Effective Approaches to Gathering Data for Action Research

王猛?盛芊芊

【Abstract】Careful consideration of the research question will reveal various options， including the collection of quantitative data， qualitative data or both. These data could be collected through normal classroom routines or outside classroom. The key to the many data-collection options is to select data-collection techniques that are a natural outgrowth of the guiding research question and desired outcomes.

【Key words】Gathering Data; Action Research

【作者簡介】王猛，遼寧人，中國勞動關系學院外語教學部，副教授，研究方向：英語語言文學及教學法;盛芊芊，遼寧人，北京工業職業技術學院基礎教育學院，副教授，研究方向：英語教學，應用語言學。

1. Introduction

Although action researches aim to solve immediate and practical problems， teachers do not have to begin with a problem. All they need is a general idea that something might be improved. Then， teachers should evaluate the feasibility， usefulness， viability and the importance of the ideas. There are a lot of things that should be taken into account. Most common data-collection techniques include interviews， classroom observations， field notes， journals， questionnaires，document reviewing，stimulated recall， self-observation， teacher-student meeting， teaching logs and so on.

2. Interviewing

Interviewing enables teachers to extend their understanding of events by offering them opportunities to hear the perspectives of students and other participants （Denzin & Lincoln， 2000）. Interviewing in classroom action research can occur between teacher-student， and student-student. Because teacher-student interviews are very time-consuming， it may be more profitable to devote that time to general classroom meetings， and only talk individually with students. Hopkins （2002） finds out group interviews with three or four students the most productive.

To make interviewing effective， teachers should be a sympathetic， interested and attentive listener， without taking an active conservative role; this is a way of conveying that you value and appreciate the students opinion. Besides， teachers should also be neutral with respect to subject matter and not express their own opinions either on the subjects being discussed by the children or on the childrens ideas about these subjects. Moreover， teachers sense of ease is also important. If teachers feel hesitant or hurried the students will sense this feeling and behave accordingly.

3. Classroom observation

Classroom observation is now becoming far more common than it once was. It examines what is actually going on during teaching and learning. Comparatively， it provides action researchers direct and large amount of data. Stinger （2004） summarizes the purpose of observation is to familiarize researchers with the opportunities to stand back from their everyday involvement and watch purposefully as events unfold. This extends both their perceptions and understanding of the everyday features of their life-world and provides information for their action research.

It has to be recognized that when someone new comes into a classroom to observe， then he or she may influence what happens. Wragg （1999） argues that its not easy to say exactly how things might change， because this will depend on many factors， such as how common it is for visitors to arrive in the room， the status of the person concerned， even such matters as the age， dress and sex of the observer.

4. Survey

A survey is another means of collecting data into an action research process. The major advantage of surveys is that they provide a comparatively inexpensive means to acquire information from a large number of people within a limited time frame. An appropriate survey comes from effective and valid designs， and a systematic process： determine the purpose， focus and participants; formulate questions; responses; provide framing information; trail; conduct the survey; thank; analyze.

5. Triangulation

Multiple sources diminish the possibility that one perspective alone will shape the course or determine the outcome of an investigation （Stringer， 2004）. When we collect data from multiple （more than one） sources， we can claim that we triangulate our researches. Triangulation provides a diversity of materials which probably lead to effective solutions to the problem. Triangulation of data adds depth and rigor to the research process. Denzin （2000） has distinguished four different kinds of triangulation：

5.1 Data triangulation involving different time， space or people.

5.2 Investigator triangulation where various observers cross-check each other.

5.3 Theory triangulation which brings different theories to bear on the observations

5.4 Methodological triangulation whereby more than one methodology of enquiry is employed.

6. Recording information

Stringer （2004） argues that teachers who are responsible for recording information should be wary of paraphrasing or abstracting. So， in order to avoid misunderstanding， sometimes it may be necessary to ask the person who offers the data to repeat the information， or to pause momentarily so that the note-taker can catch up on notes.

Using a tape recorder has the advantage of allowing the researcher to acquire a detailed and accurate account of an interview. Teachers could acquire large quantities of information from multiple sources， so they should keep a careful record of their tapes. Tape recording should be transcribed immediately， so the accuracy of the transcription could be verified by the interviewers.

Videotaping recently become very popular， because it can record large information， especially images， researchers can look into what is actually going on in the classroom. Schouten and Watling （1997） suggest the following procedures of videotaping：

→Leave a 10-second gap at the beginning each tape.

→Make a trial recording to ensure equipment is working.

→Enable people time warm-up before recording.

→Check the material immediately after recording.

→Stick to a designated time limit.

→Allow time for people to comment after recording.

Videos， however， do not reveal the facts or the truth （Hopkins， 2002）. They still provide only partial information， since only small segments of time may be recorded， and the lens focuses only on particular features of the context or events according to the particular interest or interpreting eye of the photographer. A useful way of using this particular tool is to record events identified by preliminary analysis of interview data

References：

[1]Burns， A. Collaborative Action Research for English Language Teachers[M]. New York： Cambridge University Press，1999.

[2]Denzin， N.K. and Lincoln， Y. S.. Handbook of qualitative materials[J]. Thousand Oaks， CA： Sage，2000.

[3]Hopkins， D.. A Teachers Guide to Classroom Research[M]. Philadelphia： Open Univerisity Press，2002.

[4]Schouten， D.， & Watling， R.. Media action projects： A model for integrating video in project-based education， training and community development[J]. London： Nottingham，1997.

[5]Stringer， E.. Action Research in Education[J]. Ohio： Pearson Prentice Hall，2004.

[6]Wragg. E. C.. An Introduction to Classroom Observation[J].? London： Routledge，1999.