Why phenomenography?

Since its inception at the University of Goteburg in the 1970s, phenomenography has been closely aligned with studies involving education. As an approach, phenomenography takes a second-order perspective. This means that the focus of the study is the ways in which participants hold conceptions of a given object of experience that has been shared by the study subjects. This contrasts with a first-order perspective, whereby conceptions would primarily derive from the researcher’s analysis of the object of experience rather than surfacing from analysis of the participants’ descriptions (Khan, 2014; Marton, 1981; Sjöström & Dahlgren, 2002).

When considering the optimum research approach for this study, the following key reasons formed the basis of the argument in favour of phenomenography. Firstly, it is concerned with the understanding of conceptions as seen by participants who experience particular phenomena. As an approach to qualitative research, it was initially described by Marton as “research that aims at description, analysis, and understanding of experiences; that is, research which is directed towards experiential description” (Marton, 1981, p. 180). This focus on the understanding of experiences aligns with the

research aim in this study of investigating how participants experience a particular aspect of language education within a TEL context.

Secondly, this focus on conceptions also involves the assumption that there is no attempt “to describe knowledge in terms of right and wrong” (Svennson, 1997, p. 163). In other words, the focus on experiential description is undertaken with the emphasis on how individuals conceive of meaning relating to the phenomenon. This description aims to ignore any preconceived notions regarding the status of the experiential meaning in terms of objectivity demands (Svennson, 1997). Again, this aligns with the underlying aims of this study in that knowledge is viewed primarily as “meaning in a social and cultural context” (Svensson, 1997, p. 163). This view reinforces the aim of the study whereby the analysis of descriptions will seek commonalities within interpretations of an experience that has been shared by participants.

Looking at this point further, from its outset, phenomenography as an approach has not generally been concerned with the classification or comparison of groups, with explanations or predictions, or with making judgements of people in fair or unfair terms (Marton, 1981). For the purposes of this study, this means that correct answers are not being sought to any of the research questions, including how existing TBLT frameworks can be adapted for more effective use in TEL contexts or of how new and experienced teachers can be trained more effectively in the use of a TBLT approach in TEL environments.

Thirdly, in recent years, there has been an increasing movement towards a focus on conceptions of learning and teaching as the means by which teaching developments should be addressed (Åkerlind, 2008). This movement presents a contrast with an

emphasis on the development of teaching methods and skills, which although recognised as key elements in the process, have tended to be examined without thorough examination of foundational conceptions and beliefs underpinning them (Åkerlind 2003, 2004, 2008; Gibbs 1995; Kember, 1997; Trigwell & Prosser, 1996; Wood, 2000). In addition, these elements have been extended to include a far greater focus on learner conceptions rather than a focus on teacher conceptions, since student conceptions had tended either to be assumed or ignored entirely (Åkerlind 2004, 2008; Dall’Alba, 1991; Martin & Balla, 1991; Martin & Ramsden, 1992; Prosser & Trigwell, 1999; Wood, 2000). The potential benefits of these arguments have been supported by some studies indicating more favourable outcomes for student learning when a greater degree of “student-centred understanding” (Åkerlind, 2008) is present among higher education teachers (Kember & Gow, 1994; Prosser & Trigwell, 1999).

Fourthly, phenomenography often focusses purely on describing phenomena through the analysis of categories of description, after which there may be little further attempt to apply findings in any context or to make recommendations for change (Bowden, 2000). However, this study sets out to explore the possible need for adaptations of TBLT frameworks in online and blended contexts. Therefore, contained within the research question is the stated goal of looking beyond a purely phenomenographic description. In other words, the study has a clear intention of undertaking a phenomenographic study as a possible basis for considering the application of the findings in real-world contexts, which, in this case, constitutes the effective usage of TBLT frameworks in postsecondary online and blended settings. The developmental potential of phenomenography has been well documented. According to Bowden, phenomenography can be applied to effect changes in real-world contexts for

developmental purposes following the initial analysis of how people view a particular phenomenon (Bowden, 2000).

With reference to this study, TBLT as an approach places an emphasis on student- centred concepts, such as learner reliance on existing linguistic resources and negotiated interactions between learners, in order to achieve ‘real world’ objectives. Given this emphasis, it seems appropriate to inform analysis of TBLT methodologies in TEL contexts with the inclusion of learner conceptions as a key component in attempting to further knowledge of student-centred understanding among instructors. As stated previously, the second-order perspective of phenomenography is concerned with how participants view a phenomenon, whereas a first-order perspective would tend to focus on descriptions of what the phenomenon itself actually constitutes. From the second- order perspective, the ways in which the phenomenon is experienced and perceived become the focus of the study itself.