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Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences

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Irie K., Ryan S., Mercer S.
Studies in Second Language Learning and Teaching
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2018
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vol. 8
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issue 3
575-598
EN
This paper reports on a study investigating the mindsets of 51 pre-service teachers at an Austrian university using Q methodology. Despite the recent growth in interest in the concept of mindsets, little research has addressed the mindsets of teachers – most of it focusing on the mindsets of learners – and the research that does investigate teachers tends to focus on beliefs about learning or intelligence. This study offers a new perspective by focusing on teachers’ beliefs about their own teaching competences. A further aim of the study is to expand the methodological repertoire in language education researchers. This study considers the potential of Q methodology, a research approach used widely in social sciences and education, but, as yet, rare in this field. The data indicate that the most common mindset among the pre-service teachers is one based around a strong belief in the learnability of the more technical aspects of teaching, while interpersonal skills tend to be regarded as more of a natural talent fixed within the individual. One practical implication of this finding is that teacher education programmes may need to pay more attention to explicitly developing the interpersonal side of teaching. A further finding was that teacher mindsets are constructed through individuals’ management of various sets of implicit theories and tend not to conform to the established dichotomous model of mindsets.  
2
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Q methodology for post-social-turn research in SLA

100%
Irie K.
Studies in Second Language Learning and Teaching
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2014
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vol. 4
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issue 1
13-32
EN
Q methodology, an approach to inquiry on the subjective views about a complex phenomenon/issue which has been increasingly employed in a wide range of social science fields has not yet been applied in language learning and teaching research. It is a unique approach that has characteristics of both qualitative and quantitative research methods. The purpose of the present paper is to introduce Q methodology as an alternative approach and demonstrate its potential to respond to the needs of the field that has been expanding in its epistemological diversity since the social turn (Block, 2003; Ortega, 2012). The relevance of the methodology for SLA research will be discussed with a particular focus on the parallels between the development of the methodology in the 1930s and current criticisms towards the traditional cognitive approach in SLA. Using a published study (Irie & Ryan, 2014), the author explains how the focus on the holistic understanding of subjectivity is built into the procedure. Suggestions for possible areas of research and teaching in which Q methodology could be applied are discussed.
3
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Potential sources of foreign language learning boredom: A Q methodology study

100%
Kruk M., Pawlak M., Elahi Shirvan M., Taherian T., Yazdanmehr E.
Studies in Second Language Learning and Teaching
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2022
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vol. 12
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issue 1
37-58
EN
The present study employed an interpretive approach to investigate individual learners’ viewpoints on foreign language learning boredom (FLLB). To this aim, a Q method, which shares features of both qualitative and quantitative research approaches, was used to explore 37 Iranian English as a foreign language (EFL) learners’ perceptions of potential sources of boredom in the classroom. Nonprobability purposeful sampling was used to select participants from two private language institutes in Mashhad, Iran. A hybrid-type Q sampling was employed to produce 40 statements related to the sources of FLLB. Using PQ Method, an exclusive statistical package for Q methodology, the Q sorts were intercorrelated and factor-analyzed. Three factors were extracted and rotated using varimax rotation and hand adjustment. Factor arrays and qualitative analyses were utilized to find and interpret three different accounts of FLLB. The three factors showed that the students held three divergent prototypical points of view about the sources of boredom experienced in EFL learning in class: (a) teacher-induced boredom, (b) student-induced boredom, and (c) activity-induced boredom. The findings also showed that different learner prototypes experience FLLB distinctly. Thus teachers should consider using different strategies to prevent or reduce this negative emotion in the context of L2 learning since otherwise this process could be impeded.
4
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Content available

Q methodology for post-social-turn research in SLA

100%
Irie K.
Studies in Second Language Learning and Teaching
|
2014
|
vol. 4
|
issue 1
13-32
EN
Q methodology, an approach to inquiry on the subjective views about a complex phenomenon/issue which has been increasingly employed in a wide range of social science fields has not yet been applied in language learning and teaching research. It is a unique approach that has characteristics of both qualitative and quantitative research methods. The purpose of the present paper is to introduce Q methodology as an alternative approach and demonstrate its potential to respond to the needs of the field that has been expanding in its epistemological diversity since the social turn (Block, 2003; Ortega, 2012). The relevance of the methodology for SLA research will be discussed with a particular focus on the parallels between the development of the methodology in the 1930s and current criticisms towards the traditional cognitive approach in SLA. Using a published study (Irie & Ryan, 2014), the author explains how the focus on the holistic understanding of subjectivity is built into the procedure. Suggestions for possible areas of research and teaching in which Q methodology could be applied are discussed.
5
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Changes in perceptions of value orientation in university students after a winter expedition: A report on experiential education from the Czech Republic

72%
Ruzickova A., Jirasek I., Petr M.
Ido Movement for Culture. Journal of Martial Arts Anthropology
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2020
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vol. 20
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issue 2
44-53
EN
Background and study aim. Research on value orientation, whether general or focused on a population of university students, is a complex issue involving philosophical, psychological, sociological and educational dimensions. The fundamental question of our research was whether it is possible to influence the value preferences of students in subjects and discourses other than philosophy, ethics and the humanities and social sciences in the broader sense. Methods. For the purposes of this exploratory research, a winter expedition course (snow shoeing and camping), part of the curriculum at the Faculty of Physical Culture, Palacky University Olomouc, Czech Republic was chosen. To determine any changes in the perception of values in the research group (n = 27), the Q-sorting method with forced selection of 18 items (values) was applied. Data was collected twice; a month prior to the course and immediately after the completion of the course. Results and conclusions. The research suggested that the greatest shift towards higher importance was in the category “a Peaceful world”. This could be particularly explained by the programme’s focus and the geographical- cultural environment of the expedition (references to World War II events in the terrain). On the opposite end of the scale, less important items after the course included “Happiness” and “a Comfortable life”, which might be associated with the need to overcome discomfort and pain while hiking through a winter landscape, with its natural impact on self-reflection and ideas about one’s own life path.
PL
Tło i cel badania. Badania nad orientacją na wartość, zarówno ogólne, jak i skoncentrowane na populacji studentów uczelni, są kompleksowym zagadnieniem obejmującym wymiar filozoficzny, psychologiczny, socjologiczny i edukacyjny. Podstawową kwestią niniejszych badań była możliwość wpływania na preferencje wartościowe studentów w zakresie innych przedmiotów i dyskursów niż filozofia i etyka oraz szeroko rozumiane nauki humanistyczne i społeczne. Metody. Do celów badań wybrano wyprawę zimową kurs (rakiety śnieżne i biwakowanie), który jest częścią programu nauczania na Wydziale Kultury Fizycznej Uniwersytetu Palackiego w Ołomuńcu, Republika Czeska. Do określenia zmian w postrzeganiu wartości w grupie badawczej (n = 27) zastosowano metodę Q-sortowania z wymuszonym wyborem 18 pozycji (wartości). Dane zbierano dwa razy, miesiąc przed kursem i bezpośrednio po jego zakończeniu. Wyniki i wnioski. Badania sugerują, że największą zmianę w kierunku wyższej wartości jest kategoria „Pokojowy świat”. Można to wytłumaczyć w szczególności ukierunkowaniem programowym i geograficzno-kulturowym środowiskiem wyprawy (odniesienia do wydarzeń II wojny światowej w terenie). Natomiast, mniejszego znaczenia nabrały po wyprawie kategorie „Szczęście” i „Komfortowe życie”, co może wiązać się z koniecznością przezwyciężenia dyskomfortu i bólu podczas peregrynacji przez zimowy krajobraz, z naturalnym wpływem na autorefleksję i wyobrażenia o własnej drodze życia.
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