Page 77 - Getting of the fence

Connecting students and researchers
which they felt was unclear. In the top row, the group has written ‘Biographical, what is meant by this’ and in the sixth row they came back to this topic, writing: ‘Again ‘biographical’ is unclear’. Three of the elements were clear (2.2, 2.4, and 2.7), and the students actually provided their own examples for these three. The students also indicated that they felt that although 2.1 was clear, an example would be convenient.
Open question survey 3 The single open question survey, in which the students were asked about the
benefits of EFL literature lessons, was administered at all three schools and a total
of 260 students answered our question. Figure 3.5 shows the response from one
student, who provided us with eight answers of which the majority focused on the Language approach and some on the Context approach in our model.
Figure 3.5. Example of answers of one student regarding the single open question survey
3.4 Discussion
The first part of our research question asked how secondary school students can contribute to the development of a foreign language literature teaching model through the Learners as data source and Learners in dialogue perspectives. Our account above has shown how the three types of activities - written reflective accounts, unguided focus groups, and a single open question survey - focused on establishing an inclusive dialogue aiming for mutual understanding as opposed to a critical attitude that emphasizes a sceptical and judgmental attitude (Burbules, 1993). Moreover, with the three activities we included both convergent (unguided focus groups) and divergent (written reflective accounts and the single open
• Good English used in the right way.
• Expanding your vocabulary.
• Using English in the right cultural way.
• Cultural knowledge about the language.
• Pronunciation in English.
• When to use formal and informal English.
• The differences in language in different periods. • Learning the grammar in a natural way.
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