**4. Research aims and questions**

The main purpose of this study is to explore teachers' perspectives on the use of breakout rooms to create space for learners' interaction in zoom. There have been many studies exploring students and teachers' perspectives on the use of SOL, but most of the studies were questionnaires not many studies used a focus group or interviews to gain deeper understanding of their thoughts and challenges to solve them. For this reason, the following research questions have been formed.


The research questions that have been formed, led the researcher into following an interpretive approach. The underlying idea of interpretive approach is that the research does not need to begin with a hypothesis to disprove or prove that theory. However, it lets the results to develop naturally. The priority of interpretivist approach is people views and interpretation of their experiences, which this research is interested in. Unlike positivism approach, which aims to prove or disprove a theory or the researcher's hypothesis. A crucial social actor points for the researcher to keep on mind while following an interpretive epistemology is the importance of appreciating the differences between people.

#### **4.1 Data collection**

This study adheres a qualitative methodology, the data for this study were obtained from three different sources: (i) focus group (ii) individual interview (iii) observation recording. The methods used to collect the data were carefully chosen to meet the study's aim.

The combination of two qualitative research methods allows the researcher not to only have been favoured by many authors [56–58]. As it does not only enrich the data but also allows the researcher to look at the research issue from more than one angle [56]. In order to uncover the real practice of learners' interaction in breakout rooms.

One breakout room of international applied linguistics and TESOL interaction was video recorded. The use of qualitative research methodology enables the researcher to expand on the knowledge of the issue addressed. However, this is not the case for quantitative research method as it aims to proof or disproof a theory [56, 57].

#### *4.1.1 Sampling techniques*

An important point to consider when conducting a qualitative research is the participants recruitment methodology, as it ensures the quality of the research [59]. The researcher will adhere a homogeneous sampling technique, which is selecting participants according to their experience. This means participants experience need to match the study, in terms of this study the participants need to have experienced the use of breakout rooms either as teachers or students.

It has been advised in research methods literature that 6–10 participants for focus groups is an appropriate number [57]. Therefore, for both focus groups the researcher has decided on 10 participants, however because of students' busy schedules only 6 students and teachers were involved in the focus group. Considering teachers' and students' busy schedules. In terms of group composition, it is important for the members of the group to have one similar characteristic. Therefore, the cohort was divided into two groups according to their role (teacher or student) for the first focus group participants are all representatives of teachers from a postgraduate applied linguistics and TESOL course at either UK or Saudi universities. It was made sure to include two different contexts, as this will generate different ideas and experiences. The second focus group are all international students from the masters applied linguistics and TESOL course at Newcastle university, that were selected randomly according to their availability.

The sample of the second focus group included international students' representatives from the masters applied linguistic and TESOL course at Newcastle university. It is true that this research aims to look at the challenges faced by teachers and their perceptions; however, it is important to gain students views too. According to Barbour [56] this knowledge of community groups is important as it gives insight into the diversity involved. Moreover Krueger & Casey [60] names this as a double layer design, which is involving two different participants types either by role or geographic area. This enables the researcher to compare and contrasts between the participants type or region.

#### *4.1.2 Focus groups*

One great advantage that focus groups allows the researcher to study is attitude formation. This could help the researcher to see to how strong participants belief in their views, which can be studied by the discussion that happens between participants. Moreover, attitude formation also helps to give insight into the reasons behind participants views. For example, previous experiences can affect the way they view interaction in breakout rooms [56]. This advantage is not apparent in individual interviews. Therefore, having focus groups as the first stage of this research is important, as it will also help in choosing participants in regard to interesting comments that have shared that needs a follow up. with strong views for in-depth individual interviews.

Teacher and student focus groups was the first data collection collected, an email was sent to all international postgraduate Applied linguistics and TESOL students. 6 students were randomly chosen regarding their matching schedule. The questions used for the focus group were made in relation to the research questions.


#### **Table 1.**

*Questions used in the focus group.*

The students focus group discussion was based on questions that were sent to students before the meeting as a task to be completed. Similarly, the teacher's focus group discussion followed a similar procedure as the student's focus group. However, the preparation questions were different. **Table 1** includes the questions used in the focus group.

#### *4.1.3 Individual interview*

Following a focus group with an individual interview is useful, as it enables the researcher to good preparation plays an essential role in the success of an interview. In this study, some interview questions were brainstormed with the aim of guiding the researcher's conversation with the interviewees. As stated by Smith [61], brainstorming a series of questions linked to the research question is the first step in preparing for semi-structured interviews. A semi-structured interview was adopted with three teachers and students from the focus group to gain in depth data. The semi-structured interviews included the use of springboard (See appendix 2) that included six comments either from students or teachers focus groups. The comments that were chosen to be included in the springboard, were chosen in terms of the themes that were identified. Six themes were identified from each focus group and one comment from each theme was included in the springboard. The interviewee asked the participants to share their opinions on each of the comments and to expand on them if needed. This gave the opportunity for the research to follow up on interesting areas addressed by the interviewee. It also gives the opportunity for the interviewee to give detailed responses.

#### *4.1.4 Observation*

The researcher undertook one breakout room observation, this sought to provide in-depth exploration of the actual practice. As noted by Clark et al. [62] observation as data collection method is useful for the researcher as it illustrates what happened in the classroom and provides evidence. The breakout room that was recorded for observation is from a master's module, teaching English for academic purpose. On Zoom it was not possible to record breakout rooms, however as the researcher is a student attending the same module, it was possible for her to screen record the breakout room she was participating in by using the computer system. It was made sure by the researcher to take students consent in advance. All of the students in the breakout room were students of applied linguistics and TESOL, two were native speakers of English and three students were non-native speakers from China. The researcher will conduct a conversation analysis on the recording.

#### *4.1.5 Pilot study*

To ensure that the study was executed correctly, a pilot test was conducted before the research focus group interview was scheduled. The tests were done with six applied linguistics and TESOL students who would not be participating in the main research. This helped to determine any needed changes to the focus group by identifying and analysing potential issues. For example, it is the researcher first time conducting a focus group. Therefore, the researcher had to test and understand the role of a moderator in a focus group. As the behaviour of the moderator can highly affect the validity and reliability of the study. Also, the researcher needed to make sure that only including 6 participants in the focus group will be enough to reach an effective focus group discussion.

#### **4.2 Data analysis**

Focus group and individual interviews were audio recorded and transcribed for thematic analysis, which is regarded as one of the most common data analysis methodology [63]. Bryman [63] suggest that the best type of data analysis method for researchers that has no, or little research experience is thematic analysis. Inductive thematic analysis was applied to facilitate the identification of repeated themes which are remarkable in the participants experience ([64]cited by Kaypak and Ortactepe, [65]). According to Dornyei [66] The first stage of thematic analysis was transcribing the recordings, which the Zoom software automatically conducts, the researcher re-read the transcripts to check for any mistakes in the transcriptions. Secondly, the researcher coded the transcription by colour coordination. Finally presenting, analysing and drawing conclusions from the data.

In regard to the coding stage, Braun and Clarke [67] breaks down into six substages: "Familiarisation, initial coding, identifying themes, reviewing themes, defining themes and evidencing themes" (p.280). The researcher made sure to follows the six stages in both the focus group data as well as each individual interview. The next chapter will present the themes identified and the findings.

For the observation data the breakout room was video recorded then a conversation analysis (CA) following Seedhouse's [8] principle of CA was applied to the recording. After the researcher have applied CA on the transcript it was shared with other master students at Newcastle university, who were students of Applied linguistics and TESOL. This was done to make sure that CA was done as accurate as possible. This research does not apply Seedhouse's [8] aspect of pure CA, which is having a theoretical hypothesis before viewing the video recording. But it follows an applied CA, which is setting aims before observation. This research aims to observe interaction in breakout rooms and any challenges that arise.

#### **4.3 Validity and reliability**

To ensure the validity of the research, the researcher conducted three different data collection methods. In addition to including participants from two different contexts. This method is referred to triangulation. Some researchers believe that he validity of the research is enhanced if a researcher follows the approach of triangulation [68, 69].

In addition, the strategy used in individual interview, which as stated previously is presenting participants with comments from the focus group discussion is regarded as another method to enhance the validity [69]. Creswell et al. [69] refer to this strategy

#### *Students' Interaction in Breakout Rooms DOI: http://dx.doi.org/10.5772/intechopen.108184*

as member checking, they suggest that it is best if the researcher conducts a follow up individual interview with participants. However due to busy student and teacher's schedule the researcher was only able to conduct six individual interviews (three individual interviews with teachers and three individual interviews with students) due to teacher's and student's busy schedule. Member checking strategy is used to determine the accuracy of the focus group findings.

To ensure the reliability of the research, the researcher conducted a pilot test to test the questions being used in the focus group. As well as brainstorming a series of questions linked to the research question. As according to Smith [61] is the first step in preparing for semi-structured interviews.

#### **4.4 Research ethics**

The researcher follows the Newcastle University's 'Code of Good Practice in Research'. Interviewees have the right to refuse to continue or cancel at any time they wish. Interviewees are informed that the recordings will be deleted as soon as the researcher dissertation have been marked. The recordings will not be shared with anyone, only the researcher will listen to the recordings. It will be made sure that the researcher keeps full contact details of participants, in case of any changes that need to be made.

The research study was approved by Newcastle university. The ethical form included aims, research question, process of data collection and data analysis methods. Ethics approval forms are attached in the appendices with the researcher's supervisor signature (see appendix 1). All participants data were saved in a folder in the researcher's personal computer, where it cannot be accessed by anyone other than the researcher. Participants personal details were strictly confidential in this study. Participants have been provided with a research information sheet that included detailed information on the research as well as a consent form, as it was important to collect participants signed informed consents prior to the research.

#### **4.5 Cameras off**

The first theme identified was teachers challenge in getting learners to switch their cameras on. Teachers from Newcastle university believe that it is crucial for all students to have their cameras on. It has also been a rule that has been introduced during the global pandemic that learners will be marked absent if their cameras were off during SOL. From the dialogue it can be understood that teachers from Newcastle University rely on facial expression to have a complete interaction with their learners.

Looking at the data from the student's datasets, it can be seen that they had mixed views. Some learners felt strongly about having cameras on for them to be able to have a complete interaction. However, others felt that it was against students' rights for teachers to force and insist on learners to have their cameras on. Their justification for not having their cameras on relates to privacy, some learners not comfortable to share their location information. As most students at Newcastle university live at students' accommodations their location can be easily figured out by their background or from their window view. However, this can be easily by using the background filter feature on Zoom that can cover the background by adding a different background. But not all students may be aware of this feature, and some may be aware of it, but not know how to switch it on. Therefore, some students may still be refusing to switch their camera on due to the worry about revealing their location. Some learners have reported that they turn off their cameras due to their appearance.

#### Extract 1.

*Student: On zoom the lecturers are sometimes more than 1 hour and its hard to stay still for that long especially at home I feel comfortable when to wear whatever I like and not play attention on how I look on camera.*

However, learners need to be aware that if classes were present in person (PiP) they would need to attend classes for the whole class and also need to be dressed appropriately for the class. Therefore, they should make the same effort in an online environment too. Meanwhile the majority of the students have confessed that they sometimes do not have their cameras on because they are not ready for the discussion. This highlights the importance of preparing learners before class, which relates to the preparation task theme that was identified for the data.

Extract 2.

*Student: I used to turn off my camera and my microphone just because I did not finish my preparation, I did not review for that class so. I did not have anything to say so, I would turn on turn off my camera and microphone.*

It has been observed from the recording of the breakout rom that one student had her camera off and she did not participate at all during the breakout room. The observation data shows when the teacher entered the breakout room, she did not ask the learner to switch the camera on and did not try to interact with the learner. In these situations, teachers should try and encourage learners to turn their cameras on and participate. A justification behind learner having her camera off can be relating to her choice of privacy or appearance as mentioned earlier. or it can be related to the content of the discussion. She might not be ready for the discussion, as there was no preparation work assigned for this lesson. Another possible factor could be related to the fact that the context was about UK educational system and the learner is from China, therefore the learner might feel less knowledgeable about the context, which makes her demotivated to participate in the discussion. In this situation preparation work before the online classroom is crucial, we will look at this further later in this chapter.

Looking back at the Saudi teacher's context, they are forced to deal with cameras being off for learners as well as teachers because of the cultural privacy morals. Therefore, they mostly feel it is acceptable for learners as well as themselves to have their cameras off in online teaching situations. As they feel they do not specifically need facial expression to have an interaction with learners. However, what the researcher found surprising from the data is that one of the teachers who experienced teaching online at both contexts (UK and Saudi) agreed with teachers from UK as teaching online becomes challenging when students have their cameras off.

Extract 3.

*Teacher "imagine you're teaching this group and there's no cameras on and there's no microphones on how would it affect you how would you feel as a teacher because we rely as teachers on feedback, the most important thing. Without feedback that we can't do our job".*

*Teacher D: "I don't think in our situation in Saudi Arabia, because especially if you're teaching girls section. That it's normal over there, that they don't even open anything* 

*so sometimes you talk and you not sure that they're actually there is somebody, so this is a real issue that I faced in the past in like in the last term You just find you know, a muted class."*

From this dialogue it can be seen that cameras being off has become normalised for Saudi teachers. As according to the cultural morals of Saudi Arabia, most women cover their faces in front of men, for this reason male teachers are used to interact to people without looking at their facial expression. However, for UK teachers this is not normal as for them facial expression is a part of interaction, therefore facial expressions are perceived to be necessary to reach a complete meaningful interaction. Having the privacy and cultural issue of cameras in Saudi Arabia sets the tone that no teachers or organisation may enforce students to have their cameras on. Therefore, teachers were forced to find ways of dealing with this by using different strategies.

Extract 4.

*"I believe there are other ways to substitute that, for example, I always ask them questions and I choose the students myself to answer this is a way to check if they are there or not, so they know from the beginning of the class that there is at any point that they will be called off to participants so that keeps them on their toes all the time."*

From extract 4 we can see that teachers have been starting to find different ways to deal with the issue of cameras being off as well as encouraging learners to participate. I believe that this strategy suggested would be a good solution that would help with the issue of making sure students attend the class fully concentrated. As teacher do not have to check if each student is attending because in an online situation when learners are having cameras off teachers are not able to know if students are attending especially in breakout rooms when learners are working alone. if students are warned that teachers will ask questions directly to students spontaneously students will pay more attention. This strategy helps to motivate learners to make use of breakout rooms, as any students can be asked by the teacher to about the breakout room task at any time. This takes us to another challenge teachers have been experiencing, which is motivating learners to participate in breakout room interaction.
