1. PROBLEMÁTICA
2.2. Enfoques teóricos
2.2.2. Tipos de procedimientos para la elaboración del cuero
This section illustrates the synthesis of data gathered from different sources for providing ample evidence to answer the research questions in this study. The consolidation of data that shared the same area e.g. the appropriateness of designed tasks or the effectiveness of TBLT but which stemmed from various sources supplied by observers, learners and myself allowed the triangulation of the findings. Table 9 below shows the four focused areas i.e. research questions, and the seven data sets collected in this inquiry. The rationale underlying the synthesis of the data is also offered.
Required Data Instrument Res. Q1.
Appropriaten ess of the designed tasks Res.Q2. Effectiveness of TBLT Res.Q3. Effectiveness of mediation Res.Q4. Suggestions for improvement 1. Compared learners’ preferences for learning activities and perceptions and opinions on the designed tasks, and suggestions for improvement The pre-/post- intervention questionnaires
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2. Compared learners’ preferences for teaching methods and perceptions and opinions of TBLT, feedback (mediation), and suggestions for improvement The pre-/post- intervention questionnaires√
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3. Four teacher-observers’ comments and feedback on designed tasks and TBLTObservation
notes
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4. Four teacher-observers’ opinions on the designed tasks, TBLT, mediation, the teacher’s performance , and suggestions for improvement
Post- observation interviews
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5. Researcher/teacher ’s reflections Research journal√
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6. Classroom interactions Video and MP3 recordings
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7. Learners’ perceptions and suggestions
In-depth
interview
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Appropriateness of the designed task (Research Question 1)
To evaluate the appropriateness of the designed tasks, data was gathered from five sources: 1) four teacher-observers’ comments written in their observation notes, 2) the observers’ opinions and suggestions gained from the post observation interview, 3) the learners’ comments and feedback from compared results of the pre- and post- intervention questionnaires, 4) learners’ perceptions and suggestions from an in- depth interview after the course and 5) the researcher/teacher’s reflections in the research journal.
To address aspects of comparison in the data analysis process, I looked at learners’ attitudes and preferences for learning activities queried in the pre-intervention questionnaire and compared these with their perceptions, opinions and suggestions on the designed tasks after the intervention. Adopting multiple viewpoints from stakeholders (the researcher/teacher who implemented the designed tasks, four experienced teacher-observers who had repeatedly observed the classes and learners who had directly engaged in the tasks) enhanced triangulation and verification of the data as to the suitability of the designed tasks. The feedback received from these participants was useful for the adjustment of tasks in future implementation and the development of similar types of tasks since both practical and less practical elements would have been taken into consideration. With specific reference to in-depth interviews of learners and observers, these allowed me to closely inspect critical aspects of tasks escaping fuller explanation in the observation notes and questionnaires. Thus, the follow-up interviews offered me an opportunity to seek further details and advice for future task improvement. In addition, the more in-depth
analysis of task complexity and difficulty was carried out through the analysis of recorded class interactions (see 3.6.3).
Effectiveness of TBLT (Research Question 2)
The evaluation of the effectiveness of TBLT looked specifically into the implementation of tasks in three phases of the task-based framework (Willis, 1996) and learners’ reactions and responses to the teaching. In other words, the emphasis was placed on how the designed tasks were executed and handled by learners during pre-task, task cycle, and language focus, to what extent learners engaged in interactions, and importantly, whether they could independently solve the task problems or still needed the teacher’s assistance (i.e. mediation).
The evaluation of the practicalities of TBLT relied on six main data sets, which were cross-checked and compared. The main sources of data included learner feedback from the pre-/post-questionnaire responses and interview, the observers’ comments about teaching methods and the delivery of tasks and their recommendations for improvement provided in observation notes and interview, as well as my reflections on the success and problems of task-based teaching. Another important source of data was VDO recording of the lessons, in which learner reactions and engagements in tasks can be studied and analysed.
Effectiveness of Mediation (Research Question 3)
Procedures adopted for data collection on the aspects of TBLT and mediation implementation (research questions 2 and 3) were almost identical, except that the latter largely relied on video recordings of class interactions. Unlike the evaluation of TBLT prioritising learners’ engagement in tasks, in mediation attention was paid to learners’ responses, which enabled analysis and interpretation of areas of
difficulties faced by them and their understanding of business concepts and relevant language (see 2.2.5). However, not all learners’ interactions and responses were captured during the mediation processes. Since this task-based course required learners to work in small groups to develop presentation scripts and give a presentation, capturing their responses during the mediation phase was group-based rather than individual-focused. Due to teacher having to mediate as the groups worked simultaneously, it was difficult to record the mediation of all groups. Despite these limitations, a detailed analysis of selected interactions and mediation sufficiently provided evidence on the key elements of mediation.
From pedagogical perspectives, the effectiveness of mediation mainly depends on the quality of mediation given. The data to analyse this aspect was gathered from VDO and MP3 recordings and the teacher/mediator’s self-reflections (see 3.6 and 3.7 for methods of analysis). The VDO was set up at the back of the classroom and MP3 recorders were placed on each group's table. Since the recording might distract learners’ attention and violate their privacy, I asked for their permission and did not capture their participation and responses if they refused.
Additional feedback and opinions about mediation were also obtained through the post-intervention questionnaire, wherein 3-4 implicit questions about the provision of feedback (implying ‘mediation’) were asked and from in-depth interviews of observers and learners. Since learners and observers were familiar with the term feedback (not mediation), I asked the learners about whether procedures for giving feedback particularly the teacher asking questions to encourage learners to find answers and solve problems by themselves were effective.
Although the observers sat at the back of the classroom and were unable to hear all interactions, they were later invited to watch the VDOs and listen to the recordings after the lessons. Their comments and opinions were examined in the post- observation interview on aspects about the effectiveness of implicit to explicit mediation according to the pre-determined inventory and required adjustments to mediation, if any.
Suggestions for the improvement of TBLT/mediation and teaching overall
(Research Question 4)
As can be seen from the summary Table 9 above, suggestions for improving TBLT were collected from all sources, except for classroom interactions. For mediation, as mentioned above, interviews of observers and learners elicited good advice and varied viewpoints. In addition, the teacher as the mediator, who was likely to be most aware of what worked and did not work during the mediation, could reflect on emerging problems and necessary adjustments for future implementation. Since it was unlikely that learners and observers (my colleagues) would openly criticise my teaching, an honest self-assessment was crucial.