Reflective written journal plus semi-structured interview data collection instruments¶

Element · All elements
Evidence · no claims cited

Description¶

The study used two data collection instruments: a one A4 page reflective written journal completed before the interview, and a one-hour semi-structured interview per participant. The journal asked participants to write about "any feelings or critical events that you have had of Foreign Language Classroom Anxiety" and was used to develop focused interview questions and stimulate participants' thoughts. Interviews were audio-taped, transcribed, and used open-ended questions with flexible probes. Member checking was implemented to enhance accuracy of the results.

Design Implications¶

Context¶

Requirements¶

• Participants consent to journal analysis and inclusion; journals submitted before the first interview

Constraints¶

• Self-reported behaviour in interviews may not represent completely accurate accounts of actual behaviour in real-life

Target Learners¶

• adult foreign language learners

Target Learning Goals¶

• understanding foreign language classroom anxiety experiences

Related Elements¶

• Three-task interview protocol with a 3D sun-earth model for eliciting young children's causal explanations
• Metacognitive Interview Form for Younger and Older Students (NCREL, 1995 rev. ed.)
• Flipgrid-based technology-enhanced DCT (TE-DCT) for eliciting nonverbal pragmatic data
• Online Learning Record (OLR): a portfolio record integrating classroom activity, assessment, and research

Examples¶

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Key Sources¶

• Andrew Leichsenring. (2010). The experiences of anxiety of Japanese EFL learners: A case study. https://eric.ed.gov/?id=ED537603