1. CLASSROOM RESEARCH
CLASSROOM OBSERVATION
STEFAN RATHERT

2. OVERVIEW
1. What is classroom observation?
2. Why do we carry out classroom
observation?
3. How can we carry out classroom
observation?

3. 1. WHAT IS CLASSROOM OBSERVATION?
 documenting life inside the classroom
 procedures in data collection during actual
lessons by
 watching
 listening
 recording

4. WHAT IS CLASSROOM OBSERVATION?
manual data
participant
collection – open-ended
observation –
electronic data observation –
nonparticipant
collection focused observation
observation

5. 2. WHY DO WE CARRY OUT CLASSROOM OBSERVATION?
 SLA research does not only focus on results
 focus is on result and process
 classroom interaction is essential

6. 3. HOW CAN WE CARRY OUT CLASSROOM OBSERVATION?
 basic approaches
 ethnographic narratives
 transcriptions
 observation systems to code data
 quality control

7. ETHNOGRAPHIC NARRATIVES
 not only record of
utterances but also
description of classroom
dynamics/atmosphere
 time-consuming to
produce
 requires high-quality
recording equipment
and/or note taking skills

8. TRANSCRIPTIONS
 provides detailed
evidence on specific
aspects of classroom
interaction
 can be analyzed
through coding
(category systems)
 time-consuming

9. OBSERVATION SYSTEMS TO CODE DATA
 use of categories
 students’ and/or teacher’s
behaviours are
documented
 focuses the attention on
research questions
 very abstract, does not
indicate sequences or
length of interaction

10. OBSERVATION SYSTEMS TO CODE DATA: SELECTING AN OBSERVATION SCHEME
 check of a behaviour every time or at
regular intervals?
 high- or low-inference categories?
 possible to assign an utterance to more
than one category?
 designed for use in real time or with audio-
/videotape recordings?
 designed for research or teacher
education?
 focus of the instrument

11. EXAMPLE OF AN OBSERVATION SYSTEM: COLT
 Communicative Orientation to Language Teaching
 influenced by communicative approaches in FL
learning
 designed to meet the needs for research on
relationship between teaching and learning
 designed to develop psycholinguistically valid
categories for classroom observation
 has two parts: Classroom Activities and Classroom
Language

12. EXAMPLE OF AN OBSERVATION SYSTEM: COLT PART A

13. EXAMPLE OF AN OBSERVATION SYSTEM: COLT PART B

14. EXAMPLE OF AN OBSERVATION SYSTEM: COLT
 obtained data reliable but:
 categories given are ideologically loaded
 categories mirror assumption that
communicative teaching facilitates effective
learning best

15. OBSERVATION SCHEMES: GENERAL CONSIDERATIONS
 no totally objective classroom observation
scheme
 observation schemes show tallies (frequency)
not the interaction itself, i.e. the language used
in interaction
 particularly elaborate schemes require trained
observers
 complementary to transcriptions/ethnographic
narratives

16. OBSERVATION SYSTEMS FOR CAPTURING SOCIAL ASPECTS
 not part of traditional SLA
research but of value
 Seating Chart Observation
Records (SCORE)
 analysis of interpersonal
relationships in the classroom,
e.g.:
 Who speaks to whom?
 Who initiates verbal turns?
 Who responds?
 provide no information about
language, length of turns,
accuracy or fluency

17. QUALITY CONTROL – THREATS TO OBSERVATION QUALITY
validity observer technical
effect issues
adequate
capture of reliability
events

18. QUALITY CONTROL – THINGS TO CONSIDER
 check location beforehand
 check technical equipment
 acclimate participants to observation, build up trust
 reach an agreement with other observers
 match the categories for the observation to the research
questions
 do a pilot study
 provide methods triangulation (e.g. observation scheme +
field notes + stimulated recall)

19. REFERENCES
 Fraenkel, J.R & Wallen, N.M. (2006) How to Design and Evaluate
Research in Education. Boston: McGraw-Hill
 Hopkins, D. (2002) A Teacher’s Guide to Classroom Research.
Berkshire: Open University Press
 McKay, S. L. (2006). Researching second language classrooms.
Mahwah, NJ: Lawrence Erlbaum Associates
 Nunan D. & Bailey K. M. (2009) Exploring Second Language Classroom
Research - A Comprehensive Guide. Boston: Heinle Cengage Learning
 Taggart, G.L. & Wilson A.P. (2005). Promoting Reflective Thinking in
Teachers. 50 Action Strategies. Thousand Oaks, California: Corwin
Press