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Rethinking Introspection: Teachers’ Perception of Introspective Methods in L2 Research

  • Modern English Education
  • Abbr : MEESO
  • 2015, 16(2), pp.141-160
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

SUH JAE SUK 1

1인하대학교

Accredited

ABSTRACT

The purpose of this paper was to investigate EFL teachers’ perception of introspective methods in L2 research. To this end, a study was undertaken in which twenty pre- and in-service teachers participated as subjects, and data were collected by means of a questionnaire designed to view subjects’ perception as consisting of three domains, cognitive, affective and behavioral. Most subjects were found to be unfamiliar with introspection as an L2 research method, and their low familiarity with introspective methods in L2 was explained by their lack of exposure to them in an academic context. They were also shown to reach a high consensus about a need to learn about introspection as a source of data in L2 research, and to have high motivation to promote their knowledge of how to deal with introspective data for their research in terms of collection, analysis and interpretation. The overall findings of the study indicated that though subjects had low familiarity with introspection in L2 research, they were sure about the facilitative role of introspection as a research tool in achieving a better understanding of students’ learning as well as their own teaching in L2.

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