4.1 Introduction

The methodological approach chosen for this study is multifaceted relying on a variety of means to probe and profile the beliefs of teachers. The potential of the Internet as a tool for research is exploited by the present investigation which relies on an online discussion list, e-mail correspondence and questioning to collect data. The study also included use of a more traditional research technique, that of a mail-out, open-ended questionnaire. The investigation privileges teacher talk through multilogue, monologue and dialogue in order to make explicit and articulate the tacit. The multiloguing or discussion is accomplished through use of an online discussion list. The monologue is represented by the use of questionnaires. The dialogues are one-on-one exchanges that took place between the researcher and select participants in both the discussion list and the questionnaire. The data are collected and analyzed within the historical and conceptual framework outlined in Chapter 2 of this study.

The questions that guided the research are as follows:

1. What are some of the beliefs of teachers of FSFL in relation to teaching and learning in online learning environments?
2. What do these beliefs reflect in terms of the evolution of approaches and use of technology in the teaching of FSFL?

This chapter describes in detail the approach taken to the investigation of these questions. For each method used to collect data, a description is provided of the procedures, participants and the characteristics of the method. Prior to the description is an overview of the general research paradigm as well as a discussion of the particular challenges related to studying beliefs.