Page 137 - Getting of the fence

The relevance and usefulness of the Comprehensive Approach
the intervention. For this reason, when the teachers volunteered to participate, they were only informed that the study included two years, that it included an intervention, that the focus of the study was the EFL literature curriculum, and that the data collection involved interviews, student surveys, and video-recording all literature lessons for two years. We did not inform them that our research focused on the way they approach literature. We also asked the teachers to minimize the changes in the literary works that were part of their EFL literature curriculum as well as the number of literature lessons taught per year.
6.3.3.1 Research question 1: Which changes in the EFL literature lessons
regarding the time spent on the four approaches of the Comprehensive
Approach did teachers realize?
In order to find out which changes in the lessons regarding the time spent on
the four approaches of the Comprehensive Approach the teachers realized (i.e.
the Theory of Change), we recorded and analysed EFL literature lessons before
and after the intervention. Lesson observations can provide inclusive insights
into what actually occurs in the EFL literature classroom. Because this unbiased
form of data collection can become distorted when only a selection of lessons is
observed, we decided to record and analyse all literature lessons taught by the 6 participating teachers between September 2015 and July 2017 at pre-university
level year 5. The literature lessons were videotaped, for which we used a mounted camera positioned at the front of the classroom. This resulted in 276 video- recorded EFL literature lessons, 122 lessons in year 1 and 154 lessons in year 2. The researcher was present during approximately 25% of the lessons and managed the recordings. For the remaining 75%, the teachers recorded the lessons themselves with a camera provided by the researcher. Due to factors such as camera deficiency, sudden change of classrooms or timetables, 3.5 % of the EFL literature lessons taught were not recorded.
We used Mediacoder, a programme designed for time-stamping analyses by the University of Groningen. The 15 underlying elements of the Comprehensive Approach (see Table 4.5) were imported into Mediacoder to serve as the coding scheme. Although designed as conceptually separate, the four approaches and the 15 underlying elements were regularly combined by teachers in their lessons. Whenever this was the case, these instances were double-coded. Because of the variation in lesson duration and number of literature lessons per year per teacher as part of the EFL curriculum (see Table 6.1), we calculated percentages of the
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