Session 4
Types of Data. Means of Collecting Data. Quality of Research.
Activity 1. Ways of collecting data. Read the table and discuss advantages and
limitations of different methods. Suggest some things to consider in each case. The
first is done for you.
Pilot test is a crucial step in the design of
questionnaire before data collection begins
A good questionnaire should be
valid, reliable, clear, interesting
and succinct.
The researcher needs to be very clear
about his research questions and what
“dependent” and “independent” factors
he intends to investigate.
Being thorough about logic surveys
Pin point your target audience
Micro vs macro surveys
Be precise about data capture
Having a powerful target database
a description of the setting, any activities
that occur in that setting, the individuals
who were involved in the activities, and
the significance of what was observed.
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think about the ideas
discussed during class and
reflect on lectures.
Show evidence of planning.
Make connections between ideas.
Show links between entries from
day to day
Write down a test or exam
keep a diary
quiz
Activity 2. Look through the list of other tools to gather research data. Give examples
of research questions the answers to which may be found with the help of these tools.
classroom maps (e.g. seating arrangements/ modes of interaction etc)
A concept map can also help you organize your ideas and generate search terms.
drawings and photographs (e.g. posters/ projects etc.) visualizing of research
anecdotal records (e.g. some classroom incident) good mood in class > have a rest
discussions with focus groups (the same as interviews but not involving everybody,
only selected representatives) collecting information
classroom documents ( e.g. registers with marks and attendance) etc. motivation
Activity 3. Match the criteria for evaluating the quality of research with their
description. 1 d 2 e 3 a 4 c 5 b
Activity 4. Trace the direction of the action research:
concern (topic/issue/area selected) › specific research question › what kind of
information to collect › in what ways › findings › planning the intervention › how to
analyse the collected data › sharing results/recommendations.
Fill in the gapped points. Не сделал – не понял задание
1.
Topic (issue/concern)
Some of the students in my class never seem to take part in speaking activities
Specific research question:
What kinds of speaking activities involve all of the class in speaking?
What information can be collected:
What speaking activities are currently used, what type of interaction and language use they
generate
In what ways:
Lessons could be audiotaped and videotaped
Questionnaires for students
Interviews with students
Findings
Discussion tasks in pairs were the primary means of encouraging discussion in class and
group problem-solving tasks were less frequently observed (limited to 10 per cent time).
Topics for discussion were not always motivating. No opinion gap was often observed.
Students sometimes used their native language while working in pairs.
Planning the intervention;
How to analyse the collected data:
Sharing results/recommendations:
2.
Topic (issue/concern)
No matter how many times I correct certain errors in my students’ writing, they seem to
continue making them.
Specific research question:
What change in error correction strategies might improve the accuracy of students’
writing?
What kind of information to collect:
The types of error correction strategies currently used and their effects on learner
performance.
In what ways:
Students’ written works
Questionnaires for students
Interviews with students
Findings
Teacher corrected 100 per cent of grammar errors all the time, used underlining and
symbols to indicate other errors. Students corrected errors by writing corrected words
only, they did not rewrite essays or parts of them.
Planning the intervention:
How to analyse the collected data:
Sharing results/recommendations:
3.
Topic (issue/concern)
I’d like to change the way I do group work. It doesn’t seem to be very effective in my
classes.
Specific research question:
What kind of information to collect:
In what ways:
Findings
The teacher modeled the task prior to group work and the students practiced what was
expected. All group participants were assigned roles prior to the discussion (group leader,
group recorder, time keeper)
Planning the intervention:
How to analyse the collected data:
Sharing results/recommendations:
4.
Topic (issue/concern)
I’d like to know more about how I correct students’ oral errors and whether my correction
strategies are effective or not.
Specific research question:
What kind of information to collect:
In what ways:
Findings
The teacher often interrupted the learners and provided the correct language example.
Some students self-corrected about 10 per cent of the time.
Planning the intervention:
How to analyse the collected data:
Sharing results/recommendations:
