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Questions
If you were to design ethnographic diaries in order to research a particular context and group of learners and/or teachers with which you are familiar, what would the key features of the diaries be, and why? For example, to what extent would the diary be structured or unstructured? How often would you ask participants to update their diary? Would the diary follow a “traditional” paper-and-pen format or make use of new technologies?
In what ways do you think your decisions and actions as a researcher might affect the data? How would you deal with these issues during the process of data analysis and interpretation?
Note
1 1 Although diary-based research into language teaching and learning can be traced back to the early 1980s (e.g., Bailey, 1981 study of an individual’s language learning experience, and her 1983 examination of competitiveness and anxiety among adult learners; Brown’s, 1985 exploration of the differences between adult and young learners), more recent diary studies remain relatively uncommon. Published studies include Yi’s (2008) investigation into teachers’ perceptions and use of rating schemes, Lopera Medina’s (2013) study of the teaching of reading, and Farrell’s (2013) account of teachers’ own professional development through diary-writing. Meanwhile, learners’ experiences and concerns have occasionally been uncovered through diary approaches, including fluctuations in the motivation of an individual learner (Casanave, 2012), the language anxiety experienced by students in a specific class (Gkonou, 2012), and more general difficulties and constraints on learning English experienced by students within an institution (Huang, 2005).
Suggested Reading
1 Alaszewski, A. (2006). Using diaries for social research. London: SAGE.
References
1 Alaszewski, A. (2006). Using diaries for social research. London: SAGE.
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