3.5.2.3. Piloting the Worksheets in the Secondary School Setting
Jegyzet elhelyezéséhez, kérjük, lépj be.!
Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
Harvard
Divéki Rita (2024): Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132 Letöltve: https://mersz.hu/dokumentum/m1171digc__77/#m1171digc_75_p1 (2024. 12. 04.)
Chicago
Divéki Rita. 2024. Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640132 (Letöltve: 2024. 12. 04. https://mersz.hu/dokumentum/m1171digc__77/#m1171digc_75_p1)
APA
Divéki R. (2024). Developing Global Competence in the Hungarian EFL Classroom. Akadémiai Kiadó. https://doi.org/10.1556/9789636640132. (Letöltve: 2024. 12. 04. https://mersz.hu/dokumentum/m1171digc__77/#m1171digc_75_p1)
After the participants were recruited for this study, they received the materials and the instructions as well. They were asked to choose four worksheets from the ten, do the activities with their classes, write a reflective journal on their experiences, and ask the students to fill in the feedback sheet presented in the previous section. The participants received the instructions at the beginning of March 2020, however, due to the COVID-19 pandemic, all schools closed, and an emergency remote teaching period started in the middle of March. Already at the beginning of the period, several teachers pulled out of the study, but some of them promised to go on online. As online teaching came as a surprise for the teachers, and many of them were admittedly not prepared for this scenario, some of them were struggling and could not manage with participating in a study on top of preparing for their lessons. In the end, there was ongoing work in only five groups. Communication with the teachers became even more difficult, and I only learnt about the progress of the groups by checking the feedback sheet regularly, which was shared with the students using a QR code at the bottom of each worksheet. All in all, little data was gathered in this period, so I deemed it wiser to carry out the study again in the Autumn semester, which many teachers believed would mean face to face teaching again.
Jegyzet elhelyezéséhez, kérjük, lépj be.!
Hivatkozások
Válaszd ki a számodra megfelelő hivatkozásformátumot:
Harvard
Divéki Rita (2024): Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó.
https://doi.org/10.1556/9789636640132 Letöltve: https://mersz.hu/dokumentum/m1171digc__77/#m1171digc_75_p2 (2024. 12. 04.)
Chicago
Divéki Rita. 2024. Developing Global Competence in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636640132 (Letöltve: 2024. 12. 04. https://mersz.hu/dokumentum/m1171digc__77/#m1171digc_75_p2)
APA
Divéki R. (2024). Developing Global Competence in the Hungarian EFL Classroom. Akadémiai Kiadó. https://doi.org/10.1556/9789636640132. (Letöltve: 2024. 12. 04. https://mersz.hu/dokumentum/m1171digc__77/#m1171digc_75_p2)
Based on the experiences of the secondary school pilot, some modifications had to be made to the research design. Even though originally, I intended to observe some lessons, the idea was dismissed due to secondary school teachers’ and my increased workload. Even though observations would have enhanced my research design, in the stressful situation the pandemic posed I did not want to add to the participants’ burdens by observations, which usually increase teachers’ stress levels anyway. Instead of asking teachers to use four worksheets, the number had to be cut down as it became evident that the participants would not be able to dedicate many lessons to my research project. Finally, I had to realize that giving the participants two months to use the worksheets might not be enough, and I needed to be more flexible with deadlines and requests.