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immersing [him or herself] in a research setting, and systematically observing dimensions of that setting, interactions, relationships, actions, events, and so on, within it" (Mason, p. 60,1996). In second language acquisition research, observations are most often used to collect data on how learners use language in a variety of settings, to study language learning and teaching processes in the classroom, & to study teachers & ss behaviors.
Observation
Aim: provide careful descriptions of learners' activities
without unduly influencing the events in which the learners are engaged. It is important to collect observational data (in addition to attitudinal data) because what people say is not always what they do!
Variations of observations
Made by
+ insiders (part of the group observed) + participant observers (spending extensive time "inside") + outsider (observing from the "outside") Focus: + on a single subject + on a number of subjects + on a whole group (e.g. a whole class) Duration: + one session + a number of sessions + at intervals (e.g. every 3 seconds)
Advantages
Allows one to directly see what people do without having to
participates in activities.
Observer may see things that escape the awareness of
Disadvantages
Do not allow the researcher access to the participants
Forms of observation
2 forms: Structured observation and unstructured observation.
1)
Structured observation:
Examples
A. Checklists:
Observed behavior: Ss activities in the language classroom. Task: Check whether or not the student performed the following:
Yes 1 Ask for translation of unknown words 2 Used L1 in conversation with teacher 3 Used L2 in conversation with teacher 4 Used L2 in conversation with peers 5 Referred to textbook/dictionary for unknown words 6 Asked for grammatical explanations No
B. Numerical scale Observed behavior: Ss use of L2 in asking questions Task: How often does each student ask a question in L2?
Always _______; Usually _______ ; Sometimes _______; Never _______
C. Rating scale: Observed behavior: Ss involvement in a specific classroom task. Task: Please mark how involved students are:
Very involved 1 2 3 4 5 Not very involved
2) Unstructured observation
is exploratory and open- ended, and the data being
Examples:
A. Open observation (1):
Observed behavior: Ss involvement in the language class. Task: Describe the level of involvement of 3 ss in the language class activities B. Open observation (2): Observed behavior: Teachers & ss use of L1 in an L2 class. Task: Describe the type & amount of language used by the teacher & by the ss during a group work activity
C. Open observation (3): Follow 2 ss during class time & during the intermission (while they play in the
Observation
Examine the following topics. Which do you think would be most appropriately
studied by means of observation?
1.
Who is in control of turn-taking and topics in classroom discourse? What are students and teachers attitudes towards internet-based reading materials?
4. 5. 6.
Does teaching students about listening strategies help them to listen better? Do game-like speaking activities increase students motivation? How does the teacher deal with students oral errors at the production stage? What is the effect of teacher correction?
7.
Example
A researcher (Bejarano 1987) compared the effect of 3 teaching methods on
achievement in EFL. In order to examine whether the teachers of each of the methods actually implemented them correctly, observations were conducted
Questions:
What was the purpose of the observations? 2. How many observers were there? 3. What kind of observations was used?
1.