Methodology - A Case Study of High School Chinese as a Foreign Language Blended Program

The purpose of this study is to expand the understanding of the design and

implementation issues of blended language learning by investigating the four curriculum layers-intended curriculum, taught curriculum, learned curriculum, and tested curriculum, in a blended language program, as well as the congruency among these four curriculum layers. In order to achieve this purpose, qualitative research methodology using a case study approach was employed in this study, as it enables to be situated in a naturalistic environment and also

provides a holistic understanding of the context and the relationship between the participants in the said blended language program. The following section will discuss research sites, research questions, research design, study participant identification and selection, data collection, data analysis and trustworthiness of the study.

Research Site

The blended language program explored in this study is a federally funded two-week summer language institute designed to give high school students a jump-start into the study of Chinese language. Fifty-five high school students from eight different school districts across 4 Midwestern states enrolled in this blended language class. Twelve native Chinese teachers participated in teaching the language course, working full time at the teaching site located in a Midwestern city. In each remote site (i.e. the students’ own school districts), a facilitator was physically present in the classroom, and his/her role was to help the distance language teacher in managing the physical classroom. This blended language program used three different

instructional modes: synchronous instruction via videoconferencing technology, asynchronous

instruction via CourseSites learning management system, and face-to-face instruction. Students attended eight days of distance classes at remote sites. Each day they had three synchronous classes taught by native Chinese teachers via IDL videoconferencing technology (Interactive Distance learning), and one asynchronous class supported by CourseSites web software(?). After the eight-days of distance classes, students took a two-day field trip with their classroom

facilitators to the teaching site to participate in various face-to-face language and cultural activities organized by the language institute. Figure 3.1 presents the basic structure of the blended language program:

Figure 3.1: The Basic Structure of the Blended Language Program

Research Questions

This study seeks to answer the following research questions:

1. What are the curriculum goals for this blended language program? How are the three instructional modes, synchronous, asynchronous, and face-to-face, integrated to achieve the curriculum goals?

2. How is the curriculum taught in different instructional modes? How do language teachers view blended learning after they have participated in the blended language program?

3. How is the curriculum learned in different instructional modes? How do students view blended learning after they have participated in the blended language program?

4. How is student learning assessed in different instructional modes? How do teachers and students view different types of assessment in a blended context?

5. Is there congruency among the four curriculum layers? If not, what are the discrepancies among the four layers in regards to the blended learning design?

Research Design

A qualitative case study methodology was used in this study because rather than testing theoretically derived hypotheses, the researcher is more interested in exploring the nature of blended learning phenomena in an existing foreign language education program. As defined by Creswell, qualitative study is an inquiry process of understanding a social or human problem (Creswell, 1998). Qualitative research “attempts to understand and make sense of phenomena from the participant’s perspective” (Merriam, 2002). In this study, through investigating administrator, teacher and student’s experiences in a blended language program, the researcher will be able to understand the phenomena of blended learning from multiple perspectives.

This study is particularly suitable for a case study design because it is a bounded system, it is contextual, and it is the study of a process (Merriam, 1998). In this study, the boundaries were defined as the beginning and end of the high school blended Chinese language program.

Rather than examining student learning outcome or investigating a specific technology

integration instance, this study focused on the teaching and learning process in a blended context.

Through investigating how the language curriculum was designed, taught, learned and tested in a blended program, the researcher explored the phenomena of blended language learning in an in-depth, holistic way. In addition, this study is an instrumental case study in terms of having a specific intent. Understanding the four different curriculum layers and the congruency among these layers in this particular blended language program can contribute to the understanding of the nature of blended learning design and implementation in foreign language education.

In order to gain rich and detailed data embedded in context and the information needed to answer the research questions, this study collected data through a variety of techniques,

including interviews, observations, and document review. Collecting data from various sources also allowed for triangulation, which guarded the trustworthiness of this study.

Study Participant Identification and Selection

The participants in this research are classified into 4 categories as shown in Table 3.1, including administrators, language teachers, facilitators, and high school students. After an initial series of recruitment attempts, one administrator, eight language teachers, four facilitators, and twelve high school students agreed to participate in this research.

Table 3.1: Interview Participants

Sample Categories Number of Participants

Administrator 1

Language teachers 8

Facilitators 4

High school students 12

54 Administrator

One administrator from the blended language program took part in this research: the program director. The program director was actively involved through the initial design to the actual implementation of the blended language program. She had been in charge of the blended language program for five years when the research began. During that time, she performed a variety of important duties including overall project management, budgetary management, curriculum development and supervision of instruction. The researcher approached the program director through personal contact. In this study, the program director was interviewed twice (once before the program started and once at the end of the program) to obtain information related to curriculum design and implementation.

Teacher

Twelve native speakers of Chinese teachers participated in teaching the language course, working full time at the teaching site located in a Midwestern city. All of the teachers were visiting scholars from a university in central China, with a degree in language education and at least two years experiences in teaching Chinese as a second language. They all have received training from the language institute and the State Department of Education, which included:

foreign language pedagogy, the national and state standards, and IDL pedagogical practice.

Language teachers were approached through personal contact and their participation in the research was voluntary. In this study, 8 language teachers participated in interviews during the week after the program ended.

Student

Fifty-five high school students enrolled in this blended language program, most of them having no experience in Chinese language. These students came from eight different school

districts across four Midwestern states. They participated at their home schools for eight days of synchronous videoconferencing instruction combined with asynchronous self-paced online learning, and then traveled to the teaching site for the two days of culminating activities centered on a student film festival learning activity. To recruit students to participate in the study, the researcher sent fifty-five copies of parent-guardian informed consent statements, consent forms for minors, along with a cover letter written by the program director to the eight school districts.

The facilitators in each remote site distributed these documents to students. Students who were willing to participate in the study were asked to take the documents home and get signatures from their parents or guardians. All of the signed documents were collected by the researcher either during remote site visits or during the last two days of face-to-face field trip. The twelve students participated in the interviews at the end of the program.

Classroom facilitator

In each remote site (i.e. the students’ own school districts), a facilitator was physically present in the classroom. The facilitator’s role was to help the distance language teacher in managing the physical classroom. There were eight different school districts participating in the blended language program; therefore, a total number of eight facilitators worked full time to manage the remote site classrooms. The facilitators performed a variety of duties, including supervising students at the remote site, managing equipment, supporting classroom activities and transporting students during the final two day field trip activity. Classroom facilitators were reached through the contact information provided by the program director and their participation was voluntary. In this study, four facilitators participated in interviews at the end of the program.

56 Data Collection

Observations

In order to acquire first-hand knowledge of both teachers’ and students’ behaviors in a blended language program, the researcher observed the course content that was delivered in different instructional modes, as well as observed teachers’ and students’ interaction in the blended course. Patton (2002) stated that the purpose of observational data is not only to record the activities and people who participate in a setting, but also to describe the meanings of what was observed from the perspectives of those observed. In this study, the researcher conducted observations at both the teaching site and remote sites, so she could gain both teacher and student’s perspective in how the curriculum was taught and learned. The observation data was used to support the findings from the interviews.

Before conducting the teaching site observations, the researcher first obtained permission from the program director, then contacted language teachers to gain access to the teaching site videoconferencing offices. For remote site observations, the researcher first obtained permissions from the school principals, and then contacted classroom facilitators to gain access to the remote site classrooms. Observations were recorded as written field notes. The content of the field notes included the three components described by Merriam (1998): a description of the setting,

participants, and activities; quotations of what the participants said; and the observer’s comments.

Observation Site Selection

Purposeful sampling of observation sites was utilized to provide rich contexts for

exploration. According to Merriam (1998), purposeful sampling is based on the assumption that the investigator wants to discover, understand, and gain insight and therefore must select samples

from which the most can be learned. There were eight school districts participating in the blended language program, and the student population in these school districts was diverse in terms of socioeconomics, ethnicities, races, and religion. In order to select observation sites that represented a wide range of variation in this blended language program, the researcher used the maximum variation strategy to select school districts for classroom observation. In this study, four school districts were selected; including one inner city urban school, one rural school, one college-town school and one suburban school. For each school district, the researcher conducted observations at both the teaching site and the remote school sites.

Teaching Site Observation

For each selected school district, the researcher observed the videoconferencing class three times at the teaching site; one time at the beginning of the curriculum, one time at the middle, and one at the end. These three observations helped the researcher to understand how the curriculum was taught in a synchronous instructional mode from the teachers’ perspective.

During the classroom observation, the researcher focused on what specific teaching materials instructors used to facilitate course delivery, what teaching strategies they used to engage distance language learners, and how they assessed student learning and engagement in the videoconferencing class. Most importantly, by observing the videoconferencing classes at the teaching site, the researcher gained perspective from the teacher’s position in order to understand the differences between teaching in a traditional physical classroom setting and teaching in a videoconferencing classroom setting. This understanding and perspective helped the researcher to interpret the interview data from the teachers.

In addition to videoconferencing classroom observation, the researcher also observed the collocated face-to-face classes at the teaching site, which took place in the last two days of the

program. During these two days, the researcher paid particular attention to the summative assessment activities, as well as the personal interaction among different participant groups, including teacher-student interaction, student-student interaction, student-facilitator interaction, and teacher-facilitator interaction.

Remote Site Observation

In order to understand how the curriculum is learned from the student’s perspective, the researcher traveled to the four remote sites to observe how students interacted with their distance language teachers on the TV screen and how they used the online tutorials for self-paced

learning. Since the four school districts were purposefully selected to include an inner city urban school, a rural school, a college-town school, and a suburban school, the researcher also paid attention to the unique cultural dynamics in each remote site observation. The observation notes included the classroom setting, the facilitator’s classroom management style, and students’

interaction with their peers in the physical classroom. Remote site observations took place in the middle of the program and the researcher spent half a day (3 videoconferencing classes and 1 self-paced online class) at each remote site. By observing the classes at remote sites, the researcher gained perspective from the student’s position in order to understand how the curriculum is learned without the language teacher physically present in the classroom.

Interviews

The purpose of the research interview is to obtain information from an individual that could not be directly observed by the researcher. Patton stated that the purpose of interview is to allow researchers to access another person’s perspective and it “begins with the assumption that the perspective of others is meaningful, knowable, and able to be made explicit” (Patton,2002).

Four participant groups were interviewed in the study, including administrators, language

teachers, students and facilitators. Interviews with the language teachers were conducted in Mandarin Chinese, because findings from the pilot study indicated that those interview participants who were native speakers of Chinese shared more information when the

conversation was in their native language. Interviews with the administrators, facilitators and students were conducted in English. Through interviewing different participant groups in the blended language program, the researcher was able to explore the design and implementation issues of blended learning from multiple perspectives. After gaining IRB approval and the initial participation agreement from the interviewees, the researcher conducted the interviews in person.

All interviewees were provided with an informed consent form prior to their participation. In this study, two types of interviews were used: informal conversations and structured in-depth

interviews.

Informal Conversation

Informal conversations with teachers and students took place immediately after every observation, so the researcher could ask relevant questions when the participants still had a fresh memory about their experiences. According to Merriam (1998), informal conversations are particularly useful when the researcher does not know enough about a phenomenon to ask relevant questions, and the interview is essentially exploratory. The informal conversations in this study serve two purposes: clarify questions raised from the observation, and ask interview questions that relate to the specific context. Informal conversations were recorded as written field notes.

In-depth Interview

The in-depth interviews with participants included structured and unstructured questions and the length ranged from 30-60 minutes. Before the interview, participants were asked if they

would allow their interviews to be digitally recorded. Participants’ names were changed for anonymity. The researcher also compiled personal reflective notes of each interview immediately after each interview was given.

In this study, the program director was interviewed twice, once before the program started and once at the end of the program. Interviews with language teachers, facilitators and students were scheduled at the end of the blended language program (i.e., after they had

experienced all three instructional modes), so they could share their perceptions toward blended learning in a holistic way.

The first interview with the program director focused on the design of the blended language program, and interview questions covered the following areas: historical background, curriculum goal, stages of curriculum development, structure and composition of the blended language program, and practical and pedagogical considerations behind the program design.

Interviewing the program director before the program starts helped the researcher to be familiar with the study’s setting and in having a clear picture of the intended curriculum before exploring how the curriculum was taught, learned and tested. The second interview with the administrator took place at the end of the program. Interview questions at this time focused on the

implementation issues of the blended language program, including what difficulties were encountered during the implementation process and how this program can be improved in the future.

Interviews with language teachers, facilitators and students were scheduled at the end of the blended language program (i.e. after they experience all of the three instructional modes), so they could share their perceptions toward blended learning in a holistic way. Interview questions for language teachers focused on what teaching strategies they used in each instructional mode to

achieve the curriculum goal, what difficulties they had encountered, and how the blended language program could be improved in the future. Interview questions for students focused on their learning experiences in each instructional mode and how the blended language program could be improved to address their needs. Interview questions for facilitators focused on how they managed the class at the remote site and their suggestions on improving the blended language class.

Document Review

During the study, several sources of data were collected and analyzed, including the National Standards for Foreign Language Education, the curriculum framework, unit plans and lesson plans for the blended language program, materials that teachers used in the classroom, online tutorials, and assessment materials and tools. The researcher reviewed all of these

documents in order to understand the curriculum goal of the blended language program, how the curriculum is taught and learned in different instructional modes, and how student learning is assessed. Reviewing these documents also brought a supplemental insight into the information gained from the interviews and helped the researcher to confirm interviewees’ experiences and perceptions toward blended learning. The following are the descriptions of these documents:

• National standards: The National Standards for Foreign Language Learning (NSFLL), informally known as the “Five Cs”, describe what students of foreign languages should know and be able to do in the areas of Communication, Cultures, Connections,

Comparisons, and Communities. The Standards for Chinese Language Learning, which is part of a series of nine language-specific standards document that complement the

“Five Cs”, will be used as a guideline to analyze the curriculum goals in this blended language program.

• Curriculum framework: The curriculum framework addresses the program theme, unit sub-themes, national standards and expected outcomes, and specific knowledge and skills.

• Unit plans: A unit is a thematic organizer of a subset of the curriculum to be completed in a specific period of time. A unit usually consists of a series of lessons which include

In document A Case Study of High School Chinese as a Foreign Language Blended Program (Page 61-80)