PREPARE FOR THE UNEXPECTED: THE TWIST AND TURNS ON THE ROAD OF DATA COLLECTION

Shwu-Wen Lin CLIO 3 March 2009

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

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)

Research context (II) Research Methodology:

- Questionnaire - Interview: teachers & students - Classroom Observation:

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

Proposed Design (I) Classroom Observation: (based on the idealistic assumption of washback)_

(Watanabe, 2004,p.28)

Teacher A Teacher BExam –related lessons

[same]

[different] [different]Non-exam lessons

Proposed Design:

Research Methods

Participants

Number of Participants

Case A Case B

Classroom Observation

Teachers 6 6

Test-related classes

0 2

General English classes

12 10

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

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

Achieved:

Research Methods

Participants

Number of Participants

Case A Case B

Classroom Observation

Teachers 4 3

Test-related class

0 1

General English classes

7 2

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)

Prepare yourself for the unexpected!