GROUP 1

+ Codes are too long and inconsistent (the number 100 percent is perfect vs. no
perfect condition???)
+ “the number 100 percent is perfect” does not display specifically anything →
more like a simple beginning for the core idea “no perfect condition”
+ “Encourage Ts to use as much English as possible both in and out of the
classroom” should be one of the codes since the interviewer aims to see
Vietnamese teacher’s perspectives on using 100% English
+ The 2nd interview question has vague phrases that can mislead the respondent
and distort the intended information (i.e. “acquire English better”, “listening”)
+ “to an extend, but not totally” should be coded since it is the opinion of teacher
+ Increase comprehensible input = “the more the students immerse themselves in
English, the better they acquire it” (not just only its first half)
+ The difference in English between Vietnamese teachers and native teachers does
not seem to belong to classroom context theme. Plus, why classroom context has
two different colors, blue neon and purple???
+ “Students’ confusion” belongs to which theme anyway?
+ “difference is not significant” should be included as one important code of
difference in English between Vietnamese teachers and native teachers
+ Students get to experience different kinds of English → understand what is
being said → able to use it to make others understand (missed the 2 latter codes)
+ “Tell me some/any in-class situations when you are forced to use Vietnamese
with your pre-intermediate students?” is like a leading question asking about the
use of Vietnamese. If the aims is to look into teacher perspective of 100% English
use in class, the question should be: Is there any difficulties in using English with
your pre-intermediate students? Or Is there situations you cannot use 100% English
with your students?
+ Why “there are situations which urge me to use Vietnamese in the class” are in
brackets? “Obligation” does not seem to fit in here
+ “suddenly think of an equivalent on in Vietnamese” and “show similarity or
difference between the 2 languages” are important codes that got left out here
+ Why do the codes of “uses of Vietnamese in class” get the slash instead of
proper highlight?
+ “Classroom control” and “Administration task” should be the codes (not themes)
contributing to an organizing theme or basic theme of “Classroom management”
+ “What difficulties do you have when speaking English 100% with pre-
intermediate students?” is overlapped with the previous question of teacher’s
inability to use English in class
+ “Students’ issues” code lacks data: time-consuming
+ “Teacher’s solution” code: explain again with easier words, give specific
examples, without saying “do you understand?”. (this should be coded as well)
+ “Students’ ability” should be changed into “Students’ issue” since the respondent
clearly stated “I think this is also a difficulty”. Plus, the question asked for
difficulties not ability?
+ Questions of “teacher’s difficulties” and “students’ difficulties” in a 100% Enlish
class will give overlapping answer content
+ “Students lack confidence & independence” should be a code, not a theme
+ What’s the point of capitalizing “It helps me think about the way I teach
English”?

>> THEMATIC NETWORK:

+ Organizing themes: Difficulties in using 100% English (Student’s ability +
Student’s issues). Since the 3 frames beside “student’s ability” fit into the
“issues” theme. “Student’s ability” theme can be: weak students & good
students
+ Organizing themes: Classroom context. Wrong basic themes here like
“Students’ confusion” and “Various versions of English”. “Students
confusion” means students confused all the time or just specific moment???.
“Ss and Ts share L1” vs “Various versions of English” contrast each other
(the class has L1 Ts only or also includes native teachers?)
+ “Unavoidable L1 involvement” should be in the “Issues of using 100%
English” theme
+ “ Good intention” does not seem to fit here
+ The Organizing Themes in this interview should include the “Benefits of
using 100% English” and “Issues of using 100% English”

Suggested thematic network:

Teachers’ perspective (Global theme)
● Benefits of 100% English (Organizing theme 1)
○ Increase input for students
○ Encourage teachers’ use of English
● Issues of 100% English (Organizing theme 2)
○ Students’ lack of confidence & independence/autonomy
○ Students’ limited command of English
● Beneficial use of L1 (Organizing theme 3)
○ Classroom management
○ Certain instructions
 GROUP 3
+ SCRIPTED INTERVIEW - NOT AUTHENTIC RECORDINGS!!!
+ The first questions should be spent to familiarize yourself with the
interviewee. Asking them about the definition of the morphological rules
right at the beginning will not yield much result when they are still strange
to the interview conduct.
+ “When did you learn about morphological rules before this IELTS class?”
this is like a very obvious leading question and you expect students to say
Yes or No as if you ask them a Yes/No question? Are you high?
+ The instruction for the question “When…” clearly is stated for a
Yes/No question and the interviewee’s answer is a Yes/No question
as well → there’s no such thing as a coincidence here. This is
SCRIPTED already
+ The answers for the questions above were off topic. The interviewer
answers a Yes/No question on whether he/she like the morphological
rules/theories while the question focus on the “previous experience of
learners with morphological rules” → Interviewer should “steer” the
interviewee back on track when this happens.
+ The symbol or rules for pausing should be reminded here. “..” = less than
half a second, “...” = 1 second, “....” = 1 second and a half → more =
(pause)
+ Ahhh = <uh>
+ Question number 8 is just straight out stupid to ask -_- like you are
interviewing an intermediate student with no full knowledge of mastery
over morphological rules and you expect them to give the answer on
how to teach the rules effectively? Again, the scripted answer, lol.
+ For THEMATIC NETWORK, the “UNCLEAR ATTITUDE” basic theme is
still unclear and vague for understanding
 GROUP 4
+ SCRIPTED INTERVIEW - NOT AUTHENTIC RECORDINGS!!!
+ The definition for CLIL should be fully explained and written in the title
+ English teachers are the focus of the case study but the title did not mention
this at all
+ The questions #1 and #2 are overlapping as f*ck. You first ask what subjects
the T use CLIL and then the next question you ask did the T use CLIL with
those subjects???
+ The coding for question number 4 is stupid since you missed all the key
ideas below your meaningless underlined code
+ Question number 5: On what scale did you use to measure the cognition
level of a student? A teacher’s comment??????
+ Question number 7: On what scale did you use to measure the cognition
level of a student? A teacher’s comment??????
+ Question number 9 should be “How did you apply CLIL in class?” not
“How can…? Since you already confirmed that the T did use the CLIL in
his/her class already
+

+
+

+
+

+ https://www.passeidireto.com/arquivo/47799976/teaching-and-learning-
english/29
+
 GROUP 5
+ SCRIPTED INTERVIEW
+ The name of the application is QUIZIZZ with “ZZ” at the back not
QUIZZIZ like you wrote in your file.
+ “Are you aware of that….?” is an obvious leading question when you
already put a frame on the idea that Quizziz helps students remember
content rather than let the respondent state his/her own opinion. → Should
be teacher-intended question rather than student’s
+ Question #2 is a double-barreled question since you demand the respondent
to both answers the idea of “when” and “how often” at the same time
+ Question #3 should be started with How to effectively gain student’s
opinion on their learning of Quizziz. Starting this question with When
cannot help elaborate anything at all.
+ Question #5 is just straight out stupid to ask -_- like you are
interviewing an intermediate student with no full knowledge of mastery
over morphological rules and you expect them to give the answer on
how to teach the rules effectively?
+ For the OBSERVATION FIELDNOTE, the Reflective Note is more like a
piece of Description here. Little reflection can be seen in this part.
+ Quizziz reported data is limited and cannot be fully elaborated for qualitative
data analysis. YOU SHOULD GIVE MORE DETAILS ON THE
STUDENTS’ REACTION, MOTIVATION, ATTITUDE AND LEARNING
BEHAVIORS DURING THE USE OF QUIZZIZ.
+ “Gving praise for the winners”? What about the losers?
+ “A better understanding of possible impacts of Quizziz on their students’
learning process” This aim of yours for the study can not be answered by
any above interview questions or any reported data of your observations
+ REQUIRE THE AUDIO FILE FOR THE INTERVIEW BECAUSE IT
SEEMS LIKE YOU GUYS JUST SIT THERE AND INTERVIEW
EACH OTHER.
+

+ If you want to elaborate more on the respondent’s lesson, wait for him or her
to finish the answer first.
+ PRE-TOEIC learners cannot understand the whole meaning of the
word “ELABORATE” and “INTERFACE”???
+ “What’s else?” wtf is this kind of question? You want them to further
elaborate more beyond their understanding or what?
+

This sh*t is stupid af

+ “So can I assume that….” Why assume here?
+ “So can I assume that….?” = “So are you fond of most of your teacher time
for Quizizz…?”
+ What’s the code for “more challenges to conquer, more creative, more
interactive, more interested?”
+ What’s the connection between teacher’s responsibility and variety types
of questions? Teachers can just copy different types of questions from
various sources
+ “What is meant by active?” why ask this question here? What’s the point?
+ “Does that mean you feel like you can learn more….?” another leading
question
+ Use of “high-tech” is questionable here. Will a pre-TOEIC student knows
and links the word “high-tech” with his/her previous answer?
+ “Make you bored and distracted” is the interviewer’s own
interpretation, NOT THE OPINION OF THE INTERVIEWEE →
NOT A DAMN CODE HERE
+ “Is there any other things that you think your teachers should stop using
with Quizizz?” What is any other things here? You should specify more the
use of any other things in your question
+ OVERALL, THERE IS NOT A SINGLE THEMES TO BE
EVALUATED OR PUT ON THE THEMATIC NETWORK HERE.
“IMPACT” SHOULD BE FURTHER EXPLAINED AND PROVIDED
WITH MORE DETAILS IN ORDER TO BECOME A THEME.