2.7.2 Computer-based evaluation
Computer application in qualitative research analysis arguably brings some organisation and system into unstructured material and various paper forms, but definitely is helpful in storing and managing a large amount of materials in ethnography and statistics in quantitative data collection. Sophisticated software packages have been generated for the last years, for example, the Ethnograph (Seidel), QSR NUP•IST (Richards and Richards), Hyper-RESEARCH (Biber, Kinder) ATLAS/ti (Muhr), SPSS. Computer programmes are of great help for a researcher and can assist in simple functions such as text processing and speed search as in more complicated ones: coding or indexing words and further retrieving them, building theories, making descriptive statistics and inferential one. But Gayle (2000) admonishes that a researcher should remember that computers do not produce results as such, they `merely take some of the laborious data management tasks away from the researcher' Gayle (2000:415).
Chapter 3
Design of the learner observation tasks
3.1. The area of the observation tasks
The area of observation and the structure of the tasks are modified forms of the classroom observation tasks proposed by Wajnryb (1992). The learner area covers the same focuses as were originally proposed, such as `the learner as a doer', `the learner motivation', `the learner level' except the `classroom climate' task. I have shifted the focus of `teacher's attending behaviour towards the learners' to `classroom climate' as this is the first meeting with the group of pupils and it is crucial to grasp the idea of social relationship between learners and teacher-learners, to make up a general impression about the degree of learner's involvement into the lesson activities, their attitude to the language studying and the nature of language use at the lesson, either `drill' to practice grammar or `real' (Allwright 1988:13) to communicate. It should help trainees to become aware of other specific questions that influence learning process and learner development.
The focus of every task is sequenced according to its complexity from more general to more specific category. For example, the variable `learning styles' requires higher inference categories than `motivation' as student-teachers have to observe not only the language behaviour but the manner of approaching and processing the activity, and more descriptive language is entailed in their comments accordingly. Although, the evidences of language level seem to be easier to notice but student teachers are recommended to reflect upon the linkage between all the facets of the previous focuses and their influence upon the leaner level.
3.2. The frame of the observation tasks
Generally, the frame of every task is similar to the foregoing tasks and follows a standard procedure. Every task consists of three phases: before the lesson, during the lesson, and after the lesson. Typically, the instructions for the `Before the lesson' phase deal with some preliminary activities. First, pre-service teachers are recommended to get acquainted with the classroom design, to arrange their own seating position to observe learners and to contact with the teacher. Sometimes, student teachers are asked to review some theoretical knowledge in phsycholinguistic area concerning learners' motivation factors and learning styles. Then, to fulfil the tasks successfully student teachers have to make themselves familiar with an aspect of learner's behaviour this or that task is targeted at.
I have modified `Before the lesson' phase and introduced some concrete samples of learner's behaviour description, whereas Wajnryb (1992) provides an area of observation in general. I have borne in mind two essential factors that drove me in so doing. First, pre-service teachers are inexperienced teachers; most of them have no practical teaching experience. That is why they are not aware of the importance of every detail in learners' behaviour that they should consider during the lesson. Second, student teachers are non native speakers. Unfortunately, the level of language proficiency of many student teachers is low intermediate, and they experience problems in the use of foreign language appropriately and give precise description as it is required by the task. Arguably, the classroom observation tasks can be fulfilled in mother tongue but perceiving instructions and making field notes, jotters in English promotes additional practice in second language acquisition, furthermore it enhances metalanguage practice as well.
`During the lesson' phase requires collecting data and event sampling. A grid or a chart is provided to enable student teachers to do this with ease. Student teachers are recommended to make some field or jotted notes in the form of graphic symbols, actual utterances or descriptive language to recall events easily as the longer period of observation the more things they need to attend to and `the more details is forced out' (Fielding 2001:152).
All the tasks are provided with examples within the charts so that the idea is quite clear. Again, some modifications of the charts were taken place. For example, in the `Learner motivation' task I have added `signs of high/low motivation' instead of the column `Motivation', as it sounds more concrete and more comprehensible for inexperienced trainees. `High and low' variables expose two extremes in learners' behaviour but make the task feasible. Typically, pupils demonstrate respect towards their teacher and obey her/his commands and instructions automatically as classroom norms of behaviour require. Ccompliance and obedience might refer to motivating factors but they less help students `become responsible and caring' (Meece and McColskey 2001:7) pupils. Highly motivated and low motivated students deserve special attention of teachers and researchers as the former ones are gradually inclined to lose their interest to studying without teacher's support but the last ones according to numerous research tend to disrupt classroom behaviour and demonstrate poor results and knowledge. In the `Learner as a doer' task I have substituted the column `Teacher's purpose' with `Learning activity' as this notion introduces stages of the lesson, makes student teachers familiar with metalanguage and assists them with formatting their own lesson plans in future. The column `What learners do' is added with the question word `how' as describing the manner of doing an activity student teachers become aware of the reasons of pupil's acting in this or that way. Then I recommend putting down learners' names as it will help student teachers to keep in mind individual preferences of every pupil and to plan lesson activities accordingly.
`After the lesson' phase invites pre-service teachers to discuss with the teacher, analyse and interpret the data they have just collected. Student teachers are provided with some guided questions to assist them to draw conclusions and make some useful inferences while their memory of events is fresh. Reflection phase will encourage pre-service teachers to contemplate over the events and the reasons of various variables of behaviour with a view to exploring alternatives which might be implemented in the future (Gore and Zeichner, 1991:121).
Chapter 4
Self-evaluation of the learner observation tasks
4.1. Learner observation task as an ad-hoc instrument
Learner observation tasks refer to the ad-hoc instrument and share the features of ethnographic and systematic observation. The most prominent ethnographic feature of classroom observation tasks is that student teachers intensively observe learners in natural setting during sufficiently long period of time. Another feature that relates to ethnographic approach is in that structured tasks, items of charts promote detailed and subsequent data collection which student teachers have to document in the form of field or jotted notes using descriptive language. In addition to these notes observation tasks presuppose collaboration and consultation with teachers, supervisors and peers at the pre-observation and post-observation phases to infer meaning from the data and comment on them. Thus, learner observation tasks combine descriptive note and interview techniques that are typical for ethnography.
Observation tasks possess features of systematic research as the area of observing is specified and every task follows the same structure: `before', `during' and `after the lesson' phase. In its turn every phase consists of some instructions which are similar in format, such as `before the lesson' instructions consists of some practical guides to actual observation and invites pre-service teachers to review some theoretical knowledge of the focused area to back up or abandon theoretical hypotheses; the `during the lesson' phase introduces a chart with some aspects of the teaching/learning process to observe and fill in with jotted notes, symbols, or actual utterances; the `after the lesson' phase involves some tasks in the form of statements to do immediately after the lesson and some inference questions to reflect on during post observation session. Student teachers are recommended to comment on some events immediately after the lesson to avoid the `primacy or recency effect' (Campbell 1958) that can distort the first impression and misjudge the behaviour. Every chart is introduced with some categories. But these categories do not refer to pre-specified codes as student teachers have the right to change or add any characteristics or description depending on the context. They function as samples that student teachers can refer to while describing this or that behaviour, help to describe it in accurate and objective manner and avoid the influence of background theories and personal bias.
4.2. Test on reliability and validity of variables
Every task presents one aspect to focus on. These aspects can be observed separately with different groups of learners and in sequence one by one at different meetings with the same group. An observer sets the aims to investigate one particular aspect in depth and to have a holistic view of a specific group respectively. Observation of the next aspect can add some new data and comments to the previous one, and subsequently can bring some changes to the hypothesis made before. Eventually, at final observation student teachers can combine all the aspects to judge and analyse consistently the learners' behaviour from the point of their physical position in the classroom, their motivation factors, learning styles and language level. The `sequential analysis' (Becker 1970:79) technique allows student teachers to draw objective conclusions. Objectivity is enhanced by guided categories. The language of categories is concrete, unambiguous and reflects observable physical and learning behaviour of learners in accurate manner. But additional category `others' makes the guidance open and in pilot studying the language of categories can be modified and added.
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