Stimulated Recall Interviews Research Articles

Facilitating children's in-session involvement in child and family therapies: A dynamic framework of clinical practices.

Children's in-session involvement in child and family therapies correlates with both positive and negative treatment outcomes. Thus, it is important to gain a better understanding of the clinical practices that facilitate children's involvement in therapy sessions so that practitioners can employ them with greater precision. To address this need, we conducted a study to answer the following question: What clinical practices facilitate children's in-session involvement in child and family therapies? The data consisted of 16 extant audiovisual recordings of child and family therapy sessions and 24 stimulated-recall interviews with the participants in the recordings. Following constructivist grounded theory and incorporating storyline as an additional analytical technique, we have constructed a framework consisting of four involvement-enhancing practices: managing time, staying relevant, adjusting intensity, and facilitating inclusion. Furthermore, by detailing some of the complex processes that practitioners navigate when they facilitate children's involvement, our study adds a multilayered and dynamic dimension to the list of already established involvement facilitators. It may be used to moderate an overstandardized work culture that continues to characterize services that address children's needs. The results may be applied to other institutional encounters, providing resonance beyond the analyzed therapy sessions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Building a community of practice through a doctoral research group

PurposeThe purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many of the implicit doctoral literacy practices involved in doctoral study.Design/methodology/approachThis participatory, collaborative project, involving 11 doctoral researchers and three supervisors, was conducted in two stages. In the first stage, doctoral researchers and supervisors engaged in a discussion which resulted in a shared concept map. The concept map was then used as a prompt for stimulated recall interviews in which the participants reflected on the connections and peer learning afforded by the research group.FindingsDrawing on ideas from Communities of Practice theory, the data revealed that the research group, including both supervisors and doctoral students, developed knowledge, relational connections and an awareness of a range of doctoral literacies.Practical implicationsThis paper makes suggestions for how those in doctoral education can develop and embed research groups into institutional practices.Originality/valueThis study demonstrates the significant role a research group which is structured, intentional and guided plays in supervisors’ and doctoral students’ development of doctoral literacies and the fundamental intellectual and relational connections afforded by participating in such communities.

Fluency issues in L2 academic presentations: Linguistic, cognitive and psychological influences on pausing behaviour

Fluency is usually defined in relation to temporal features such as speed of delivery and pauses, and such features are generally the focus of research on fluency. The reasons why pauses occur, however, have received much less attention. This study first explores the distribution and location of pauses in short academic presentations given by students as part of an English for academic purposes (EAP) course at an Australian university. This data is then used to investigate the reasons for a sample of those pauses, using the researchers’ interpretations, followed by student explanations in stimulated recall interviews (SRIs). The main findings provide confirmation that the location and the reasons for those pauses which are likely to affect the fluency of the presentations are a result not only of linguistic and cognitive issues, but also of psychological factors. The results underline the importance of taking all of these factors into account in EAP programmes by encouraging student awareness of their pausing behaviour, its causes, the effect on their audience, and of strategies for dealing with psycholinguistic, as well as linguistic and cognitive issues. The results confirm the value of SRI as a technique in exploring assumptions about the reasons for pauses, and the limitation of focusing solely on statistical analyses of pausing phenomena.

MultiSensory Music Drama with a student with severe/profound intellectual and multiple disabilities: A case study of teacher–researcher co‐production

AbstractThe feasibility of a pedagogical approach—MultiSensory Music Drama (MSMD)—was investigated in collaboration with a teacher and a student with severe/profound intellectual and multiple disabilities (S/PIMD). Educational research for this group of learners is scarce, but research has suggested the potential of integrating music and multisensory storytelling to promote interactive engagement. A case study using co‐production between a teacher and researchers was conducted. The development, implementation and evaluation of MSMD lessons were performed, by carrying out the lessons, iteratively refining them through stimulated recall interviews and ratings of student engagement. The long‐term feasibility was investigated through a post‐intervention survey and a follow‐up interview. Inductive content analysis was used for data analysis. In‐depth descriptions of the implementation process are provided. The teacher found the MSMD approach useful in relation to the syllabus and motivating for the student. She reported that she had continued to use MSMD with all of her students and that several of her colleagues had started to use it as well. Our results suggest that MSMD can be a meaningful approach for practitioners working with these learners. The study also reveals aspects of professional knowledge when working with students with S/PIMD.

Language learning beyond the classrooms: Experiences of Vietnamese English major and non-English major students

Research increasingly shows that the rapid growth of digital technology has added unprecedented affordances for many English as a foreign language (EFL) learners to advance their English proficiency beyond the classrooms. However, it is not yet well understood if Vietnamese English major (EMajor) students (who have English as their discipline), and non-English major (NEMajor) students (who have English as a minor curriculum component), differ in their language learning beyond the classrooms (LLBC). Drawing on the LLBC framework, this qualitative study reports on the LLBC experiences of Vietnamese EMajor and NEMajor students. Data were obtained through LLBC diaries using the Diaro application and stimulated recall interviews and coded thematically according to the LLBC dimensions. The findings showed that LLBC was predominantly mediated digitally. The EMajor students had higher levels of LLBC engagement and selected English-only resources more frequently than did their NEMajor peers. However, many students from both cohorts faced challenges using English-only resources; in contrast, they learned more effectively with bilingual resources. This study suggests that it is essential for researchers, educational policymakers and teachers to understand the characteristics of EMajor and NEMajor students’ LLBC ecologies to enhance their language learning experiences inside and outside the classrooms.

Exploring interactivity effects on learners’ sense of agency, cognitive load, and learning outcomes in immersive virtual reality: A mixed methods study

This study explored the effects of IVR interactivity on learners’ sense of agency, cognitive load, and learning outcomes. The research questions were: 1. “How does interactivity influence the learners’ sense of agency?” and 2. “How does interactivity influence the learners’ cognitive load and learning outcomes?” A mixed-methods experimental design was applied. Safety training interventions, including individually performed IVR scenarios, were held for 68 participants in groups of two to four persons in two work organizations. Single- and repeated-measure questionnaires were the main source of the quantitative data. Qualitative data collection by video recordings and stimulated recall interviews was carried out on 23 persons in total. The results indicate that high interactivity enables a stronger sense of agency for the learners and yields learning benefits by supporting generative cognitive processing. Based on the results, interactivity and learner involvement may be particularly important for achieving affective training goals. Considering the sociocultural and individual factors in training design and pre-briefing the learners are also recommended.

Co-regulating the child's emotions in the classroom: Teachers’ interpretations of and decision-making in emotional situations

The present study aims to investigate how teachers interpret real-life situations in which children display intense emotions in classrooms, and how they explain their situation-specific decisions in their emotional interactions with these children. The study draws on research that acknowledges a teacher's role as a co-regulator of children's emotions and as a supporter of children's emotional development. The data material consists of seven stimulated recall interviews based on 103 hours of video recordings of actual everyday classroom teaching. The results indicate that a teacher's knowledge of the child was the foundation of their interpretation of the situations in which children displayed intense emotions. The teachers’ decision-making was based on this knowledge, as well as on the reported quality of their relationships with the children. Their decisions were also affected by the dilemma of where to focus during emotionally intense situations. The results indicate a need to focus on teachers’ decision-making processes in classroom interactions, and to find ways to enhance teachers’ abilities to support children's emotional development.

Teachers’ Considerations for a Digitalised Learning Context of Preschool Science

AbstractThis study investigates preschool teachers’ considerations for including digital tools in science teaching to develop children’s learning of science content. Due to the ongoing digitalisation and demands in society, the utilisation of digital tools has increased significantly in educational settings. Recent research about digital tools in early childhood education focuses on various aspects of technology implementation. However, there is a research gap in which considerations underpin preschool teachers’ choices of what, why and how they integrate digital tools into science teaching. The data generation was conducted by different methods. The reflection tool Content Representations (CoRe) is used to make the preschool teachers’ considerations explicit when reflecting on planning science teaching regarding specific science content formulated as Big Ideas. Further, video stimulated recall interviews capture the preschool teachers’ considerations on their interactions with children in science activities and using digital tools. The Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) was employed as a theoretical framework for analysing and interpreting data around an entire teaching cycle. Some of the teachers’ considerations for including digital tools involve accessing children’s learning, making the abstract concrete and stimulating children’s engagement and learning. Further, the findings indicate that the considerations concerned knowledge about teachers’ personal PCK (pPCK) and enacted PCK (ePCK) aspects.

Is the Y-PEM useful for me? Perspectives of youth with visual impairment

Purpose To explore how youth with visual impairments perceive the usefulness of the Y-PEM (Youth and Young-adult Participation and Environment Measure) in capturing their participation and how information generated contributes to their understanding of participation experiences. Materials and methods A qualitative descriptive design was employed among 11 youth with visual impairment (3 females, 8 males) aged 17–24 (x¯ = 21, SD = 2.6) involving two remote sessions one week apart. First, the Y-PEM and QQ-10 questionnaire were administered to evaluate Y-PEM’s utility (value and burden), analyzed descriptively. Then, youth reflected on their Y-PEM results via an individual semi-structured Stimulated Recall Interview (SRI), analyzed thematically. Results A mean value-score of 77% (SD = 10.4) and burden-score of 19% (SD = 5.6) on the QQ-10 indicated the Y-PEM was perceived as valuable with relatively low burden. Three themes emerged from the interviews. Insights on participation revealed increased awareness of participation patterns and environmental factors. This led to a reflection on personal attributes about levels of comfort and familiarity, efforts required to participate, and personal preferences influencing participation experiences. Finally, approaches to participation elucidated strategies used in decision-making processes about pursuing participation. Conclusion Findings suggest the Y-PEM is useful in capturing and promoting reflection of youth’s participation patterns and environmental supports/barriers.

Examining the reading comprehension pedagogical practices developed by ESL teachers in Namibian primary schools

Many studies addressing methods to improve reading comprehension in English Language Learners (ELLs) primarily focus on WEIRD (Western, Educated, Industrialized, Rich, and Democratic) samples. Unfortunately, ESL teachers in global South regions like Namibia have often been overlooked in this research. This study aims to bridge this gap by examining the self-developed strategies employed by Grade 7 ESL teachers to enhance reading comprehension in primary schools within Namibia’s Oshikoto region. This research adopts an exploratory case study approach with an interpretivist orientation. The selection of five Grade 7 ESL teachers is done purposefully, and data collection involves stimulated recall interviews and classroom observations. To analyse the collected data, an inductive thematic analysis is applied. The findings shed light on the practices of experienced teachers, revealing that they continue to utilise pedagogical methods acquired during their initial teacher education, including previewing, reading aloud, fluency training, and vocabulary development. However, these methods do not appear to guarantee improved reading comprehension for learners. Importantly, these teachers did not adapt their practices to suit their specific cultural and linguistic contexts and the needs of their learners. The study’s findings hold implications for the initial teacher education curriculum as they emphasise the importance of incorporating reflective practice to foster personal practical knowledge for teaching reading in non-Western settings.

Researcher-initiated role play, stimulated recall interview, storycrafting, painting and drawing as research methods to reach children's perspectives in health sciences.

To describe the application of selected creative and participatory research methods in nursing science. Research methodology paper. Researcher-initiated role play, stimulated recall interviews, the Storycrafting method, painting and drawing. Altogether, 11 children (5-7 years old) and 12 parents participated in the research. Each small group (n = 3) acted differently during the data collection. Not every child wanted to play, draw or tell stories, but they all expressed their views through some method. Although the same themes emerged from children's narratives, they could not have been verified by just one method. Using creative and participatory methods and the principles of studies of child perspectives are applicable ways of conducting research in nursing science. Children must be treated as individuals during the research process, and they must have opportunities to use several communication methods to express their views. Understanding different ways to interact with children and hear children's views will help nurses to encounter children. In this article, we present a valid way of conducting research with children. By following our protocol, nursing research from a child perspective can be implemented. Consolidated criteria for reporting qualitative research (COREQ). The child participants were involved in choosing physical places for data collection and the usage and order of the selected methods. Both the children and the adult participants took part in interpreting the research data.

A PE teacher’s tale: journeying from teacher education to teaching practice in physical education

ABSTRACT As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to ‘represent’ a PE teacher’s professional journey from PETE to the induction phase of PE teaching. The study focuses on his use of, and reflections on, ‘assessment for learning’ (AfL) at different stages of his teaching experience. The purpose of the study is to contribute knowledge about how positive experiences of AfL during PETE can enable the use of AfL in school PE for a newly qualified teacher. This is done by analysing one male PETE student’s reflections on AfL in the context of a campus-based course on PE assessment, his use of and reflections on AfL during his practicum, and in school PE as a newly qualified teacher. The data generation consisted of recordings of a PETE seminar, a stimulated recall interview with the participant during his final school placement, and two interviews with him in his role as a newly qualified PE teacher at two different schools. Through the PE teacher’s tale, we show how the campus-based course on PE assessment in PETE and the student teacher’s positive experience of using AfL during his practicum seem to have inspired him in his later positions. The results are discussed in relation to the perspective of occupational socialisation theory. This narrative inquiry suggests that PETE can make a difference for student teachers who are prepared to face the challenges of the induction phase of PE teaching and are able to navigate between the barriers that get in their way. We conclude the paper with some considerations regarding the study’s potential strength (trustworthiness), sharing (transferability) and service (usefulness).

The Effectiveness of Corpus-Assisted Approach in Learning Grammatical Collocations of Thai Undergraduate Students in an EFL Classroom

The present study implements a corpus-assisted approach with data-driven learning (DDL) in the EFL classroom to investigate its effectiveness in learning target grammatical collocations (verb-, adjective-, and noun-preposition collocations) of Thai undergraduate students and to examine the extent to which the students incorporate the collocational knowledge learned into their writing. Forty students who were inexperienced in DDL in one intact class at a private university in southern Thailand participated in this study. The participants learned through scaffolded paper-based DDL and autonomous computer-based DDL for a total of 10 weeks in an English for Communication course, which aims to develop their communicative abilities. Pre- and post-writing tests, a stimulated recall interview, and a semi-structured interview were employed as the data collection instruments. The writing test results indicate that the participants’ collocational knowledge significantly improved in all patterns (p = 0.00), with a large overall effect size (d = 1.26). The interview results uncover that most participants could accurately: 1) classify the types of the target collocational patterns; 2) identify the hidden usage of the content words with varying prepositions; and 3) elucidate some key considerations when using collocations for their written communication. The results also suggest that the participants have acquired several collocations other than those targeted in DDL. The study concludes with pedagogical implications for DDL implementation and limitations in conducting DDL lessons.

Pre-service teachers’ belief changes in an English for specific purposes teacher education context

While pre-service teachers’ beliefs about different dimensions of English language teaching have been widely researched, little is known about their beliefs related to English for Specific Purposes (ESP). This article reports on three Vietnamese pre-service teachers’ beliefs about ESP teaching, captured over a six-month period. Data from semi-structured interviews, stimulated recall interviews, observations, and reflective journals were collected at two critical points in the teacher education programme: the methodology course and the practicum. The findings add fresh insights into pre-service teachers’ beliefs, particularly how these beliefs may change over time. The three case studies presented in this paper illustrate how participants developed their beliefs. The six belief changes identified are then discussed in terms of levels (from no to significant change) and the underlying motives. Implications are also discussed for teacher educators in designing or improving teacher education programmes and for researchers interested in pre-service teachers’ belief change.

Japanese EFL Speakers’ Willingness to Communicate in L2 Conversations: The Effects of Code-switching and Translanguaging

Maximizing English as a foreign language (EFL) students’ use of their second language (L2), minimizing native language (L1) can help them to develop L2 proficiency. In the monolingual approach, the exclusion of L1 is preferred. However, students’ use of their first language (L1) in code-switching or translanguaging can be advantageous. This study examines the effects of L1 use on six advanced EFL speakers’ willingness to communicate (WTC) during L2 conversations to evaluate the potential advantages of L1 use in an EFL context. Participants were recruited for the study, presented short speeches, and underwent interviews. L2 (English) use was required, but selective use of L1 (Japanese) was allowed. Thus, code-switching and translanguaging were expected. All participant utterances were recorded, transcribed, and analyzed. Participants self-assessed their WTC for each utterance; a stimulated recall interview was used to collect qualitative data. In general, the result showed that the participants’ WTC was somewhat lower when talking in their L1 versus their L2. However, the findings also revealed the complex nature of WTC underlying the use of L1 in the form of code-switching or translanguaging, implying that intentional selective use of L1 can be a positive, effective move in L2 conversations.

놀이 중심 유아교육과정의 교육내용에 대한 분석

This study purpose to examine the educational content that emerges from a unique play-based early childhood education curriculum, which involves elements such as children, materials, teachers, play, interest, and experiences. The researcher interprets this content through a relational-epistemology by the perspective of 'Powerful Knowledge' from a critical and social realism, as well as the features of 'Neo-materialism' presented in the context of posthumanism. To explore educational content in the field, three teachers participated, engaging in an inquiry community and stimulated recall interviews. Data collection occurred from January to June of the 22nd year, with analysis completed by December of the same year. The research findings reveal that educational content is generated through intricate entanglements among open-elements involving children, materials, and teachers. The analysis results First, the study examines the knowledge embedded in play and life, observing educational content that transcends the boundaries of educational processes and curriculum-specific components. Second, the uniqueness of the early childhood education environment results in evolving educational content over time and space, shaped by the relationship between continuity and materials. Third, play opens the door to generative educational content, with teachers and young children creating and experimenting within play, resulting in educational outcomes. This research was possible to recognize that the implementation of early childhood education should start from how teachers perceive educational content, emphasizing the uniqueness of early childhood education. The educational content can encompass “moments of life, play, learning, immersion, joy, entanglement, rawness, respect, and care, as well as communication” that occur within the world of materials and the lives of children.

The acquisition of infinitive and gerund as complements in ESL by Mexican undergraduates

Metalinguistic awareness has been assessed primarily throughout metalinguistic knowledge and grammaticality judgment tests. Then, very limited research has been conducted on the attempt to understand how metalinguistic awareness may be developed among adolescents or young adults in verbal group reflection tasks. The present study aims to explore the performance of university students when they reflect on gerund and infinitive complements in English as L2 while they complete consciousness-raising grammar tasks with the intention to develop their metalinguistic awareness. The study links a sociocultural framework with semi-structured stimulated recall interviews on the development of metalinguistic awareness, as both help participants reflect on usage patterns and generalizations of underlying linguistic structures through verbal interaction. The evaluated data consisted of the scores of each task and the speech analysis of the participants. The results reveal that having students identify the underlying rules of gerund and infinitive complements will indirectly contribute to their acquisition. The conclusions pointed to students paying attention to specific features of the language to be fully aware of the form of the linguistic patterns.

Cross-platform language learning: A spatial perspective on narratives of language learning across digital platforms

In the current reality of digital activity, individuals often explore more than one digital platform for language learning. Despite increasing research on the uses of digital platforms for language learning in informal contexts, the cross-platform experience remains in need of elucidation. Drawing on spatial perspectives on digital technology and language learning to conceptualize digital platforms as digital spaces, this study examines the cross-platform experiences of two international students studying English in Australia based on narrative data collected from journal entries, stimulated recall interviews, and social media posts. A narrative approach to the analysis reveals precisely how they organized a variety of digital resources and learning opportunities in online gaming, searching, media-sharing, social networking, and language learning spaces. The learners strategically orchestrated this particular range of digital spaces in alignment with personal interest and need. In accordance with the specific affordances of technological features in these spaces, they created a shared space of interaction in which learning occurred across geographically remote, networked individuals through multimodal language practices. The narrative approach is seen to add analytical power to the issue of space in the sphere of informal digital language learning, in which unique learning pathways for navigating diverse digital spaces are important.

Keeping Memories Alive: A Decennial Study of Social Media Reminiscing, Memories, and Nostalgia

In this article, we present findings from an analysis of social media users’ own descriptions of having lived with social media for over a decade. In doing so, we draw upon the users’ reflections as related in data collected over 10 years. We present findings from a unique dataset of 36 stimulated-recall interviews, where we have studied the same group of informants in 2012, 2017, and 2022. While previous work on reminiscing, memories, and social media have relied on descriptions of practices as they are remembered, our approach has allowed us to follow and examine how users reflect upon their own practices over time. In this article, we focus on social media reminiscing practices and show how social media users seek and engage with previously posted social media content to reminisce and how their reflecting upon how their social media practices have evolved over time evoke ambiguous feelings. Drawing upon previous work and our own empirical material, we define and discuss social media nostalgia. We describe how social media users experience both personal social media nostalgia (referring to how I was), and historical social media nostalgia (referring to how it was) when reflecting upon past social media practices and demonstrate how social media users nostalgize as they interact with and through social media memories. Finally, we discuss our findings in relation to the interplay between reminiscing practices and technology and point to how social media memories represent a detailed insight into an ongoing social transformation of everyday life.

‘Definitions did not effectively help my students’: Pre-service teachers’ language modification strategies in Thai language-driven CLIL classrooms

Content and language integrated learning (CLIL) requires a synthesis of language and content teaching. However, language teachers who are employed to teach CLIL may lack the preparation and knowledge to teach other curriculum subjects. It is therefore necessary to understand how language CLIL teachers make subject-specific language comprehensible to students when they themselves are unfamiliar with subject-specific terms and concepts. However, no research has yet been conducted to explore this in the Thai context. To address this gap, this article presents the findings of a qualitative study exploring pre-service teachers’ use of language modification as negotiation of meaning (NoM) strategies to make accessible subject-specific terms or concepts in the target language to students. Data are drawn from language-driven CLIL classroom video observations and stimulated recall interviews with six pre-service teachers of English as a foreign language (EFL) at two Thai secondary schools. The findings show that the participants used various language modification strategies, including definitions, elaboration and simplification, recognizing both the affordances and limitations of these strategies. It is concluded that the capacity to flexibly employ a range of strategies, responsive to the content and students’ comprehension is needed for effective language-driven CLIL practice. We offer practical recommendations for language-driven CLIL practice and professional development to enhance teachers’ language awareness and understanding of how language strategies can be used to support NoM in a language-driven CLIL setting.