Action research through stimulated recall

O’Brien, John

doi:10.1007/bf02357063

Cited by 55 publications

(38 citation statements)

References 9 publications

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“…Stimulated recall is a form of introspective inquiry that has been employed extensively in educational research primarily as a means of investigating individuals' concurrent thinking during specific past events (e. g. Butefish, 1990;Calderhead, 1981;Fox-Turnbull, 2009;O'Brien, 1993;Peterson & Clark, 1978). This is achieved by encouraging subjects to comment on what was happening at the time an event occurred in a subsequent interview using prompts or stimuli connected to the incident as support.…”

Section: Introductionmentioning

confidence: 99%

Silence in the Second Language Classroom

King¹

2013

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This mixed-methods investigation reports on the under-researched issue of silence within Japanese university second language (L2) classrooms. An extensive, multi-site study using a structured observation methodology was employed to investigate the classroom behaviour of over 900 language learners across nine universities in Japan. To effectively measure the extent of macro-level silence within their classrooms, an original observation instrument called the Classroom Oral Participation Scheme (COPS) was specially developed for the task. A total of 48 hours of data was collected using a minute-by-minute sampling strategy which resulted in some startling results.Learners were found to be responsible for less than one percent of initiated talk within their classes, while over a fifth of total class time observed was characterised by no oral participation by any participants. Complementing the COPS' quantitative evidence of a robust national trend of silence in Japan's universities, a parallel qualitative phase of the investigation gave students a voice about their silences by drawing on over seventy-thousand words of transcribed data collected during a series of semi-structured interviews. This phase of the research provided a valuable individual-level analysis of learners' fundamental beliefs about and personal experiences of not speaking in L2 educational contexts. The final phase of the project adopted an event-specific focus on classroom silence by utilising a stimulated recall methodology to uncover what students were actually thinking and feeling whilst silent i episodes were in progress during lessons. Using Dynamic Systems Theory (DST) as its conceptual background, the investigation moves away from reductionist, single-cause explanations for learner reticence to suggest that silence actually emerges through multiple, concurrent routes. These routes (termed attractors in DST) are so abundant, and appear to be so well supported both educationally and culturally in the Japanese context, that silence has fossilised into a semi-permanent attractor state within university language classrooms.ii ACKNOWLEDGEMENTS

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Section: Introductionmentioning

confidence: 99%

Silence in the Second Language Classroom

King¹

2013

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“…In the data collection, two timegeographical diaries were complemented with open interviews, using a stimulated-recall interview technique (27) and a graph constructed from the participants' diaries.…”

Section: Methodsmentioning

confidence: 99%

“…In order to grasp the participants' reflections on how and why they engaged in occupations to different extents and in certain ways, the timegeographical diaries were complemented with an open interview within 2-5 days after the second day recorded in the diary. This approach was inspired by the stimulated-recall interview technique, used in educational research (27,31). Bloom (32) first described the stimulated-recall technique as being crucial to stimulate and enable a subject to re-live an original situation with vividness and accuracy.…”

Section: Data Collection and Proceduresmentioning

confidence: 99%

Using a time-geographical diary method in order to facilitate reflections on changes in patterns of daily occupations

Orban

Edberg

Erlandsson

2011

Scandinavian Journal of Occupational Therapy

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Objective and methods: Time-use methodologies have been proposed to be established research techniques when exploring aspects of daily occupations. In this study, two graphs illustrating the time arrangement of occupations as they appear in a continuous sequence, where used in order to encourage individuals to reflect on their everyday life.The aim was to investigate the usefulness of a time-geographical diary method (using illustrative graphs) in combination with stimulated-recall interviews, to facilitate reflections on how patterns of daily occupations change over time and the causes that lie behind these changes. The study had a qualitative design. The participants were two working, married mothers; i.e. individuals considered to have highly complex patterns of daily occupations. The data analysis was performed by using thematic content analysis. Results:The results showed that the stimulated-recall interviews, based on the graphs, facilitated new insights that came to light concerning the scope of the participant's daily life. The method enabled the participants to reflect on their patterns of daily occupations and become aware of changes relevant to explain the causes for engaging in occupations the way they did. Conclusion: The method thus seems useful in research and practice for occupational therapists working with individuals with a need to change lifestyle.

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“…In addition, it seems to work well with both young and adolescent students (O'Brien, 1993;Peterson et al, 1982). In a transcendental phenomenological study, the goal of the researcher is to make sense of the participants' noema (the things they experience) and noesis (their interpretations of their experiences) (Moustakas, 1994).…”

Section: Stimulated Recallmentioning

confidence: 99%

Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms

McParker

2000

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Action research through stimulated recall

Cited by 55 publications

References 9 publications

Silence in the Second Language Classroom

Silence in the Second Language Classroom

Using a time-geographical diary method in order to facilitate reflections on changes in patterns of daily occupations

Intercultural Interactions Among Burmese Refugees in Multicultural Middle School Classrooms

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