Ecoexperiential Sequentialism as a Heuristic Methodology for Researching Experience: Insights from Three Language Teachers

This paper introduces and conceptualizes ecoexperiential sequentialism (EcoSeq), defined as multi-stage engagement in reflecting on interrelated experiences that track how the granularity of sense-making unfolds over time. EcoSeq has procedural (operationalizing the stages of inquiry) and conceptual (justifying the need for experiential engagement) components that guide it from an interpretative phenomenological analysis perspective. After explaining the theoretical and methodological dimensions, I report on three English language teachers’ engagement in EcoSeq, which involved collecting data from three rounds of semi-structured interviews and narrative frames focused on their sense-making of parental demands. The study concludes with implications on how EcoSeq might be used in research on human experiences, especially in teacher education courses and teachers’ daily lives.