teacher-researchers.
Member checking – strengthens findings
Prolonged engagement and persistent observation
Referring to existing literature

5. What to record in your field-notes?
Description information
Space, actors, activities, objects, time, goals, feelings
Reflection information
reflections on the descriptions, on the methods,
problems and dilemmas, issues for future inquiry.
Based on: Cohen, L., Manion, L., & Morrison, K. (2007). Reserach Methods in Education (6th ed.). New York, NY: Routledge.

6. Tips for taking field-notes
Be descriptive
Focus on your research problem
Leave spaces to expand notes
Take notes strategically
Use abbreviations or acronyms
Include a range of observations
Record your insights
Based on: Mack, N., Woodsong, C., Macqueen, K., Guest, G., Namey, E. (2005). Qualitative Research Methods: A Data Collector’s Field Guide. Research Triangle Park, NC: Family Health International.

7. Analyze the sample
Based on: Mack, N., Woodsong, C., Macqueen, K., Guest, G., Namey, E. (2005). Qualitative Research Methods: A Data Collector’s Field Guide. Research Triangle Park, NC: Family Health International.

8. Sample of field-notes
Mertler, C. (2006). Action Research: Teachers as Researchers in the Classroom. Thousand Oaks: CA. Sage Publications.

9. Checklist to assess field notes
ASPECTS
YES/NO
Comments
Does the description cover a range of elements (space, actors, activities, objects, time, goals and feelings)?
Does it include any quotes or verbatim?
Does it include details related to the research problem and theoretical constructs?
Is the whole field-note entry descriptive where it corresponds?
Does it include insights or reflections?
Are raw notes transformed into elaborated observations?
Is interpretation (reflection) separated from observation (description)?

10. Task: Sample report
Read the sample and provide feedback based on the criteria given in the rubric.

11. Assignments
Presentation of final instruments designed based on the results of the piloting process (Due date September 22nd).
Presentation of instructional design: visions of language, learning and curriculum; lesson plans; resources, etc. (Due date September 30th).

12. References
Burns, A. (2010). Doing Action Research in English language teaching. New York: Rouletge.
Mertler, C. (2006). Action Research: Teachers as Researchers in the Classroom. Thousand Oaks: Sage.
Mack, N., Woodsong, C., Macqueen, K., Guest, G., Namey, E. (2005). Qualitative Research Methods: A Data Collector’s Field Guide. Research Triangle Park, NC: Family Health International.
Nunan, D., & K. Bailey. (2009). Exploring second language classroom research. Boston, MA: Heinle/Cengage Learning.