Methodology: DATA COLLECTION METHODS
Methodology: DATA COLLECTION METHODS
Embedded Files
Data source A
Data source A
Pre and post questionnaire, with two types of questions in them: those relating to language ideologies and those relating to identity and self-concept.
Data source B
Data source B
Semi-structured interviews with a close set of topics or salient themes with: a) a selected number of students, b) the lecturers of these subjects, and c) the work-placement mentors of the selected MA in ELT students.
Data source C
Data source C
Focus group sessions, three with 5 students and 4 with 9 students. (see planning for greater detail)
Data source D
Data source D
Video recorded observational data. At least 4 lectures of each selected course will be video-recorded in order to register students’ and instructors’ multimodal classroom performance and interactions.
Methodology: DATA ANALYSES METHODS
Methodology: DATA ANALYSES METHODS
Membership Categorisation Analysis combined with positioning
Membership Categorisation Analysis combined with positioning
Deppermann, A. (2013). How to get a grip on identities-in-interaction: (What) does ‘positioning’ offer more than ‘membership categorization’? Evidence from a mock story. Narrative Inquiry, 23(1), 62-88. DOI: 10.1075/ni.23.1.04dep
Sacks, H. (1972). On the analyzability of stories by children. In J. Gumperz & D. Hymes (Eds.) Directions in sociolinguistics: The ethnography of communication (325–345). RinehartWinston.
Frame Analysis
Frame Analysis
Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Harvard UP.
Lowe, R. J. (2021). Frame analysis in critical ethnography: applications for ELT research. Language, Culture and Curriculum, 34(3), 307-320.
Narrative analysis and small stories
Narrative analysis and small stories
Georgakopoulou, A. (2013). Building iterativity into positioning analysis: A practice-based approach to small stories and self. Narrative Inquiry, 23(1), 89-110.
Ethnographically-informed multimodal analysis
Ethnographically-informed multimodal analysis
Moncada-Comas, B. & Diert-Boté, I. (2022). Good practices in ESP: The interplay between technology and interaction through multimodality and multichannelity. In S. García-Sánchez & R. Clouet (Eds.), IC and ubiquitous learning in multimodal English language education. IGI Global.
Morell, T. (2018). Multimodal competence and effective interactive lecturing. System, 77, 70-79.
Statistical analysis
Statistical analysis
Using the SPSS package, we will apply standard tests to compare: a) the two settings, b) different years of study, and c) pre-post results of the questionnaire by the same students.
The choice of tests will depend on whether the distribution of the sample is normal, in which case parametric tests will be employed, or not, in which case non-parametric tests will be required. In the case of c) the comparison will involve a paired test comparing the results of the same students at two different times.
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