Which research approach/methodology in education do I need to use to explore any problems related to teaching/learning a new language course?
Suppose that there's a new English language course stipulated by the Ministry of Education at a particular educational stage. As a researcher, I need to know how both teachers and students received this new course, and which realistic problems are being encountered while teaching/learning this new course in the field (i.e. at schools). This includes: identifying teachers', learners' and inspectors' view points and conducting some classroom observations at schools; perhaps I might suggest some aspects for improving the course based on the data I collect. I need to know which research methodology I need to employ while investigating this problem. More specifically, will my study be AN EVALUATIVE study or just a QUALITATIVE study?
If you haven't already done so, maybe look into the foundations of action research? e.g. Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York: Routledge.
It should be an evaluative study for obvious reasons: you are evaluating the receptivity of this course by both students and teachers.
It should be an evaluative study if you have a certain pre-established /apriori standards against which you would compare the data you gather in the study. Otherwise, it will qualify as a qualitative study.
You can use either the one or the other method. Both have their advantages and disadvantages. May be you use an quantitative study and integrate some open questions?
If you haven't already done so, maybe look into the foundations of action research? e.g. Burns, A. (2010). Doing Action Research in English Language Teaching. A Guide for Practitioners. New York: Routledge.
I concur with Brian that taking an Action Research approach would be appropriate.
Have you considered some form of an Experience Sampling Methodology? Something that can measure the 'experience' at regular intervals and the data could also trigger some semi-structured interviews with participants?
Trevor, I doubt the Experience Sampling methodology would be optimal, given the fact that this English Language course is being implemented; therefore, there'd be no experience to sample. If the course was implemented and the researcher wanted to see how teacher and learner "received" it, (s)he could take a QUAL approach, with a Case Study design. A Case Study design allows the researcher to solicit both qualitative and quantitative data. Some qualitative data source could be semi-structured interviews, focus groups, and observation. The researcher may even video-record a class in session and use the video-recording as a source of data, if (s)he cannot actually sit in the class. Quantitative data may be collected, using a valid and reliable instrument and/or researcher-designed questionnaire.
For more on Case Study research, see:
Yin, R.K. 2009). Case Study Research, 4th Ed. Thousand Oaks, CA: Sage Publications.
I used semi-structured interviews and found it to be a very rewarding method.
Here is the reference:
Use of Semi-Structured Interviews to Investigate Teacher Perceptions of Student Collaboration
www.melta.org.my/majer/ParthakA.pdf
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