DESIGN AND PROCEDURES
The credibility of findings and conclusions extensively depend on the quality of the research design, data collection, data management and data analysis. This chapter discusses the research methods available for the study and what is applicable for it to use.
This research aims to explore the perceptions, beliefs and attitudes of EFL writing teachers toward online collaborative writing. It also seeks to discover how EFL writing teachers receive the concept of Online Collaborative writing and see whether or not they have been accepting of this 21st Century Teaching instruction and why or why they do not support it. Furthermore, this will also be an investigation of Online Collaborative writing in itself and see whether or not it is deemed effective and credible as deemed by 5 writing teachers the study will garner opinions from.
Qualitative research can be used in responding to the research problem. According to (1997) qualitative research is a generic term for investigative methodologies described as ethnographic, naturalistic, anthropological, field, or participant observer research. It emphasizes the importance of looking at variables in the natural setting in which they are found. Interaction between variables is important. Detailed data is gathered through open ended questions that provide direct quotations.
Qualitative Research is multi-method in focus, involving an interpretative, naturalistic approach to its subject matter. Qualitative research means study things in their natural settings, attempting to make sense of an interpret phenomena in terms of the meanings people bring them. It involves the studied use and collection of a variety of empirical materials – case study, personal experience, introspective, life story, interview, observational, historical, interaction, and visual texts – that describe routine and problematic moments and meaning in individuals life (1994). The researcher builds a complex, holistic picture, analyzes words, reports detailed view of informants, and conducts the study in a natural setting.
This study employs the descriptive research method. In this method, it is possible that the study would be convenient and quick since this paper aims to explore the perceptions, beliefs and attitudes of EFL writing teachers toward online collaborative writing. It is used to obtain information concerning the current status of the phenomena to describe "what exists" with respect to variables or conditions in a situation. It suggests unanticipated hypotheses. Nonetheless, it would be very hard to rule out alternative explanations and especially infer causations. Thus, in this paper it is practical and reliable to use this kind of research approach.
This descriptive type of research utilises observations, interviews, case study and surveys in the study.
Case studies probes in depth into an individual situation or personality with the intent of diagnosing a particular condition and recommending corrective measures. Case studies are detailed investigations of individuals, groups, institutions or other social units. The researcher conducting a case study attempts to analyze the variables relevant to the subject under study (Polit and Hungler, 1983). The principle difference between case studies and other research studies is that the focus of attention is the individual case and not the whole population of cases. Most studies search for what is common and pervasive. However, in the case study, the focus may not be on generalization but on understanding the particulars of that case in its complexity. A case study focuses on a bounded system, usually under natural conditions, so that the system can be understood in its own habitat (1988).
Survey studies assess the characteristics of whole populations of people or situations.
Observations systematically seeks out and organizes data concerning what is being studied based on a social science theory and methodology rather than focusing on achieving a situational defined goal. It keeps detailed records of what occurs, including those things characteristically taken for granted and it periodically detaches self from the situation to review records from the neutral position of a social scientist. Furthermore, it constantly monitors observations and records for evidence of personal bias or prejudice. Observing the phenomena as they exist may be the only way to examine and analyze the factors that are associated with their occurrences in a natural situation (1997).
An interview is a direct face-to-face attempt to obtain reliable and valid measures in the form of verbal responses from one or more respondents. It is a conversation in which the roles of the interviewer and the respondent change continually (1997).
To illustrate the descriptive type of research, (1994) will guide the researcher when he stated: Descriptive method of research is to gather information about the present existing condition. The purpose of employing this method is to describe the nature of a situation, as it exists at the time of the study and to explore the cause/s of particular phenomena. The researcher opted to use this kind of research considering the desire of the researcher to obtain first hand information from the interviewees so as to formulate rational and sound conclusions and recommendations for the study.
According to (2004), all research will possibly involve categorical or numerical data or data that can be use for analysis to help the researcher answer the research questions. .
Actually, qualitative data are described in expressions of quality. Qualitative is the converse of quantitative, which more precisely describes data in terms of quantity (that is, using 'formal' numerical measurement).
Research Approach
The research described in this document is based fundamentally on qualitative. This permits a flexible and iterative approach. During the gathering of information the choice and design of methods are constantly modified, based on ongoing analysis (2001). This allows investigation of important new issues and questions as they arise, and allows the investigators to drop unproductive areas of research from the original research plan.
Information-Gathering Method
To come up with pertinent findings and to provide credible recommendations, this study utilises two sources of research: primary and secondary. The primary source of information came from a semi-structured questionnaire and interviews conducted by the researcher in accordance to their perceptions regarding EFL writing and collaborative writing. The research targets are the EFL writing teachers and the students.
On the other hand, the secondary sources of data are based from published articles from journals, books and related studies based on EFL writing and online collaborative writing. For this research design, the researcher gathered data, collated published studies from different local and foreign universities and articles from EFL teachers doing collaborative writings; and make a content analysis of the collected documentary and verbal material. Afterwards, the researcher summarised all the information, make a conclusion based on the null hypotheses posited and provide insightful recommendations.
Research Plan
The exploratory study was consisting of qualitative analysis of the information gathered, and the interviews conducted with significant personalities for this study. Since this is an exploratory study, the simple study design is used for simpler and in-depth analysis of the role of EFL writing towards collaborative writing.
Unit of Analysis
The unit of analysis is a critical factor in the study. It is typically a system of action rather an individual or group of individuals. Case studies tend to be selective, focusing on one or two issues that are fundamental to understanding the system being examined.
The Participants/ Key Informants and the Selection of Topic
This study is about the perceptions, beliefs and attitudes of EFL writing teachers toward online collaborative writing. A study case of five writing teachers in an online collaborative project will take place in order to determine the said opinions of EFL writing Teachers. Students involved on English learning and online collaborative writing will also be catered.
Design of interviewing guidelines
The interviewing guidelines are divided into four parts. Part I is the background information which provide specific information on the respondents profile such as working experience, job nature and etc. Part II is the perception, beliefs and attitudes of EFL writing teachers toward online collaborative writing composes of both open and closed end questions. Part III is the implementation of EFL writing on online collaborative writing and again, both open and closed end questions are used. Part IV is the effectives of the process.
Administration of the Instrument
The researcher excluded the two respondents who initially used for the validation of the instrument. The researcher also tally, score and tabulate all the responses in the provided interview questions. Moreover, the interview used is a semi-structured interview. The interview consists of a list of specific questions and the interviewer does not deviate from the list or inject any extra remarks into the interview process. The interviewer encouraged the interviewee to clarify vague statements or to further elaborate on brief comments. Otherwise, the interviewer attempts to be objective and tries not to influence the interviewer's statements. The interviewer did not share his/her own beliefs and opinions. The structured interview is mostly a "question and answer" session.
Data Representative and Reliability
To ensure the reliability of interview results, a test-retest was conducted – the researcher administered the same test to the same (or a similar) set of interviewees on two different occasions. This approach assumes that there is no substantial change in the construct being measured between the two occasions. Thus, two tests was conducted – a pretest or a pilot test was done and a post-test. Interviewees are questioned twice themselves. Furthermore, the approaches, structured interview and telephone questionnaire are interview-administered in mode. This also encouraged credibility and accuracy in the interviews.
Validation of the Instrument
For validation purposes, the researcher initially submits a sample of the set of semi-structured questionnaires and after approval; the semi-structured questionnaires was conducted to two respondents. After the questions were answered, the researcher asks the respondents for any suggestions or any necessary corrections to ensure further improvement and validity of the instrument. The researcher again examined the content of the interview questions to find out the reliability of the instrument. The researchers excluded irrelevant questions and change words that are deemed difficult by the respondents, to much simpler terms.
Statistical Treatment of the DataAfter the collection of information from semi-structure questionnaire, interviews and related studies, the researcher collated all the data. The statistical analysis for the information from semi-structure questionnaire was conducted using Microsoft Excel where the data is tabulated, graphed and evaluated. The testing of the level of significance was conducted using the Statistical Package for Social Sciences (SPSS) and tabulated in the Excel files. The SPSS is the standard software in conducting statistical analysis (1973).
1. Percentage – to determine the magnitude of the responses to the questionnaire:
where: n = number of responses
N = total number of respondents
2. Weighted Mean:
where: f – weight given to each response
x – number of responses
xt – total number of responses
Summary
As stated in this methodology part, the research underwent stages. In the research design, the researcher collected secondary data and formulated and developed the semi-structured questionnaire and interview. In this stage, these instruments were subjected to approval and validation. During the information collection, the researcher collated and summarised the data obtained from the semi-structure questionnaire and survey. The researcher then analysed this information and from these, the researcher came up with findings and recommendations that shall be presented in the next chapters.
In summary, the researcher will have taken four major phases to complete the study.
Phase 1: Problem Identification for Research
In the first phase, the researcher identifies the specific focus of the problem to be researched. This involves reviewing existing theory, research, and practices from professional literature. This process helps me integrate theoretical perspectives and empirical findings with my own understanding of the problem, and discern the aspect of the problem the researcher want to research and learn more about.
Phase 2: Administration of the Instrument
After reviewing literature, the researcher formulates questions for the survey and makes a set of guide questionnaires for the interview. These are then presented to the advisor for validation purposes.
Phase 3: Data Collection and Analysis
In the third phase, the researcher will collect and analyse data for the purposes of identifying critical variables specific to their setting. These data will enable me to achieve a specific understanding of the problem.
Phase 4: Data Synthesis and Generation of Recommendations
In the fourth phase, the researcher will synthesise findings from the previous phases and relevant previous research. The focus of this stage is to synthesise these data to modify existing hypotheses and account for different factors, as well as generating recommendations based on new understandings. During this phase, research-based, culture-specific recommendations for action will be generated.
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