Action research is a cycle that leads the teacher to act and to change a problem into a possible solution that the class could benefit from. The challenge or problem, as described before, was to be able to help students with their pronunciation difficulties.
The process followed during this research involved hypothesizing and reinterpreting the results after each activity. Initial interpretations were always tested after implementing the next activity as a way to see what needed to be improved or changed. As a result, the teacher could put these hypotheses into practice in order to implement the strategies in the classroom.
In order to define the categories of analysis, data triangulation and time triangulation were used. For Brown (2001), data triangulation involved using multiple sources of data to mediate and understand biases interjected by people in different roles. In this research, I took into account different points of view to reach the categories of analysis and a conclusion. For instance, I interviewed administrators and the School staff and used the opinions of other observant teachers at the school. Although the latter were not present during the entire length of the sessions, they could observe and participate during portions of the activities and some of them gave me their points of view about the activities.
In addition, time triangulation was vital to reach the validity of study in this research. According to Burns (1999) “Time triangulation is data that are collected at one point in time (cross-sectional) or over a period of time (longitudinally) to get a sense of what factors are involved in change processes”.
Action research is a cycle that leads the teacher to act and to change a problem into a possible solution that the class could benefit from. The challenge or problem, as described before, was to be able to help students with their pronunciation difficulties.
The process followed during this research involved hypothesizing and reinterpreting the results after each activity. Initial interpretations were always tested after implementing the next activity as a way to see what needed to be improved or changed. As a result, the teacher could put these hypotheses into practice in order to implement the strategies in the classroom.
In order to define the categories of analysis, data triangulation and time triangulation were used. For Brown (2001), data triangulation involved using multiple sources of data to mediate and understand biases interjected by people in different roles. In this research, I took into account different points of view to reach the categories of analysis and a conclusion. For instance, I interviewed administrators and the School staff and used the opinions of other observant teachers at the school. Although the latter were not present during the entire length of the sessions, they could observe and participate during portions of the activities and some of them gave me their points of view about the activities.
In addition, time triangulation was vital to reach the validity of study in this research. According to Burns (1999) “Time triangulation is data that are collected at one point in time (cross-sectional) or over a period of time (longitudinally) to get a sense of what factors are involved in change processes”.
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