Page 29 - Getting of the fence

end, 276 EFL literature lessons from eight different teachers were video-recorded 1 over a period of two years and the eight participating teachers were interviewed.
All data collection instruments for studies 4 and 5, as well as the data analyses, were piloted between April and June 2015 (Bloemert & van Veen, accepted). An evaluation of this pilot led to several minor changes in the instruments as well as in the analyses.
1.9 Organisation of the thesis
Because it was decided that this thesis would follow the thesis-by-publications format, Chapters 2 to 5 were submitted for publication in international peer- reviewed journals and can therefore be read independently. Chapter 2 was published in Language, Culture and Curriculum as Bloemert, Jansen, and van de Grift (2016). Chapter 4 was published in The Language Learning Journal as Bloemert, Paran, Jansen, and van de Grift (2019). Chapter 3 has recently been accepted by Cambridge Journal of Education and Chapter 5 has recently been accepted by Applied Linguistic Review. Because of this format some overlap in the introduction, theoretical background, and context sections may be encountered.
Due to the wide scope and the fact that we wanted to do justice to the data we collected, it was decided that the fifth empirical study (Chapter 6) followed the format of a chapter. This also means that this chapter is extensive in size.
In the final chapter, Chapter 7, the findings of the five empirical studies are briefly summarized followed by a general discussion of the overall conclusions. This is followed by directions for future research and practical implications for teachers and other educational professionals.
General introduction
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