Semi-structured interview
The interview allows implicit and unobservable beliefs of teachers to be made explicit. Interview seems to be an appropriate tool for eliciting verbal commentaries, which many teacher cognition researchers have employed in a semi-structured format because open-ended questions allow interviewees to respond to questions by expressing in their own words (Borg, 2006). According to Borg (2006), semi-structured interview is common to employ when a researcher aims to capture the main element of natural conversation, especially in an in-depth interview. This method is productive or meaningful when a researcher uses themes or topics to guide interviewees. It has been suggested that using contextualised concepts with semi-structured interview is practical when investigating complicated performances and views (Menter, Elliot, Hulme, Lewin, & …show more content…
Semi-structured interview with topic guides comprises main questions, topics or key issues to start the discussion in order to elicit information, and the interview is based on a conversation guided by a researcher (Menter et al., …show more content…
So, this will help in understanding the context of the study regarding their EMI policy into practices. According to McMillan (2012), this approach will also assist in verifying or supporting data achieved from interview or observation. To collect data systematically, EMI documents from KKU will be divided into two main categories. The first category is authorities’ EMI documents, which contain the official KKU’s EMI policies and HUSO’s EMI policies, reports and materials of the CLIL workshop. For second category is practitioners’ EMI documents, which comprise of content lecturers’ EMI teaching materials (i.e. course syllabus, input teaching materials, classroom activities, tasks and lesson plans). These documents will be collected in the research
The interview allows implicit and unobservable beliefs of teachers to be made explicit. Interview seems to be an appropriate tool for eliciting verbal commentaries, which many teacher cognition researchers have employed in a semi-structured format because open-ended questions allow interviewees to respond to questions by expressing in their own words (Borg, 2006). According to Borg (2006), semi-structured interview is common to employ when a researcher aims to capture the main element of natural conversation, especially in an in-depth interview. This method is productive or meaningful when a researcher uses themes or topics to guide interviewees. It has been suggested that using contextualised concepts with semi-structured interview is practical when investigating complicated performances and views (Menter, Elliot, Hulme, Lewin, & …show more content…
Semi-structured interview with topic guides comprises main questions, topics or key issues to start the discussion in order to elicit information, and the interview is based on a conversation guided by a researcher (Menter et al., …show more content…
So, this will help in understanding the context of the study regarding their EMI policy into practices. According to McMillan (2012), this approach will also assist in verifying or supporting data achieved from interview or observation. To collect data systematically, EMI documents from KKU will be divided into two main categories. The first category is authorities’ EMI documents, which contain the official KKU’s EMI policies and HUSO’s EMI policies, reports and materials of the CLIL workshop. For second category is practitioners’ EMI documents, which comprise of content lecturers’ EMI teaching materials (i.e. course syllabus, input teaching materials, classroom activities, tasks and lesson plans). These documents will be collected in the research