Page 59 - The SpeakTeach method - Esther de Vrind

alignment and degree of steering). The author and the assessor assigned the scores as described in Table 3.3, third column (Cohen’s κ = 0.88).
Departures from the options conceived in advance with respect to the design of the lesson series were noted as adaptations.
0-scores on the application of the design principles means that the essence of the teaching method was not retained.
Coding considerations
The didactic triangle (see e.g. Bertrand & Houssaye, 1999) was used as a model for coding the teachers’ considerations when designing the series of lessons. The didactic triangle describes the interaction during teaching between student-course content, course content-teacher, and teacher-student. All these aspects play a role when teachers are weighing up their didactic options. Which of the three points of the triangle the teachers mentioned in their considerations, we took to be the decisive factor for the choices they had made. Their choices were determined by an emphasis on lesson content or learning aim, for example, "I let students speak, because the active use of the language makes it easier to learn the language"; emphasis on adapting the lessons to individual students, for example, "I walk around the classroom to hear all the students, because I want to have a view on each student to tailor my feedback"; or emphasis on practicality for the teacher, for example, "I don't speak much, because I have too large a group and too little time for speaking skills". These categories of considerations were coded as L (lesson content/learning aim), A (adaptive) and P (practical). The considerations were independently scored by two assessors (the author and an assessor) (Cohen’s κ = 0.86). Where the assessors had coded items differently, they consulted and managed to reach agreement in all cases.
Analysis for research question C: practicality
Quantitative analysis
To answer the research question how far teachers perceived the curriculum reform to be practical, a mixed analysis of variance (ANOVA) was performed to examine whether there were any differences between the experimental group and the control group in the practicality of their regular teaching practices (factor between test subjects) and whether
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