# data[].attributes.body
Station #4

The instruments I decided to use are interviews and questionnaires. As for the teaching context, I chose to explore the use of social media in the language teaching learning. The goal is how students from a public school in the interior of Minas Gerais use technology in their daily life.

First, I start with an interview, for teachers and students. The intention is getting to know their personality. Both teachers and students are identified only by age.

Interview (for teachers):

(Ask permission to record the interview)

Do you have any habit of using social media in your classes? If yes, how often?

How efficient do you think social media is for learning a second language?

Do you know or use any method in the classroom?

What difficulties do you face when trying to use these technologies in class?

Interview (for students):

(Ask permission to record the interview)

First, do you like to use social media to study English?

How do you feel about using these media in class? Do you like it?

What demotivates you most in English classes?

What digital tools would you like to see used in class?

In the second moment, a more specific questionnaire will be made only with the students.

Questionnaire:

1. Do you have a smartphone? Yes ( ) No ( )

2. Do you have a laptop? Yes ( ) No ( )

3. Do you share your laptop with others? Yes ( ) No ( ) I don't’ have one ( )

4. Do you have an internet connection to study? Yes ( ) No ( )

5. How often do you use youtube to learn English?

Daily ( )

Weekly ( )

Monthly ( )

Rarely ( )

6. How often do you use Twitter to learn English?

Daily ( )

Weekly ( )

Monthly ( )

Rarely ( )

7. How often do you use Instagram to learn English?

Daily ( )

Weekly ( )

Monthly ( )

Rarely ( )

8. How often do you use Whatsapp to learn English?

Daily ( )

Weekly ( )

Monthly ( )

Rarely ( )

9. How often do you use the internet to learn English?

Daily ( )

Weekly ( )

Monthly ( )

Rarely ( )

# data[].attributes.body
Station #1

My first touch with ethnographic research was when I studied "Metodologia de Pesquisa" with the professor Fernanda Ribas. I studied ethnographic a lot in her classes, we analyzed a lot of types of research. I learned how to ask the best questions in a "interview" and how to identify mistakes. I confess that when the discipline ended I lost contact with the content, but it's not a type of research unknown to me.

# data[].attributes.body
STATION #1
I've been in touch with ethnographic research before when I studied "Metodologia de Pesquisa em Letras" with the teacher Fernanda Ribas. I even had the texts that we read at the time with me and it was constructive. From reading "MANUAL DE PESQUISA EM ESTUDOS LINGUÍSTICOS" I've discovered the "step by step" of research, such as how to be accepted by the analyzed group would be significant.

# data[].attributes.body
STATION #4
Instrument: JOURNAL/LESSON REPORT

The use of journals has great relevance for the registration of several topics, such as the registration of a reflection (reflective journal) or record of activities carried out (logbook/journal) experience. Another great example of a written register is the report.
The information contained in a lesson report should contain, in my opinion, three moments: what was expected, what was accomplished, and what we can reflect on in this class.
At this first moment, the professional (teacher) must briefly explain what he has planned and created in his lesson plan, that is, a moment of “expectation” of the class in question, containing at this moment the duration, content, competencies, procedures, resources. In a second moment, impartially (when possible, to always take into account that the emotional influences the professional) what was done in their class, at this point it would be possible to include, for example, the reflective diary. To finish the class report the teacher would have space to reflect on his class if it was positive or not, if not, what are the improvements that could occur, or even better, what are the adaptations could occur so that there is the best possible use.
For the structuring of a class report, I believe that the best alternative would be a report constructed in a semi-structured way, for example with the expectation of having answered the following questions (1) What was planned? (2) What was accomplished? (3) Reflections.
I believe that the idea of ​​freedom to express yourself as you wish in the preparation of documents of this nature, therefore, when opening the space and guiding the professional to express is more beneficial than a hyper-structured report using checklists by example, that limit and simplify the answers, consequently making them superficial.

# data[].attributes.body
#Station4

We chose the following qualitative instruments: the interview and the oral report and life stories. We chose the context in which our classmate is inserted: she is an English teacher  in a public school in Campina Verde, Minas Gerais, Brazil. She tells that the classrooms are full and the students are always very tired because they have full-day classes and they do not focus on the activities she proposes. We decided to use the interview because it may be an important tool to better understand both sides: students’ and teacher’s. Those are the questions we would ask to the teacher:
1- What would you change in the classroom structure?
2- How would you improve yourself as a teacher? (Courses, qualification)
3- Which methodology or approach would keep students’ focus during the classes?
Those are the questions we would ask to students:
1- What helps you in the classroom? And what disturbs you?
2- What would improve your class focus?
3- What activities do you like to do during the classes?
We would record all the interviews and collect data to the second qualitative instrument. During the interviews people will probably talk about their life experiencies and then we can collect their stories.
We would make the following changes depending on how the observation would go:
- we would analyse if there is the possibility of reducing the number os students per classroom.
- we would focus on activities that would call students’  attention.
- we would invest in qualification for teachers in which the focus’s students is valorised.

# data[].attributes.body
Station #1

We all already had a general conception about the ethnographic research . However, we learned a lot of new information. For example, we didn't know the specificities of the instruments in this type of research , in the case of interview, we are getting knowledge that have a lot of types of interviews for different proposals. In summary, we are understanding that have more possibilities that we have already known when l we talk about ethnographic research.

# data[].attributes.body
Me and my partner didn't know much about what ethnography and action-research were, but after reading both texts, we started to understand more in depth what they were about. We also know, now, how to differentiate between the two of them, as well as the specific aspects related to each of them. We learned what are the methods used in ethnography and the position the researcher must assume.

# data[].attributes.body
Station #1

We didn’t know much about Ethnography and action-research, although we took a subject last semester in which we talked about them. I’ve learnt a lot about Ethnography and action-reasearch playing kahoot and reading the texts before the class. We learnt that Ethnigraphy is related to a research in which a person researched about some situation or culture and they can be an insider or an outsider but the ideal would be a combination of both. While the action-research is mainly about trying to improve some situation by suggesting changes.

# data[].attributes.body
Teaching context: Regular school, high school students, public school, presencial class

Instruments: Journal and interviewing the students
We would be using Journal because its a good way to observe

How is the relationship of the class with English and the English classes.

How do the students respond to the activities of the class.

Finding a event or case to create our solution.

We would be using interview to know better the students and have their feedback on the activities we propose. ]

It will be always important to adjust our doings to the students responses, making sure they know how to navigate the activities and language use

# data[].attributes.body
The teaching context we chose is a language institute, in which the students use tablets in the classroom.
The topic we chose to research is how students learn by using technologies inside and outside of the classroom.

The instruments we chose are interviews and questionnaires.

QUESTIONNAIRE QUESTIONS

1. What English apps do you use?

2. Do you watch movies in English? With or without subtitles?

3. Do you play games in English?

4. Which of the following apps do use and how often?

Duolingo: () YES () NO - How often?_____
Busuu: () YES () NO - How often?_____
Babbel: () YES () NO - How often?_____
YouTube: () YES () NO - How often?_____

5. Any other app you would like to mention?

INTERVIEW QUESTIONS

1. How efficient do you think using tablets in the classroom is?

2. Would you prefer to use only books? Why (not)?

3. Do have any difficulties using technologies in the classroom? If so, what are they?

# data[].attributes.body
STATION 4

ETHNOGRAPHIC RESEARCH

We're going to reflect and do an ethnographic research on a public school environment. We going to reflect about the learning of a second language for the first time in school and we're also going to reflect about the usage of technology in classes.

Instruments: Interviews and Questionnaire.

Interview (for teachers):

- First, How is the feeling to start a new moment in the students' life and introduce the English language?
- What are the difficulties have you foundel during the sixth grade?
- What are the most exciting activities the kids like to work with?
- Do you use traditional methods or innovative methods? What's the difference of your class compared to the others teachers?

Questionnaire (for students)

1- Are you excited to start to study English at school?

2- What you already know about the English language?

3- How do you think you can use technology to study English?

4- What is the importance of the English language for your life?

# data[].attributes.body
Nayara had already studied this type of research a time ago, so she has an idea of how it works; while Gabriela only knew the concepts in a superficial way. We discussed that we have a lot more to learn about this matter, and that the texts helped us understand the different possibilities of instruments used in ethnographic research.

# data[].attributes.body
STATION 4

ETHNOGRAPHIC RESEARCH

ONE RESEARCHER AND ONE TEACHER RESEARCHER

CONTEXT: ONLINE CLASSES FOR STUDENTS AGED 11-14.

RESEARCH QUESTION: OBSERVE AND ANALYZE THE STUDENTS BEHAVIOR DURING ONLINE LESSONS (DO THEY FEEL CONFORTABLE TO PARTICIPATE, INTERACT, AND ASK QUESTIONS? DO THEY OPEN THEIR CAMERAS?) AND WHY THEY ACT LIKE IT.

INSTRUMENTS:

RECORDING OF THE LESSONS (ASK FOR PERMISSION), IN ORDER TO GET A MORE PRECISE VIEW OF THE STUDENTS BEHAVIOR. AFTER WACH RECORDING, THE RESEARCHERS ARE GOING TO MAKE TRANSCRIPTIONS TO TAKE A CLOSER LOOK AND ANALYZE THESE BEHAVIORS.

IF WE DO NOT HAVE THE PERMISSION TO RECORD THE CLASSES, AS AN ALTERNATIVE, WE PLAN ON MAKING FIELD NOTES, FOCUSING ON THE GOALS OF OUR RESEARCH. THESE FIELD NOTES WILL BE DONE CONSIDERING A CONDENSED VERSION, AND THEN AN EXPANDED ONE.

PERSONAL DIARIES TO CHECK HOW THE PROCESS IS HAPPENNING, AND TO REGISTER THE PERSPECTIVES, INTERPRETATIONS AND REFLEXIONS OF THE RESEARCHES TOWARDS THE RESEARCH QUESTIONS PROPOSED.

# data[].attributes.body
Laura had already some kind of knowledge into specific types of research; Gabriel and Gustavo had a general knowledge. We agreed that our research and analysis it's giving us deeper details into the specific type of research.