Stimulated recall interviews for describing pragmatic epistemology

Classroom interaction is a challenging yet crucial part of language teaching, where teachers play a critical role in successful learning. Teachers' awareness of interaction strategies, such as negotiation of meaning strategies, including when and how to implement them, significantly affects learning outcomes, and reflective practices like stimulated recall interviews (SRIs) can effectively develop their awareness. Thus, the research aims to find out the EFL teachers' negotiation of meaning strategy (NfM) use reflected in stimulated recall interviews (SRIs) and the effect of awareness-raising activity on the negotiation of meaning strategies on teacher's reflections. The research participants are two in-service EFL teachers working at a private university in Türkiye. This research uses a mixed-method explanatory sequential design in a quasi-experimental framework. Teachers completed two SRIs, and between the interviews, they participated in an awareness-raising activity where they were informed about NfM strategies. In the light of qualitative and quantitative analysis, it is revealed that after the awareness-raising activity, the number and the type of NfM strategies increased. Furthermore, it was found that teachers demonstrated initiation in starting reflections and took more deliberate actions in the strategy choices. It could be stressed that teachers' reflections, as in SRIs, serve as a valuable tool for professional development opportunities to think, reflect, and improve their teaching, helping learners' language learning. These findings suggest that such awareness-raising activities positively impact teachers' professional development, classroom interaction, and, ultimately, student learning experiences.

To assess the use of artefacts in semi-structured, stimulated-recall interviews in a study exploring mentors' decisions regarding students' competence in practice. Few empirical studies have examined how mentors reach a decision when assessing students' performance in practice. Concerns have repeatedly been voiced that students may lack essential skills at the point of registration or that mentors may have failed or been reticent to judge students' performance as unsatisfactory. Student practice assessment documents (PADs) were used in stimulated-recall (SR) interviews with mentors to explore decision making. A review of the literature identified that artefacts can play a role in triggering a more comprehensive retrospective examination of decision making, thus helping to capture the essence of a mentor's decision over time and in context. Use of an artefact to stimulate recall can elicit evidence of thought processes, which may be difficult to obtain in a normal, semi-structured interview. PADs proved to be a valuable way to generate naturalistic decision making. In addition, discussion of artefacts created by participants can promote participant-driven enquiry, thereby reducing researcher bias. Identifying an approach that captures post hoc decision making based on sustained engagement and interaction between students and their mentors was a challenge. Artefacts can be used to address the difficulties associated with retrospective introspection about a unique decision. There is the potential to increase the use of artefacts in healthcare research. SR can also help novice mentors develop their skills in making decisions regarding assessments of students.

<p>This study explored the black box of technology integration through the stimulated recall of teachers who showed proficiency in the use of technology to support teaching and learning. More particularly, the aim of the study was to examine how these teachers use technology in their lessons and to gain deeper insights into the multifaceted influences affecting their current practices. In order to explore this black box, observations and stimulated recall interviews with primary school teachers were conducted in schools which were selected by the inspectorate on the basis of advances they had made in educational technology use. Stimulated recall interviews – a verbal reporting technique in which the teachers were asked to verbalize their thoughts while looking at their own classroom practice on video – seemed to be a promising approach to increase authentic understandings of technology integration. The results emphasize that (a) the teachers involved in this study were pedagogically proficient and flexible enough to fit technology in with the varying demands of their educational practices, (b) the teachers' ongoing learning experiences rather than training affected the development of the quality of their practices, and (c) the role of the school and the broader context of teachers' personal lives played an important role. By interpreting the results of the study, recommendations are discussed for teacher technology integration and future research.</p><p> </p>

Stimulated Recall (SR) has long been used in educational settings as an approach of retrospection. However, with the fast growing of digital learning and advanced technologies in educational settings over the past decade, the extent to which stimulated recall has been effectively implemented by researchers remains minimal. This systematic review reveals that SR has been primarily employed to probe the patterns of participants’ thinking, to examine the effects of instructional strategies, and to promote metacognitive level. Notably, SR video stimuli have advanced, and the sources of stimuli have become more diverse, including the incorporation of physiological data. Additionally, researchers have applied various strategies, such as flexible intervals and questioning techniques, in SR interviews. Furthermore, this article discusses the relationships between different SR research items, including stimuli and learning contexts. The review and analysis also demonstrate that stimulated recall may be further enhanced by integrating multiple data sources, applying intelligent algorithms, and incorporating conversational agents enabled by generative artificial intelligence such as ChatGPT. This article provides a comprehensive analysis of SR studies in the realm of education and proposes a promising avenue for researchers to proactively apply stimulated recall in investigating educational issues in the digital era.

Event Abstract Back to Event Research in Progress: Investigating the Intersections of Attention and Self-Regulated Learning through Stimulated Recall and Student’s Eye-Tracking Behaviour Nayadin Persaud1* and Matt Eliot1 1 Central Queensland University, Australia The aim of this dissertation research project is to investigate how higher education students develop and refine self regulatory strategies and behaviours in the e-learning context over time. In this longitudinal study, students perform self-selected tasks within an online course forum in a laboratory setting with their eye movements tracked using Tobii X120 technology. At the end of the task, participants are then shown video of their eye movements during task performance and asked to describe their experience of the task in retrospect. These interviews are audio-recorded and transcribed, with the quantitative eye-tracking data and qualitative interview data being analysed in parallel. In this longitudinal study, eye movement behaviours will offer insight into the development and refinement of self regulatory constructs. Through the triangulation of eye tracking metrics, direct observation and participant self-report, participants’ cognitive and self regulatory behaviours are being explored in regards to learning strategies such as planning, monitoring and decision making. These strategies are founded on attention, with phenomena such as saccade/fixation ratios serving as indicators of where and how participants are attending to the learning task. Participant self-report data, gleaned from the stimulated recall interview, offers additional insight. This presentation reports on the results of the initial findings and offers insight into how eye tracking metrics along with self report data can be considered in exploring attention and student self regulatory behaviour. Keywords: attention and self-regulated learning, eye tracking metrics, e-learning, higher education, eye tracking, stimulated recall interviews Conference: ACNS-2012 Australasian Cognitive Neuroscience Conference, Brisbane, Australia, 29 Nov - 2 Dec, 2012. Presentation Type: Poster Presentation Topic: Attention Citation: Persaud N and Eliot M (2012). Research in Progress: Investigating the Intersections of Attention and Self-Regulated Learning through Stimulated Recall and Student’s Eye-Tracking Behaviour. Conference Abstract: ACNS-2012 Australasian Cognitive Neuroscience Conference. doi: 10.3389/conf.fnhum.2012.208.00096 Copyright: The abstracts in this collection have not been subject to any Frontiers peer review or checks, and are not endorsed by Frontiers. They are made available through the Frontiers publishing platform as a service to conference organizers and presenters. The copyright in the individual abstracts is owned by the author of each abstract or his/her employer unless otherwise stated. Each abstract, as well as the collection of abstracts, are published under a Creative Commons CC-BY 4.0 (attribution) licence (https://creativecommons.org/licenses/by/4.0/) and may thus be reproduced, translated, adapted and be the subject of derivative works provided the authors and Frontiers are attributed. For Frontiers’ terms and conditions please see https://www.frontiersin.org/legal/terms-and-conditions. Received: 25 Oct 2012; Published Online: 07 Nov 2012. * Correspondence: Mrs. Nayadin Persaud, Central Queensland University, Noosa, Australia, n.persaud@cqu.edu.au Login Required This action requires you to be registered with Frontiers and logged in. To register or login click here. Abstract Info Abstract The Authors in Frontiers Nayadin Persaud Matt Eliot Google Nayadin Persaud Matt Eliot Google Scholar Nayadin Persaud Matt Eliot PubMed Nayadin Persaud Matt Eliot Related Article in Frontiers Google Scholar PubMed Abstract Close Back to top Javascript is disabled. Please enable Javascript in your browser settings in order to see all the content on this page.

<p><em>Research on language learning and use strategies has made extensive use of procedures that involved self-reporting and/or -revelation in data collection. However, scholarly reviews have pointed to certain flaws associated with such procedures especially whenever one procedure was used by itself. On one hand, strategies revealed through self-reporting (e.g., questionnaires) do not accurately represent the actual strategies used in response to language tasks. On the other, self-revelation (e.g., think-alouds) interferes with strategy use on language tasks as well as task performance. Drawing on empirical evidence, this paper proposes that the integration of three procedures of verbal reporting, namely stimulated recall, self-observation, and retrospective interview, in computer-assisted research can tremendously help capitalize on their strengths and control their weaknesses.</em></p>

This study investigated the relationship between task-based teacher training and novice English language teachers’ cognitions and implementations of tasks in Honduran bilingual schools. After participating in a four-week training program on task-based language teaching, teachers with little or no prior teaching experience designed task-based lessons and were video-recorded implementing those lessons with English language learners ages 5 to 12. Following the classroom observation, teachers participated in a stimulated recall interview. A rubric aligned with 10 key principles of task-based language teaching (TBLT) as outlined by Long (2015) was used to rate teachers’ performance and code stimulated recalls. Ratings of video observations showed varied success in TBLT implementation after training, with some teachers’ lessons clearly aligned with key TBLT principles, and others relying on focus on forms strategies. Analysed data also uncovered a link between previous training and teaching experiences and the success of teachers’ implementations. Stimulated recalls showed that teachers focused primarily on maintaining a cooperative learning environment, and less on reactive aspects of TBLT such as providing corrective feedback. Results are discussed in terms of their implications for teachers and teacher training programs seeking to implement TBLT as an approach to language teaching.

This article reports on findings from a study that employed stimulated recall (SR) to tap English as second language (ESL) learners’ metacognitive strategy use and thought processes. Two groups of four students in each were asked to engage in an English group discussion task. Prior to the task, the groups were given time to discuss how they might prepare for the upcoming task. Immediately after the task, each of the eight students was asked to participate in a SR interview to recall the thought processes that had taken place during the group preparation. A fine-grained qualitative analysis of the thought processes of the students indicated that they reported using different types of metacognitive strategies to do local and global planning prior to the task proper. The results also showed that students were planning to use strategies to monitor the turn-taking pattern or contribution of group members while the English task was in action. This paper proposes that SR interviews may usefully be incorporated into the teaching plan as post-task activities. This way, the teacher may be able to access the inner voices of ESL learners about metacognitive strategy, thereby gaining insight into effective teaching of ESL oral skills.

Background In this paper, we will address the question of how physical education teacher education (PETE) matters and suggest one way to explore the potential impact of PETE. A distinguishing feature of the studies of PETE's impact on physical education is that they either include perspectives from preservice teachers involved in PETE courses or perspectives from physical education teachers in schools looking back at their education. Longitudinal attempts to follow preservice teachers’ journey from education to workplace, in order to grasp how they perceive the relation between teacher education and teaching practice in schools, and the transition between these contexts, are few and far between. This gap of knowledge is a missing piece of the puzzle to further develop PETE, and to inform life-long professional development for teachers. Purpose The purpose of this paper is twofold. First, we develop and present a methodological approach for investigating the transition of content areas from courses in PETE into teaching practice in school physical education. Second, we will illustrate the potential utility of this methodological approach in longitudinal studies by showing how one particular content area, Assessment for Learning (AfL), was investigated through the use of methods and theories described in the first part of this paper. Methodology The suggested longitudinal approach involves Stimulated Recall (SR) interviews with pre- and postservice teachers, observations and communication with groups of students and teachers through social media. The construction, recontextualisation and realisation of pedagogic discourses regarding content areas are suggested to be analysed through a combination of Bernstein's concept of the pedagogic device and Ball's concept of fabrication. Results and Conclusions The longitudinal design and the suggested methodology can provide answers to how content areas are transformed in and between PETE and school physical education. A combination of the theoretical perspectives of Bernstein and Ball enables us to say something not only about how pedagogic discourses regarding content areas are constructed, recontextualised and realised in PETE and school physical education, but also about what content areas become in terms of fabrications in the transition between these contexts. To conclude, we argue that the methodological research design can be used to explore different content areas in PETE and that this methodology can contribute to knowledge about how PETE matters for school physical education.

Electronic Dictionary (ED) was one of the most popular learning tools with its increasingly diversified design ranging from information searching to knowledge management. Although previous research has surveyed in terms of the relation between ED and learning outcomes, few studies employed objective measurements, such as biofeedback, along with a qualitative approach to investigate learners' using behaviors and their cognitive process. The current study proposed to capture participants' three eye movement dates including fixation counts, fixation duration and scanning path, which were utilized as the stimulus to help participants to retrospect their cognitive features. The fixation interestingly shows that the areas of interest are somewhat impaired with their expectation in presurvey, for example, users claimed they prefer as many as example sentences, while only the first three were noticed. Moreover, the scanning paths frequently moved back and forth among some elements, which indicate learners tried to make connections among some specific elements to help enhance learning efficiency. The stimulated recall interview was employed to further explore their cognitive process based on their eye movement data, and some implications were made for the optimization of the ED design to meet learners' personalized requirements.

Stimulated recall interviews were used in connection with carers' video-recorded interactions with patients suffering from severe dementia before, during and after a 1-year intervention involving supervision for individualized nursing care. The aim was to illuminate carers' reflections on their everyday life with the patients, and to find out if any changes took place across the intervention. A phenomenological-hermeneutic approach was used in the analysis, which revealed that carers' reflections were focused on the carers themselves, on the patients, on context and on the work itself in the shared everyday life. After repeated stimulated recall interviews, together with supervision every month, an improvement in carers' ability to verbalize their reflections and an awareness and knowledge about their own influence on care quality were seen. The interdependence between carers and patients made it necessary for the carers to cope with many complicated here-and-now situations, and in their reflections the carers kept coming back to their efforts to maintain a sense of dignity for the patients as well as for themselves. Reflection through stimulated recall seems to be an important tool for carers in dementia care to facilitate understanding and to help them learn through lived experience, thus developing their skills in nursing care.

• Stimulated recall interviews were used in connection with carers’ video‐recorded interactions with patients suffering from severe dementia before, during and after a 1‐year intervention involving supervision for individualized nursing care.• The aim was to illuminate carers’ reflections on their everyday life with the patients, and to find out if any changes took place across the intervention.• A phenomenological‐hermeneutic approach was used in the analysis, which revealed that carers’ reflections were focused on the carers themselves, on the patients, on context and on the work itself in the shared everyday life.• After repeated stimulated recall interviews, together with supervision every month, an improvement in carers’ ability to verbalize their reflections and an awareness and knowledge about their own influence on care quality were seen.• The interdependence between carers and patients made it necessary for the carers to cope with many complicated here‐and‐now situations, and in their reflections the carers kept coming back to their efforts to maintain a sense of dignity for the patients as well as for themselves.• Reflection through stimulated recall seems to be an important tool for carers in dementia care to facilitate understanding and to help them learn through lived experience, thus developing their skills in nursing care.

The presented study focuses on the interactive cognition of expert teachers during their teaching. 16 foreign language teachers’ lessons were videotaped and the teachers were asked to reveal their interactive cognition through a stimulated recall interview. The verbal protocols were then analyzed in the light of argumentation analysis and the claims were subject to content analysis. The results showed that individual teachers varied greatly as regards their percentages of stimulated recall as well as other aspects of their interactive cognition, which supports the prototypical view of teacher expertise.

The aim of this study was to describe clinical microbiological practices in a hospital setting. A grounded theory was developed from qualitative data in two steps: initial participant observation to describe the clinical work-flow, and a main case study based in depth interviews and analyses of work practices using a video-based stimulated recall technique. Six physicians, 2 senior medical laboratory technologists and one head nurse were interviewed in depth based on their organizational positions. Stimulated recall interviews were conducted with 11 nurses, 6 secretaries, 6 medical laboratory technologists, and 3 physicians. An informal clinical microbiological 'workgroup' was found to co-operate around two physical objects: the microbiological sample and the laboratory request form. Work organization was divided into planning, based on science and legislations, and performance based on tradition and local supervision. None of the practitioners had a total overview of an analysis cycle, all being occupied with a discrete part of planning, practical work and information management. The conclusion of the study is that fragmentation in the division of labour may be a critical hindrance to development in clinical microbiology. If a common strategy is not shared between specialties and professions, even minor changes in routines by individual practitioners may influence patient outcome.

Professional learning reflects critical processes of change whereby one modifies and extends prior competencies while performing one’s job. Over the past two decades, the need has emerged and grown for insights on how employees take responsibility for their own learning and engage in self-regulation of professional learning. However, the process of measuring professional learning as well as self-regulation of professional learning during everyday work has raised difficult methodological problems for various reasons. The retrospective, cross-sectional, self-report measurement techniques often used, tend to de-contextualise learning from the complex environments in which professionals operate. Under such techniques, study participants are asked to make abstractions of this complexity to self-report regarding possibly implicit, multifaceted competencies and metacognitive strategy use as features of self-regulated learning. In this chapter, we offer an alternative approach via a longitudinal multiple case study design combining long-term observations with immediate consecutive stimulated recall interviews, towards building a more dynamic and situated understanding of professional learning through which to explore participants’ self-regulation. Using both ‘on-line’ and ‘off-line’ measurement techniques, the proposed interactive approach was empirically applied to investigate self-regulation of professional learning in medical practice. Without pretentiously suggesting that this is the ultimate research solution, we aim to outline the approach, its opportunities and challenges, how to tackle these challenges, and how the approach’s research insights could function to advance theory-building on professional learning in general—and self-regulation of professional learning in particular—in everyday work.KeywordsProfessional learningSelf-regulated learningWorkplace learningLongitudinal multiple case studyLong-term observationsStimulated recall interviews