Recomendaciones

I used the following data collecting tools for the qualitative analysis of the pedagogical issues during the first and second phase of data collection.

1. Interview

2. Audio-recording interviews 3. Group interview

4. Field notes

5. Video recording of classes 6. Classroom observation 7. Questionnaires

4.11.1 Interview:

Interviews enable participants—be they interviewers or interviewee—to discuss their interpretation of the world in which they live, and express how they regard situation from their own point of view.

(Cohen, Manion, and Morrison, 2000, p 267)

Interview is helpful in understanding people’s point of view regarding any situation as the above quote suggests. It requires skill to dig out information from the interviewee, and probe responses by following the lead that a questionnaire cannot do (Wragg, 1980, p. 177). Keeping the demand of data collection in mind, I decided to conduct in-depth interviews by carefully working out a schedule of questions but allowing teachers and students to deliberate on issues that could arise from interview questions. It allowed the teachers to exchange in-depth views and their perception regarding ELT in their context. I interviewed teachers to understand their point of view regarding their motivation for language teaching as they are the people who I expect will adopt the pedagogical findings of this research in their own classes.

I followed the codes of practice for conducting interviews by informing the interviewee about the purpose of the research. The interview was also designed to know the teacher’s point of view on class management, feedback, assessment, interaction, and students and teachers’ motivation for learning and teaching English. Each interview generated questions for successive interview. However, after three interviews there were more or less repeated responses from the teachers mainly due to the similar context of teaching and similar institute of graduation. Teachers’ perspective helped in forming intervention too considering what they thought is possible to do regarding the problems of large classes. I took notes of interviews and tape-recorded for the use of analyses. In the second phase, only Teacher C and one colleague who observed my lessons were also interviewed.

4.11.2 Audio-recording of interviews

Tape-recording interviews helped me to focus on note taking, and to maintain eye contact with the interviewee for complete concentration on the interview. Tape-recording interviews was very helpful for record-keeping too, and for referring again and again for

‘identifying categories,’ and it helped me to ‘summarize and to note particular comments without having to try to write them down’ (Bell, 2006, p. 164).

4.11.3 Group interview

Group interviews are useful where ‘in-depth information is needed’ to know how respondents think (Bell, 2006, p. 162). Watts and Ebutt (1987) explain the advantages of group interviews as:

…such interviews are useful…where a group of people have been working together for some time or common purpose, or where it is seen as important that everyone concerned is aware of what others in the group are saying.

(In Cohen, Manion, and Morrison, 2000, p. 286)

I planned group interviews with students with the idea that they will give confidence to discuss the issue concerning large classes. There was one group interview based on the information coming from the questionnaire for further understanding the perspective of students in addition to their responses in the questionnaire during the first phase.

During the second phase, group interviews of students were also arranged from both groups A and B. The interviews in the second phase helped in modifying the lesson plans and teaching methods; they were also a source of giving a voice to students to reflect their needs and they were also helpful in involving students in the decision making process regarding their learning.

4.11.4 Video recording of classes

Video recording gives rich data for fact-finding and analysing. Classes were recorded in both the phases, which helped in focusing on various aspects of classes such as teachers’ interaction with students, giving feedback to students’ performance, and other aspects of teaching style. Video recording also helped me to discuss classroom teaching with my PhD supervisor for planning an intervention strategy for the action phase.

I sought the permission of teachers and students in advance and placed the camera at the back of the class while also making notes on my observation. A total of five classes (fifty

minutes each approx.) were recorded during the first phase and eight classes during the second phase.

4.11.5 Classroom observation

I conducted a series of five classroom observations of different teachers during the first phase of data collection. The purpose of observing classes was to understand teaching practice in a natural condition. The main focus of the observation was to analyse interaction in the class at all levels (student-students, student-teacher, and teacher-students), and students’ participation in classroom activities. I also observed the teacher’s method of instruction, physical condition of a class, teacher’s verbal and nonverbal communication, and use of teaching resources. All the data that came through classroom observation was evaluated to form intervention. During the discussion on the first phase of data collection classroom observation will be referred to as follows:

Table 9. Classroom observations

Observation No. Teacher’s Name

1 D

2 B

3 C

4 H

5 I

Classes were observed during the second phase also through recently graduated students, who volunteered to take part in the research by giving their input through observation and discussion. Observation of classes, like the interview, was a source of reflection and subsequent modification for improvement in teaching for both Groups A and B.

4.11.6 Field notes

I kept field notes throughout the research period. They helped when I recorded my impressions at various stages of data collection. They were also a source of reflection on the action.

4.11.7 Questionnaires

I distributed fifty questionnaires in each class - Groups A and B. Questionnaires focused on the following aspects of ELT in classroom:

• Importance of Remedial English in relation to major subjects • Assignments in English

• Quantity and timing of feedback • Quality of feedback

• Effects of learning on examination marks

Like the other data collection instruments, questionnaires were qualitatively analysed. The results of the questionnaires also helped in planning group interviews. The data coming out of questionnaires was not used very frequently as it was redundant. Responses from interviews were more helpful: they formed an important part of the discussion on the data collection, whereas questionnaires became part of the archives.

Having discussed the data collection tools, in the following section I present how the process of evaluation will be carried out for research findings.