Procedure and timeline

This section presents the completion of the study through stages of data collection and analysis.

3.2.4.1 Data collection

Data collection occurred in two phases, the pilot period and data collection.

Pilot period

The pilot study was necessary to identify areas for improvement in the design. When research methods are trialled, the necessary changes can be made to increase the trustworthiness of data. In this study, the pilot was conducted with one lecturer and one fourth-year student at EU via Skype. These interviews demonstrated that most questions were appropriate to the research questions. However, the pilot interviews allowed the researcher to recognise some areas for improvement. These areas included the following.

Some questions were redundant. The researcher integrated some questions into one.

For example, the researcher asked the trial lecturer two questions: ‘How do you feel after teaching the lecture today? Are you satisfied with what happened in the class?’ These questions focused on eliciting the lecturer’s attitude about the lecture. Both questions were problematic because they were too general. Although the second question might be more specific in terms of attitude (feel satisfied or dissatisfied), it was still ambiguous in terms of the issue asked. Therefore, the revised question was:

‘Are you satisfied with how the learning intentions were achieved in the class? Why or why not?’

Some questions were difficult for the lecturer and the student to understand and therefore to answer because they were too complex. This feedback helped the researcher to divide one question into different questions.

For example, the researcher asked the trial lecturer about the impact of peer and self-assessment on her students. The question was: ‘How do you think peer and self- assessment impact on student learning?’ This question is complex because the lecturer was asked at the same time to consider the influence of two feedback sources (peers and students themselves). It was decided that this question would be easier to answer if it was divided into two separate sections:

‘Do you often encourage your students to give and receive peer feedback? Why? In what ways do you organise peer assessment?

Do you often encourage your students to self-assess their own learning? Why? In what ways do you organise self-assessment?’

The order of some questions was changed to ensure a flow of thinking in answers.

For example, the researcher interviewed the trial student about his experiences with assessment practices. The student was given questions in the following order: (1) ‘Describe how assessment is practised in your university? (2) How satisfied are you with the current assessment methods? (3) How do you learn for the current assessment tasks? (4) What are your expectations for future assessment methods?’ Interview results show that the order should be changed between the second and the third questions to create a logical flow for interviewees.

These adjustments were made and new versions of the interview questions produced [Appendix B, C, D, E].

These trialled interviews were helpful in refining questions. However, the interviews that were mediated through technology limited interactions between the researcher and interviewees. For this reason, the pilot study continued in the field visit to Vietnam in early April 2013. The researcher focused on trialling group interviews and classroom observation with one lecturer and her students in another Vietnamese teacher-training university. This helped the researcher to master skills of using field notes, camera and audio recordings, as well as managing the time and discussion during interviews before the major data collection period.

Data collection period

When the researcher obtained permission to conduct research at EU, data collection began by sending invitation letters, which clearly described the purposes of the research, expected participation, and benefits and risks to the Deans and lecturers of the three faculties. There were three lecturers in the Faculty of Psychology and Education who wished to participate; one lecturer in Mathematics and Informatics and two lecturers in the History faculty. Based on prescribed criteria, the researcher decided to invite Ly, Hoa and Tung to participate in the research.

The researcher met with the three lecturers and discussed the research plan, including the timing of the research, the place of interview, requirements of audio- recording and video-recording of classroom observations. The data collection in the main study started in Semester Two of the academic year 2012-2013, from April to June 2013. Key areas for data collection were determined by the following:

• the beliefs and attitudes of the three lecturers and students towards learning and assessment;

• strategies which aligned with AfL in observed teaching sessions and the effectiveness of these strategies to support student learning;

• the responses of focus students to AfL strategies that were used in the classrooms; and

• the influences of sociocultural factors on lecturers’ practices of AfL.

Data collection methods and schedules for each teaching session are presented in the figure, below:

Figure 3.1. Procedure of Data Collection in Each Teaching Session.

3.2.4.2 Data analysis

The following table summarises the sequence of data collection and analysis procedures.

Table 3.4

The Procedure and Timeframe for Data Collection and Analysis

Period Purpose Description Pilot study

(January and early April 2013)

Trialled and adjusted data collection methods

Conducted pilot interview with one lecturer and one fourth year student in EU via Skype

Conducted focus group interviews and observations with one lecturer in another Vietnamese teacher- training university Refined research methods

Data collection (April to June 2013)

Collected data as in the research design

Gained access to the research site Sent invitation letters to Deans and lecturers of the three faculties Selected the participant lecturers and students Discussed the research plan with participant lecturers and students Conducted interviews, observations, and researched documents Data Analysis (April 2013 to April 2015) Answered the research questions

Transcribed data in Vietnamese and conducted member-checking Coded data in Vietnamese; Vietnamese quotations were translated into English Identified emergent themes Reported cases and found research findings Discussed research findings Drew conclusions and implications

Classroom Observation Prior interview with the lecturers Searching and analysing documents Post interview with the lecturers Group interview with students