3. Examples of question types
Open-ended
Closed
Open-ended but limited through number of
responses asked for
Likert scale
Choices/options/items provided in a table or list
Ranking / prioritising
Statement completion
Text-based
Visual input-based
Workshop Task 1
4. A matrix of question options
(adapted from Patton, 1987)
Past
Present
Future
Behaviour/experience questions
Aimed at eliciting descriptions, behaviours, actions
and activities
Opinion/value questions
Aimed at understanding the cognitive & interpretive
processes of people
Feeling questions
Aimed at understanding the emotional responses of
people to their experiences and thoughts
Knowledge questions
Aimed at finding out what factual information the
informant has
Sensory questions
Aimed at exploring through the sensory apparatus
of the respondents; what is seen, heard, touched,
tasted and smelled
Demographic/background questions
Aimed at locating the informant in relation to other
people; identifying characteristics e.g. age,
education, occupation Workshop Task 2
6. A closer look at exploratory research...
Exploratory classroom tasks
• Using everyday classroom tasks for exploratory research e.g. brainstorming,
mind mapping, listing, ranking, prioritising, discussing, role play & simulation
• Input-based exploratory tasks e.g. images, metaphors, psychology tests,
descriptions, case studies, personalization, creative writing
• Criteria development and feedback tasks e.g. criteria for effective lessons;
qualities of a „good‟ teacher / a „good‟ student etc.
Learner research diaries
• Tasks focusing primarily on learners‟ personal development
• Learning and classroom focused tasks
• Tasks that can be embedded into the teaching & learning programme
• A combination of more than one of the three task types above
Learner interviews and surveys
• Learners interviewing others (peers, teachers, lecturers, etc.)
• Role reversal in interviews “Am I a problem student?”
• Surveys focusing on learning from learners
• Learners designing surveys – specific topics, formative feedback
Learner observations
• Learners as observers through simple but informative observation tasks
WorkshopTask4
10. Allright & Hanks (2008) The Developing Language Learner: An Introduction to Exploratory
Practice, Palgrave MacMillan
Edge, J. (1992) Cooperative Development: Professional self-development through cooperation
with colleagues, Longman
Gooding & Rothenstein (2008) Mind Games: A Box of Psychological Play, Redstone
Kurtoglu Eken, D. (2015) Learner-based Research In A Practical Guide to English Language Learner
Development in an Academic Context by E.G.Alayafi & N.Demirdirek, Blakswan Publishing
House
Kurtoglu Eken, D. (2008) Growing with re-search: Research in education In IATEFL Research SIG
Newsletter Issue 22 Autumn
Kurtoglu Eken, D. (2009a) Research for learner, teacher & institutional development In IATEFL
Teacher Development SIG Newsletter Issue 61 Summer pp. 19-22
Kurtoglu Eken, D. (2009b)Alone Together In English Teaching Professional Issue 65 November pp.
51-53
Nagao & Saito (1998) Kokology: The Game of Self-discovery, Simon & Schuster
Scheeren, J. (2011) Improving School Effectiveness. UNESCO.
Whitaker, T. et al. (2009). Motivating and Inspiring Teachers: The Educational Leader’s Guide for
Building Staff Morale. Eye on Education
