Data Collection Procedures

This study included both quantitative and qualitative analyses. The

quantitative data were mainly collected by questionnaires, while the qualitative data were collected by interviews, classroom observations, and other documents such as field notes and annual reports.

Questionnaires: The Attitude/Motivation Test Battery (AMTB)

In order to answer the research questions and to collect data for quantitative analysis, two types of questionnaires measuring learners‟ attitude and motivation were designed: (a) A Questionnaire for Learners, and (b) A Questionnaire for Teachers (ETAs and LETs). Much past research concerned with the role of attitudinal and motivational variables on ones‟ second/foreign language learning used the Attitude and Motivation Test Battery (AMTB) (Gardner, 1985). This model has been used in past research on assessing the role of various characteristics of a learner in the learning of a second/foreign language. In Hashwani‟s (2008) study, Gardner‟s (2004) Attitude Motivation Test Battery was adapted to explore the eighth-graders‟ attitudes (English language and learning), motivations (intrinsic and extrinsic), and classroom anxiety. Sandoval-Pineda‟s (2011) study also made use of the Attitude Motivation Test Battery developed by Gardner (2004) to enhance theoretical knowledge about

university learners‟ attitude and motivation towards learning English as a second language with adaptions made to fit the Mexican context.

The AMTB, proposed in Gardner‟s (1985) Socio-Educational Model of Second language acquisition, was designed to measure various variables such as social milieu, individual differences, learning acquisition contexts, and language learning outcomes. In addition, the battery was thought to be a good measure of motivation in predicting the learning outcome of a learner.

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Adapting the AMTB

The AMTB was adapted to fit the context of this study. According to Gardner (2008) and Dörnyei (2001), some adjustments to instruments to the context where it is going to be administered would be recommended. The steps followed for adapting the AMTB are as shown in Appendix A.

Piloting the AMTB

In order to establish the reliability and validity of the instrument, a pilot test of the AMTB was done on 66 learners (ages 10-13) who have attended an English class with the presence of an ETA. They were asked to fill out the questionnaire (see Appendix B). The reliability for every item of the questionnaire was confirmed

through Conbrach‟s Alpha, and shows a Cronbach‟s Alpha value of .894, which shows a high level of internal consistency among the 20 items. Thus, the pilot test was reliable. Please see Appendix E.

Questionnaire for Learners and Teachers (ETAs and LETs)

The questionnaire for learners was designed to explore their attitude and motivation towards English learning with the presence of ETAs at the beginning and end of the school year. It was a four-point Likert scale consisting of 20 items about their attitude and motivation towards English learning with the presence of ETAs (see Appendix B). Their ratings in response to each item were marked on a four-point scale (4 = totally agree, 3 = agree, 2 = disagree, and 1 = totally disagree).

The questionnaire for teachers (ETAs and LETs) was designed to explore their perception on their learners‟ attitude and motivation towards English learning with the presence of ETAs at the beginning and end of the school year. The questionnaire was basically the same as the learners‟; however, items were changed so that teachers would be rating each item on their learners. It was a four-point Likert scale consisting

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of 14 items (see Appendix C for ETAs‟ questionnaire & D for LETs‟ questionnaire).

Their ratings in response to each item were marked on a four-point scale (4 = totally agree, 3 = agree, 2 = disagree, and 1 = totally disagree).

According to Krosnick et al. (2005), since attitudes are memory-based and sometimes temporary and that “there is no reason to believe that a single person will always report the same attitude toward an object when asked it on multiple occasions in different contexts”. For this reason, learners‟ attitude and motivation will be measured twice in this study, at the beginning when little knowledge is stored and at the end of the school year where there is more knowledge and memories.

Interviews

Interviews can not only help the researcher learn more about the participants experiences and information on a particular topic, but also be used to pursue more on certain respondents to questionnaires, e.g. to get a more in-depth information on their responses to questionnaires (McNamara, 1999; Patton, 1990). The interviews

conducted in this study were in a semi-structured interview format in which the interviewer prepared a list of questions to ask, but may alternate, depending on the responses (Weiss, 1995). This type of interview was recommended by Hitchcock and Hughes (1989) since the interviewer could further investigate and expand on

particularly interesting responses, and may even develop a kind of relationship with the participant where negotiations, discussions, and expansions of particular responses could occur.

Classroom Observations

Classroom observations were done in order to see how the classes were

conducted. Learners‟ attitude and motivation, learners‟ behavior and reactions towards topic lessons, and learners‟ discussion on particular topics were all observed. The goal

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of these classroom observations was to find patterns in teacher-learners interactions, learners‟ attitude and motivation towards English learning and topic lessons, teachers‟

role in the classroom, and any facilities or teaching strategies that may be related to the learners‟ attitude and motivation towards English learning. Field notes and photos were taken with participants‟ permission.

Field Notes

Field notes was taken in order to have a more detailed and rich description of the participants‟ learning situation and environment, and activities that happened during class. These field notes would not only provide extra information on the

learners‟ attitude and motivation towards English learning, but also give insight on the learner‟s learning environment, teachers‟ role, certain cultural topics, and teaching strategies that might have had an impact on learners‟ attitude and motivation towards English learning.