2. This research was focused on qualitative type in
which the aim is to understand
a social or human problem, in this case at a school
context.The methodology was action research;
because it provides the opportunity to take
pertinent decisions and apply them, in order to
improve teaching and learning processes.
The next chart shows the action plan to follow, and
establishes the instruments applied in the research.
3. Data collection
The data used in this research were collected in ten classes over three months in 2017, during the second
semester. Four strategies of data collection were used: classroom observation, document analysis, semi-structured
interviews carried out through a focus group, and survey.
● Classroom observation was used as a strategy for gathering information in order to analyze responses, interactions
between students and students but also with teachers, behaviors and so on. See Appendix B for the complete
analysis made in a visit.
● Document analysis was another research strategy for gathering information. This strategy gave important
information about the politics of the school and students profile at school as well.
● Semi-structured interviews were scheduled for teachers-researchers, carried out in 45 minutes. In addition,
students’ focus group interviews were split in two parts in different classes. Interviews are useful strategies for
exploring participants’ experiences and lives. According to McNamara (1999), “Interviews are particularly useful for
getting the story behind a participant experiences” (para. 1).
4. This method enriched significantly this research, it gave many information about students’
thinking, opinions, wishes, regarding English classes. According to Nagle and Williams (2013) “focus
groups are group interviews that give the researcher the ability to capture deeper information more
economically than individual interviews” (p. 2).
Finally, a survey gave information about students’ background, socioeconomic strata, family, and
age.The survey was answered by twenty-one students. The survey had three stages, the first was
the data collection, the second the tabulation and the third was the analysis.
5. Data analysis
Base on the observation and the information
gathered from the journal, two deductive categories
were identified: didactic as theory and students’
responses; the latter divided into students’ interaction
and language development.
To analyze each of the instruments a chart was
created in which all the information collected could be
seen related to the corresponding category.
After a deep analysis of the collected data, many
categories arise apart from the pre-established ones.
In this category emerged particularly: Didactic
transposition and planning. Students were connected
not only with the project, but also with the planning,
they felt that the teacher took into account their
needs and it made them feel more comfortable in the
English class and more motivated.
6. In general this research project had a high level of validity and reliability because in the
process we took into account different voices to collect data: classroom teachers, researchers,
documents, and students.
Validity of the investigation
According to Burns (1999), “validity is an essential criterion for evaluating the quality and
acceptability of research.” (p.160) In this research, there were three criteria that support the
confidence and coherence regarding participants, context, process, and reactions.
Democratic validity
The participation of co-researchers and students being part of the project “young
peacebuilders” was crucial to support the reliability and validity of this research. All of them
were part of this process and multiple voices were included to take into account their opinions
and different positions and analysis in each stages about this research.Taking into account
their feelings, background, opinions, suggestions, and wishes during the regular classes as
well as during the observation and the focus group.
7. Process validity
The process started according to our own interests. Steps were followed taking into account
details like: context, environment, possibilities to carry out the investigation, students and
teachers’ needs, resources, background, and population.Observation was the first resource
for visualizing the importance of carry out this research with the school and participants
permission.All the evidences like surveys, interviews, observations, analysis were
documented rigorously.According to the Standards (AERA et al., 1999), evidence based on
response process refers to “evidence concerning the fit between the construct and the
detailed nature of performance or response actually engaged in by examinees” (p.2).
The process of investigation allowed to know participants from the different point of view as
background: families, thinking, wishes, hopes, dreams, opinions, and beliefs.As researchers,
this research experience was meaningful and filled our personal and professional lives of
beautiful experiences, believing that changes are possible.Teachers need to be aware of the
diversity in each classroom, trying to comprehend realities and providing opportunities for
learning.
8. Dialogic validity:
In this study, this validity was achieved from
different sources: researchers and co-researchers;
classmates and advisor who were active during the
whole process through “collaborative inquiry and
reflective dialogue” (Burns, 1999, p. 162).This
allowed a constant monitoring and refining of the
research actions, the research process like data
gathering strategies, analysis and interpretation.
