VERBAL REPORTS

INTROSPECTIVE RESEARCH
 Content
1 Defining Verbal Reports

2 Conducting Verbal Reports

3 Analyzing the data

4 Verbal Report Research

1. Defining Verbal Reports
Definition of Introspective Research

- Examination of one’s own conscious thoughts and

feelings. (Schltz, 2012)

- The process of observing and reflecting on one’s

thought, feelings, motives, reasoning process, and
mental states with a view to determining the ways in
which these processes and states determine our
behavior. (Nunan,1992)
Definition of Verbal Report

- Also called as Verbal Protocols or Think-

aloud Protocols

- Appeared in 1970s to differentiate

successful and less successful
language learners

- Verbal reports “are oral records of

thoughts, provided by subjects when
thinking aloud during or immediately after
completing a task” (Kasper, 1998, p. 358).
 Types of Verbal Reports
Think aloud

Learners’ verbalizing their thoughts processes while engaged

(Asking learners to verbalize their thought processes while they are involved in processing
language, typically reading a text or writing an essay)

Retrospective

Immidiately after completing the task

(Learners verbalize their thought processes immediately after they process the language)

- Suitable to listening and speaking tasks or after think-alouds

 Limitations

01 Unnatural by 02 Incomplete
force

03 Analysis is 04 But valuable not

difficult much alternative
subjective instruments
 2. CONDUCTING
VERBAL REPORTS
Principles of conducting verbal reports

01 02 03 04 05

Time Verbalization Verbal reports There is a lot of Verbal reports of

intervening places of mental information in automatic
additional introspective processes are not
between mental processes
reports aside possible. Such
operations and cognitive should avoid from the processes
report is critical demands on the usual social words themselves. include visual and
and mental conventions of Researchers need motor processes
should be processing that talking to to be aware of and low-attention,
minimized as requires care in someone these parallel automatized
much as order to achieve signal systems linguistic
insightful and be prepared processes such
possible
to include them in as the social chat
results
their analyses of native speakers.
-The first principle suggests that students’ verbal reports should occur
either while the activity is occurring or as soon as possible afterward.

-Principle two is especially significant for researchers conducting verbal

reports with L2 speakers. It suggests that, if possible, students should be
allowed to use their first language, if this reduces the cognitive demands
of the process.

-Principle three, four, and five suggest that the role of the researcher
should be as unobtrusive as possible, that the researcher should take
note of the nonverbal behavior as well as the verbal behavior of the
student, and that verbal reports cannot be used to report automatic
thought processes.
 Procedures in conducting verbal reports
- Provide students with a practice activity to
get them familiar with verbal reports. You
might begin by having them do a simple
multiplication task and ask them to think
aloud as they do so.

- You can also have them do a task similar

to the one they are going to do.

- You can also begin the session by

modeling a think-aloud for them as you
read a passage.
 -Give simple directions. Basically
you need to tell the students to
verbalize everything they are
thinking as they complete a task.

-They should imagine that they are

talking to themselves about what Your Text Here
they are thinking.
Your Text Here

Your Text Here

-You should also point out that

occasionally you may be reminding
them to
think out loud.
- During the think-aloud,
be as unobtrusive as
possible. This means
that after you acquaint
students with the
process and give them
directions.
- Because you want
students to focus on
reporting on their
cognitive processes
and not talk to you, it is
helpful to sit behind the
students so as to
discourage them from
talking to you.
-If students are doing a think-aloud on
a reading text, you might ask students
to report their thought processes at
particular points in the text after they
have read the passage.
.

-This can be done by having students

read the text out aloud. Then place a
Your Text Here
signal at specific points in the passage
where you want them to stop and talk
about what they are thinking.
- Don’t ask leading questions. The
use of leading questions can be a
particular problem in conducting
retrospective reports when you are
encouraging students to report on
the thoughts they just had while
they were completing the activity.
- Record the session
because this data
will provide the
basis for your
analysis. As with an
interview, it is
important to check
your equipment
before you begin the
session and to put
the microphone in a
central position.
 -Because nonverbal
behavior can often
signal cognitive
processes, pay
attention to students’
nonverbal behavior as
they complete the task.
-Ideally it is best to
videotape the session
so that you can capture
the nonverbal behavior.
However, using a video-
camera can be
distracting for the
students.
3. Analyzing the data
 Analyzing the data
2. Segment
the 4. Evaluate
3. Coding
transcript the categories
the thought
into
unit
thought - Get a
1. units - Design a second
Transcribe
unique rater
the data
coding
system - Code the
data at two
- Review different
existent times
coding
systems in
the literature
4. Verbal Report
Research
Block, E. (1986) The comprehension strategies of second
language readers. TESOL Quarterly, 20(3), 463-494

The main goal: Examine the reading comprehension

strategies of native and nonnative English speakers
enrolled in a remedial (connected with school students
who are slower at learning than others) reading class.
Procedure to do the verbal report research
1. Conducting the verbal report (Think-aloud) : Students
completed the think-alouds

2. Analyzing the data

2.1 She transcribed the think-alouds.

2.2 She segmented them into thought units.

2.3 She categorized the thought units.

 2.3.1 Mode
Block delineated (to describe, draw or explain something in detail) 2 general
modes in the thought processes.

Mode

1) Reflexive mode 2) Extensive mode

Students related Students attempted to
affectively (in a way that is deal with the message
connected with emotions conveyed by the author.
and attitudes) and
personally to the text,
directing their attention
away from the text.
 2.3.2 Strategy type

1) General strategies
Include comprehension - gathering
and comprehension - monitoring
strategies
 1, Anticipate content

The reader predicts what content will occur in

succeeding (following) portions of the text.

Ex: “I guess the story will be about how you go

about talking to babies.”
2. Recognize text structure

The reader distinguishes between the main points

and supporting details or discusses the purpose of
information.

Ex: “This is an example of what baby talk is.”

3. Integrate (combine) information

The reader connects new information

with previously stated content.

Ex: “Oh, this connects with the senten

ce just before.”
4. Question information in the text

The reader questions the significance

or veracity (truth) of content.

Ex: “Why is [baby talk among adults]

usually limited to lovers?”
5. Interpret the text

The reader makes an inference, draws a conclusion

, or forms a hypothesis about the content.

Ex: “I think that’s why some people doing this”

 6. Use general knowledge and associations
The readers in this study used their knowledge and experience

(a) to explain, extend, and clarify content

(b) to evaluate the veracity of content

(c) to react to content.

Ex: “When they talk to a baby, they just sing little songs which brought
to mind again my little nephew because when he hears sounds he just
opens his eyes and he looks and he’ll try to clap and sing with them.”

“ That’s true. It’s not easy to hold baby’s attention.”

7. Comment on behaviour or process

The reader describe strategy use, indicates awareness

of the components of the process, or expresses a sense
of accomplishment or frustration.

Ex: “I’m getting this feeling I always get when I read like
I lost a word.”
 8. Monitor comprehension

The reader assesses his or her degree of

understanding of the text

Ex: “Now I see what it means.”

“It doesn’t seem like what I’m thinking of.”

 9. Correct behavior

The reader notices that an assumption,

interpretation, or paraphrase is incorrect
and changes that statements.

Ex: “Now I read this part I understand

… I misunderstood in a way.”
 10. Read to the text

The reader reacts emotionally to information

in the text.

Ex: “I love little babies.”

 Exploring the idea, 2.8
Using the categories on general reading strategies listed by Block
(1986), try to categorize the comments made by the student in the
verbal protocol (a plan for performing a scientific experiment)

Study: Sustained-content reading and its effect on reading

comprehension.

Protocol: The student is doing a think-aloud on a reading selection

(New York Times) entitled “What pop lyrics say to us today”.