Page 28 - Getting of the fence

Chapter 1
and therefore limited view. We then propose that including the student voice from different perspectives and through a consecutive dialogical procedure will enhance research. This proposal is exemplified by a detailed report on how 268 Dutch secondary school students cooperated in the further development of the foreign language literature teaching model that was the results of Chapter 2.
In the third study (Chapter 4) we wanted to unearth the genuine views of a large group of students regarding their ideas about the benefits of EFL literature education. A second question we were interested in was whether we could find any differences between the perception of students from different schools. We designed a single open question survey which allowed for spontaneity in the student answer as well as avoided bias because the students were not provided with answer categories. A total of 635 pre-university level students (aged between 15 - 17) from 15 different secondary schools provided 2361 answers which were first analysed qualitatively and were then quantified.
Because student perception can have an impact on their achievement (Brown, 2009), it is not only important to find out what they find important, but also how this is related to their level of motivation in the EFL literature lessons. In the fourth study of this thesis (Chapter 5), we draw on the work of Skinner, Kindermann, and Furrer (2009) and Wigfield and Eccles (2000) and operationalise external motivation as student level of engagement and internal motivation as how students value the EFL literature lessons. To this end, a survey was developed based on the Comprehensive Approach and the Engagement versus Disaffection survey (Skinner et al., 2009). The survey was administered to 365 year 5 pre-university level students and their answers allowed us to invstigate to what extent students are engaged during EFL literature lessons, how they value EFL literature lessons, and possible relationships between these two. The data were analysed by means of an exploratory factor analysis and correlation analyses.
1.8.3 Part 3
The fifth and final study (Chapter 6) describes an intervention from a teacher perspective through an instrumental multisite multiple case study. This chapter explores how eight EFL teachers experienced the relevance and usefulness of the Comprehensive Approach when implementing this in their own teaching contexts. Whereas in Chapters 2 and 3 we followed the original educational design research process, in this chapter we changed the consecutive process to a simultaneous one, believing to do justice this way to the diverse naturalistic teaching contexts. To this
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