3.4.2. Developing the Data Collection Instrument

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As the nature of the research questions prompted open inquiry and a phenomenologist approach (Creswell, 2009; Dörnyei, 2007; O’Leary, 2017) towards the practices of instructors who are experts of technology inclusion in their teaching practices, a semi-structured interview guide was prepared. Semi-structured interviews have several core questions that are asked from each participant, but allow the researcher to ask follow-up questions, should an interesting theme emerge during the interview process (Dörnyei, 2007). The development was also preceded by consulting relevant literature, taking into consideration the results of the main learner and the pilot instructor questionnaires as well as piloting the instrument.

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The questions of the final interview schedule centred around four main topics. Each topic was technology-related, but it was a major goal to formulate questions that can easily be elaborated by the participants (i.e., avoiding leading, too technical, or yes/no questions) in a way that neither of the questions are too techno-positive or techno-optimistic despite the participants all being experts of the field. The four major themes were the following (the complete interview guide is reproduced in Appendix F) with references to the corresponding sections of the Theoretical and empirical background:

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  1. Technology in general: to learn about the participants’ general attitudes and ideas about the importance of technology, as well as the positive and negative feelings they attach to it (2.1.1; 2.1.3; 2.3).
  2. Technological knowledge: to learn about the origins of the participants’ technological knowledge as well as how they constantly work on developing it (2.2.2; 2.4).
  3. Technology in education: to learn about the guiding principles of technology inclusion into the participants’ teaching practices as well as collecting good practices of integration and the names of devices, applications, programmes, websites, and tools they have had positive or negative experiences with. If it was relevant, questions were asked about the technology-related research interest of the instructors. Depending on the main programme the participant was involved in, questions were asked about how it is possible to develop the foreign language knowledge of students, why it is important to pose an example for future teachers and how they train their students for the skilful and critical use of technology in their learning as well as (whenever relevant) future teaching practices (2.5; 2.6).
  4. Covid-19-triggered emergency remote teaching: to learn how the pandemic affected the educational practices of the instructors who are experts in the field as well as collect ideas, anecdotes, barriers, and enablers of a successful transition. Questions were asked about the long-lasting consequences of the pandemic concerning the technological knowledge of learners as well as the technological and techno-pedagogical knowledge of instructors (2.7).
 

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Apart from the interview guide, three additional documents were prepared. The first one was a short, to-the-point recruitment message that could be sent for future participants detailing the topic, aims and expected length of the interview. The second was a consent form that reassured participants of their anonymity and the possibility to opt out from the research process at any given time as well as asking for their consent to be recorded. The third one was a short introduction that was read out to the participants before the interview started, but after a few minutes of icebreaking conversation.
 

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3.4.2.1 Piloting the Instrument. Administration of the interview was preceded by a pre-pilot and a pilot phase. The pre-pilot involved two fellow researchers and were mainly concerned with the wording and organisation of the interview questions. One of the researchers was one of the supervisors of the researcher, and the second a fellow PhD student. The questions were expert reviewed to flow in a logical order as well as to meet the requirements put forward by Dörnyei (2007) and Friedman (2012); yes/no questions were not included in the guide, too technical questions were reworded, and complex questions were broken down to smaller units (Dörnyei, 2007). The interview guide was piloted with the involvement of two technology expert teachers. The pilot interviews lasted for 30 and 42 minutes, and the length of the interviews was used to signal how long the interviews would take for prospective participants. The pilot also made it possible to test the three accompanying documents of the interview guide: 1) the recruitment email, 2) the short introduction to the participants before the interviews began, and 3) the informed consent form. Following the pilot, no major revisions were necessary for the core interview schedule.
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