As part of my Thesis project/process, I did 6 interviews this week (since last Friday night), four with Native English-raised and educated teachers of English in Korea and two with Native Korean raised and educated teachers of English. Last week I did three interviews with Native Korean raised and educated teachers only. And by next Monday I will one more English-raised and one more Korean-raised interview. The interviews, as what might be called somewhat typical for the Grounded Theory approach, were conducted with a selected phenomenon-experiencing group. The questions were semi-structured, with more structure generally coming at the beginning and end. When I got what felt like leads to different experiences, observations, and attitudes, I encouraged pursuit of those with such comments as "please tell me more about....." The interviews have thus far (with 9 of 11 completed) taken from 17-40 minutes. I have used microcasettes and standard cassettes to record the interviews (Koreans and Waygookin beware, I could not find new microcassettes anywhere)......Establishing rapport was not a problem, nor was the assurance of ethical questioning and the use of the data.
What has been most interesting about the process is the different tangents and stories on which the (so-called) informants have taken me. (I always thought an informant was a "snitch")
These bits of information could potentially lead to other deeper, more specific studies based on the theory which I am proposing here. I will need to assess at the end of my interviews and coding whether I will need to "re-interview" anyone, using tangential issues which later interviewees brought to light.
Wednesday, April 14, 2010
Interviewology: Questioning questions
"To be.....or not to be. That's not really a question" Francois Truffaut
A fascinating little (well not so little, and rather dense) overview of the interviewing process. Philosophically, the whole process (hole process) of interviewing has the potential for so many
pitfalls in every stage from the creation of the questions, to the appropriateness for the target group, to the answers from the target group to the assessment of the collected interview data or answers via quantitative or qualitative coding assessments, that we must be careful to, at very least, be concerned about accuracy. At very most, we should acknowledge as many of the pitfalls as possible. In short we must question ourselves at each stage. It is probably a good idea to get a peer review or "second set of eyes" to look at questions from a different (hence less subjective than just one's own) point of view. I see interviews as beyond conversations in that they are intentionally purposeful. And end when the purpose the purpose is complete. And some how recorded and reviewed for the intended pupose. While conversations can have purposes (all in some ways do actually).....but the intention from the beginning is made clear, either explicitly or implicitly. When you walk in for a job interview, even if you are not told to do so, you are to attempt "professional behavior."
By the way if one is doing a an "ethnographic autobiography, " does one need to be sure to have an interview ready to keep oneself on task or appropriately un-subjective for the task at hand? Does one "question oneself" in this instance? That was just one question I didn't see addressed.
A fascinating little (well not so little, and rather dense) overview of the interviewing process. Philosophically, the whole process (hole process) of interviewing has the potential for so many
pitfalls in every stage from the creation of the questions, to the appropriateness for the target group, to the answers from the target group to the assessment of the collected interview data or answers via quantitative or qualitative coding assessments, that we must be careful to, at very least, be concerned about accuracy. At very most, we should acknowledge as many of the pitfalls as possible. In short we must question ourselves at each stage. It is probably a good idea to get a peer review or "second set of eyes" to look at questions from a different (hence less subjective than just one's own) point of view. I see interviews as beyond conversations in that they are intentionally purposeful. And end when the purpose the purpose is complete. And some how recorded and reviewed for the intended pupose. While conversations can have purposes (all in some ways do actually).....but the intention from the beginning is made clear, either explicitly or implicitly. When you walk in for a job interview, even if you are not told to do so, you are to attempt "professional behavior."
By the way if one is doing a an "ethnographic autobiography, " does one need to be sure to have an interview ready to keep oneself on task or appropriately un-subjective for the task at hand? Does one "question oneself" in this instance? That was just one question I didn't see addressed.
Wednesday, April 7, 2010
The Pause that Refreshes
This is a bit of a time to reflect on where I am with my thinking. planning, reading and writing on the thesis paper. I need to complete the proposals for Woosong and the KOTESOL funding ASAP. I have an adequate enough plan of where I am heading, have- at least- a basic bibliography and framework.
I got my feet wet this week by doing 4 semi-structured interviews....They went fairly well....I was amazed at the fact that there were issues and explanation the interviewees brought up which opened new possibilities. I also continued to discuss the particulars of grounded research with Eric. I need to look into periodicals and articles by other topic subject headings: Avoidance, reluctance, etc, in the literature.
Beyond the field notes (this week's homework) and the readings, I feel like I got a bunch done. The research process is certainly proceeding forward....if not in a particularly linear traditional path.
I look forward to writing the proposals, interviewing more subjects (mostly waygookin next week) and digging into more literature.
I got my feet wet this week by doing 4 semi-structured interviews....They went fairly well....I was amazed at the fact that there were issues and explanation the interviewees brought up which opened new possibilities. I also continued to discuss the particulars of grounded research with Eric. I need to look into periodicals and articles by other topic subject headings: Avoidance, reluctance, etc, in the literature.
Beyond the field notes (this week's homework) and the readings, I feel like I got a bunch done. The research process is certainly proceeding forward....if not in a particularly linear traditional path.
I look forward to writing the proposals, interviewing more subjects (mostly waygookin next week) and digging into more literature.
Week 6 Field Notes.....
(Goldarnit.....I wish this site had Comic Sans font)
I took field notes Tuesday April 6, 2010 from 9:15-10:30 pm at Pan Dorothy Coffee Shop
From past experience (daily observation), I had noticed that this venue reaches its business peak between 7-11 pm. I wanted to observe the demographic make-up of a typical in-semester, middle-of-the-week evening "peak" crowd. There were three observations I was intentionally making: Korean University students vs. non-Koreans/other-aged Koreans, those working at their tables vs. those socializing, the number of computers in use. I was able to observe the number of Koreans by listening to conversations or asking, those who were working by open schoolbooks or computers in use. And computers just by counting. I took a count of all three items every 15 minutes from 9:15-10:30.
9:15-53 people total
Korean U Students 49
Other people 4
Working 50
Socializing 3
Computers 8
9:30-47 people total
KUS- 45
OP-2
W-45
S-2
C-8
9:45-46 people total
KUS- 44
OP- 2
W-41
S-5
C-7
10:00-42 people
KUS-40
OP-2
W-24
S-8
C-7
10:15-44 people total
KUS-44
OP-0
W-39
S-5
C-7
10:30-42 people total
KUS-42
OP-0
W-34
S-8
C-7
Other noted factors: The number of notebook computers remained relatively unchanged, as did the cluster groups of students who were around them working together. There were very few students who, during this time changed from working to socializing modality. During this time I saw no "older than 30" Koreans. There were only 2 native English teachers from 9:3o onward, and 4 total at 9:15.
It may a result of the student-centered dominance of this shop during these hours that discourages older Koreans, older teachers, or parents with kids from coming at this time.
I took field notes Tuesday April 6, 2010 from 9:15-10:30 pm at Pan Dorothy Coffee Shop
From past experience (daily observation), I had noticed that this venue reaches its business peak between 7-11 pm. I wanted to observe the demographic make-up of a typical in-semester, middle-of-the-week evening "peak" crowd. There were three observations I was intentionally making: Korean University students vs. non-Koreans/other-aged Koreans, those working at their tables vs. those socializing, the number of computers in use. I was able to observe the number of Koreans by listening to conversations or asking, those who were working by open schoolbooks or computers in use. And computers just by counting. I took a count of all three items every 15 minutes from 9:15-10:30.
9:15-53 people total
Korean U Students 49
Other people 4
Working 50
Socializing 3
Computers 8
9:30-47 people total
KUS- 45
OP-2
W-45
S-2
C-8
9:45-46 people total
KUS- 44
OP- 2
W-41
S-5
C-7
10:00-42 people
KUS-40
OP-2
W-24
S-8
C-7
10:15-44 people total
KUS-44
OP-0
W-39
S-5
C-7
10:30-42 people total
KUS-42
OP-0
W-34
S-8
C-7
Other noted factors: The number of notebook computers remained relatively unchanged, as did the cluster groups of students who were around them working together. There were very few students who, during this time changed from working to socializing modality. During this time I saw no "older than 30" Koreans. There were only 2 native English teachers from 9:3o onward, and 4 total at 9:15.
It may a result of the student-centered dominance of this shop during these hours that discourages older Koreans, older teachers, or parents with kids from coming at this time.
Tuesday, March 30, 2010
Chapter 5 Week 5
To see or not to see...That is the question. For the purposes of my present Thesis, seeing examples of all five papers didn't add a tremedous amount to the current direction or format in writing my paper, because, in my vision, I am a bit far afield from the Grounded Theory example paper, especially in the methodology. However, I learned a bit in the self-description and the reasoning behind classifications. That was helpful not so much for my current project, but for thinking about future writing and presentation projects and what is involved in each approach. Probably the most mystifying to me at this point in time is the case study, so my tendency would be to look at more examples of the Case Study Approach....and think of how I would use that particular qualitative approach.
Sunday, March 21, 2010
Week4 Chapter 3 Random Thoughts
The design of my paper is something I've been wrestling with, contemplating, and just playing around withn for the last couple of weeks now. Although the major components of my paper ("Defining 'Relevant' Shame," "Examining Student Silence," "Personal Observations and Native Teachers'Observations") have already been established, and are in place sequentially, other components aren't aren't as yet. Literature "review," for instance in my study is a questionable label, since a great majority of the research comes from investigating literature; it also forms the dual bases for my "connective theory/phenomenon." So looking at the models and examples in this chapter gave me some ideas for the layout of the paper.
The results of the interviews which I intend to give will hopefully serve corroborate or validate my initial theory rather than exist for the basis of field data collection. The questions must not only have the rigor of of adhering to the topic and their role in the paper, but also need to be unbiased as possible and avoidant of leading the interview subjects.
Beyond that, this chapter reminded me of the ethical components not only of the interviews-creating a waiver-form with assurance of anonymity and fair compensation for the interviewees' time, but also the ethical implications of the entire thesis. Such questions as.....How does this paper serve the Korean students and the foreign teachers teaching them? And does it contribute to the literature of the education researchers who are attempting to understand the educational process better?
The results of the interviews which I intend to give will hopefully serve corroborate or validate my initial theory rather than exist for the basis of field data collection. The questions must not only have the rigor of of adhering to the topic and their role in the paper, but also need to be unbiased as possible and avoidant of leading the interview subjects.
Beyond that, this chapter reminded me of the ethical components not only of the interviews-creating a waiver-form with assurance of anonymity and fair compensation for the interviewees' time, but also the ethical implications of the entire thesis. Such questions as.....How does this paper serve the Korean students and the foreign teachers teaching them? And does it contribute to the literature of the education researchers who are attempting to understand the educational process better?
Friday, March 19, 2010
Research Roulette
And the...chosen.....approach ...........is..................
Grounded Research
For my research paper "The Phenomenon of Shame and Korean EFL Student Classroom Silence" (Formerly " The Phenomenon of Shame and its Impact on ESL Learning in Korea"), the Grounded Research approach seems to fit best. The ultimate goal of the research is develop a theory. That is to explore- mostly through literature and observation, but also with a few interviews of qualified subjects-the link of an ESL teaching challenge (classroom silence) to ingrained indigenous cultural phenomenon (Losing Face). While there is a great deal of research literature on both subjects.....there has been no explicit attempt to look at the connection. It is my intent to explore the role and/or validity of the connection.
From the explanation given of the Grounded Research approach by Cresswell, my research methods will differ in that they won't primarily rely on collecting research data from the field, but will instead come from research literature studies of the two phenomena (Losing Face, Student Science) and will use observations/ interviews with specialized "experts" who are familiar with both phenomena on experiential and professional levels, as an attempt to corroborate only.
In this regard the research methods seem to be more closely aligned with those of the Phenomenological approach. Because both these phenomena need to to be understood thoroughly to support the alleged theoretical connection. But the goal is not to explore and examine. It is to "triangulate" these two presently unconnected phenomenological lines.
It must be stated also that both Losing Face and Korean EFL Students' silence are phenomena endemic to South Korea and are therefore must be understood from an inherently Ethnographic point of view as well. But ultimately there is an " intervener"....the Foreign ESL Teacher or the demand for mandatory for English language teaching from abroad. So this again has a phenomenological flavor, both in terms of the connection between the two cultures and the "times" in which this phenomenon occurs.
Yet, again, Grounded Theory approach will win out for categorization.....because of the intended goal, even if the methods are Phenomenological and the phenomena Ethnographically
significant.
Grounded Research
For my research paper "The Phenomenon of Shame and Korean EFL Student Classroom Silence" (Formerly " The Phenomenon of Shame and its Impact on ESL Learning in Korea"), the Grounded Research approach seems to fit best. The ultimate goal of the research is develop a theory. That is to explore- mostly through literature and observation, but also with a few interviews of qualified subjects-the link of an ESL teaching challenge (classroom silence) to ingrained indigenous cultural phenomenon (Losing Face). While there is a great deal of research literature on both subjects.....there has been no explicit attempt to look at the connection. It is my intent to explore the role and/or validity of the connection.
From the explanation given of the Grounded Research approach by Cresswell, my research methods will differ in that they won't primarily rely on collecting research data from the field, but will instead come from research literature studies of the two phenomena (Losing Face, Student Science) and will use observations/ interviews with specialized "experts" who are familiar with both phenomena on experiential and professional levels, as an attempt to corroborate only.
In this regard the research methods seem to be more closely aligned with those of the Phenomenological approach. Because both these phenomena need to to be understood thoroughly to support the alleged theoretical connection. But the goal is not to explore and examine. It is to "triangulate" these two presently unconnected phenomenological lines.
It must be stated also that both Losing Face and Korean EFL Students' silence are phenomena endemic to South Korea and are therefore must be understood from an inherently Ethnographic point of view as well. But ultimately there is an " intervener"....the Foreign ESL Teacher or the demand for mandatory for English language teaching from abroad. So this again has a phenomenological flavor, both in terms of the connection between the two cultures and the "times" in which this phenomenon occurs.
Yet, again, Grounded Theory approach will win out for categorization.....because of the intended goal, even if the methods are Phenomenological and the phenomena Ethnographically
significant.
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