1. PREPARE FOR THE UNEXPECTED: THE TWIST AND TURNS ON THE ROAD OF DATA COLLECTION Shwu-Wen Lin CLIO 3 March 2009

2. Overview  Research context  Problems encountered and compromises made: - Difficulty in securing access - The unwillingness for classroom observation - The restriction of timetable - The unavoidable loss of participants  The proposed & the achieved  Suggestions for fieldwork

3. Research context (I)  Research project: - Washback/Impact study graduate requirement of English proficiency General English Proficiency Test (GEPT) - Case study: University A (no graduation requirement) University B (with graduation requirement) - teachers & students (non-English majors)

4. Research context (II)  Research Methodology: - Questionnaire - Interview: teachers & students - Classroom Observation:

5. Problem (I): Access  University A: Access secured  University B: - Approval from teachers - Proposal - Formal letter - Human subject protection (GSoE ethics procedure instead)

6. Proposed Design (I)  Classroom Observation: (based on the idealistic assumption of washback)_ (Watanabe, 2004,p.28) Teacher A Teacher B Exam –related lessons[same] [different] Non-exam lessons

7. Proposed Design: Research Methods ParticipantsNumber of Participants Case ACase B Classroom Observation Teachers66 Test-related classes 02 General English classes 1210

8. Problem (II): Unwillingness for classroom observation  University A: - number of teachers : 5  3  4 - number of classes observed: 7 - observation duration: 3 weeks, 2 weeks - all general English classes

9. Problem (III): Restriction of timetable & Unavoidable loss of participant  University B: - number of teachers: 6  3 - number of classes observed: 3 - observation duration: 3 weeks, 2 weeks, 1 week - 1 test-related class, the rest general English classes

10. Achieved: Research Methods ParticipantsNumber of Participants Case ACase B Classroom Observation Teachers43 Test-related class 01 General English classes 72

11. Suggestions:  For access: - Impression management - Obtaining ‘bottom-up’ access - Being non-judgmental - Offering feedback - Establishing a contract (Silverman, 2005, p.255-256) - Making ethical guidelines explicit  For others: - ‘It is important to be realistic rather than optimistic in your plans, because resources have a tendency to go less far than you anticipate.’ (Mason, 2002, p.44)

12. Prepare yourself for the unexpected!