Qualitative Research Methods

Costa, Peter I. De; Valmori, Lorena; Choi, Ina

doi:10.4324/9781315676968-29

Cited by 9 publications

(2 citation statements)

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“…Following this, the first author conducted four full‐day, non‐participant, closed classroom observations to become immersed in Magnolia's work with her students. What this means is that they did not participate in the teacher's teaching and learning activities (Hennink et al, 2020), and the observations involved the use of observation schedules with predefined categories (De Costa et al, 2017). The approach of observing without participation enabled the author to conduct the multitasks of watching , listening and recording field notes freely and attentively.…”

Section: Methodsmentioning

confidence: 99%

Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry

Yap

Gurney

2023

Literacy

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Digital technologies have fast become integral within literacy learning and teaching across contexts as students engage with a variety of digital and multimodal texts. While teachers in New Zealand schools have a high degree of autonomy in the design and planning of literacy programs, little is currently known about how they understand and enact multiliteracies pedagogy (MLP). Using data gathered via interviews and classroom observations in an intermediate school in New Zealand, this article adopts a narrative inquiry approach to explore one teacher's approaches to using digital technologies and texts within literacy instruction. We explore in particular the ways in which MLP may be enacted implicitly rather than explicitly, within the complex matrix of teachers' personal beliefs and learning experiences, the perceived learning needs of students, and the school curriculum. We conclude with a call for the conscious and purposeful teaching of MLP, focusing on synaesthesia and the semiotic functions of texts.

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Section: Methodsmentioning

confidence: 99%

Exploring practices of multiliteracies pedagogy through digital technologies: a narrative inquiry

Yap

Gurney

2023

Literacy

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“…Crucially, this isolation stems not only from a rigid paradigmatic perspective. As noted by De Costa et al (2017; see also De Costa et al, 2019), theory, paradigm, and methodology are inextricably linked. Isolation leads to methodological limitations, a point to which we turn next.…”

Section: Identity Crisis: Three Factorsmentioning

confidence: 98%

The Identity Crisis in Language Motivation Research

Al‐Hoorie

Hiver

Kim

et al. 2020

Journal of Language and Social Psychology

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The 40th anniversary of the Journal of Language and Social Psychology occurs around the corner of another anniversary, the language motivation field reaching 60 years. At this occasion, we pause to reflect on the contribution of language motivation research to language teaching practice. We argue that this contribution has been negligible and put forward two main reasons. The first is related to an identity crisis in the language motivation field, falling at the intersection of applied linguistics, education, and psychology; the second is the marginalization of the role of context. To address these issues, we first present insights from two perspectives—sociocultural theory and complex dynamic systems theory—and then propose three solutions to incorporate these insights: (1) moving from the abstract notion of “motivation” to the more tangible construct of “engagement”, (2) encouraging rigorous transdisciplinary research, and (3) taking advantage of the potential of artificial intelligence to translate research findings into practice.

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