Analysing the Interview Data

The main data obtained in this study were from the audio-recorded semi- structured interviews involving teachers, students, and key informants at each case study site. The data from individual teacher interviews at the various stages (teachers were interviewed four times, refer to Table 3.4) were also analysed together with the data from the key informant interviews and student focus groups and field notes from classroom observations and work-together sessions. Data from these interviews and the field notes complemented the teacher interview data in terms of clarifying and supporting the information each teacher provided and vice versa.

The analysis began with the individual examination of each teacher participant’s transcript corresponding to their interview stages. Following this individual examination, the transcripts were analysed across teachers within each stage. Next, the students’ interview transcripts were examined according to their groups followed by an analysis across the groups. The transcripts of the key informants were examined individually based on their role within the context of the study.

All interview transcripts of the teachers, students, and key informants, were carefully read several times and analysed using a constant comparison approach (Lincoln & Guba, 1985). Such approach involves reading and re-reading the utterances in each interview transcript. Through a process of inductive reasoning, emerging patterns and themes that indicated a relationship with the overall objective of this study and the conceptual as well as the interpretative framework were observed and identified (Goetz & LeCompte, 1984). As patterns and themes emerged during the analysis, the researcher constructed categories, which were accompanied by a related description. These categories were continually refined

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during the process of analysis to accommodate for any overlaps and ambiguity. The transcripts were carefully read again and units of text containing meaningful phrases, which reflected a category was compared, removed, and grouped accordingly.

The overall relationships, patterns, and themes from the categories that were generated were further reconceptualised into new constructs based on the Activity Theory framework. The reconceptualisation involved a process of categorisation, which defined the units “by their membership in a class or category - by their

having something in common” (Krippendorf, 2004, p.105. italics in original). This

categorisation can be considered as a form of coding as it created labels or tags that could be used to assign units of meaning to the information that were described or inferred (Miles & Huberman, 1994). The categorisation process assisted the researcher in understanding and interpreting these categories to form criteria that further guided the analysis of the data (Appendix K). These criteria, which reflected the components of the Activity Theory framework consisted of:

 The Object of the Activity – This category recognises that all activity is object-oriented as it involves the way in which something is done which is directed towards an object (Kaptelinin & Nardi, 2006).

 Subject-Tool-Object – This category of relationship focuses on the physical tool (for example, computers, worksheets, books, and pens) and conceptual tools (for example instructional strategies) which are used by the subject (teacher or student) to direct the activity towards the object  Community-Division of Labour-Object – The data placed within this

category of relationship concerns how the classroom activity is organised, shared, or distributed among the participants to address the object. This community mainly refers to the teachers, students, and key informants who are part of the activity.

 Subject-Rules-Community – The data grouped under this category refer to the explicit and implicit rules that govern the relationships between the participants within their roles as they interact with each other.

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In arriving at these criteria, the researcher consulted the literature related to the use of Activity Theory, which explored the integration of technology in educational settings (Brine & Franken, 2006; Issroff & Scanlon, 2002; Kaptelinin & Nardi, 2006; Karasavvdis, 2009; Westberry, 2009; Yamagata-Lynch, 2003). Based on these studies, the criteria were developed which enabled the researcher to place the data in the categories and provide “clear operational definitions” (Miles & Huberman, 1994, p. 63). These operational definitions enabled the data to be consistently coded over time by the researcher and peer reviewers (Miles & Huberman, 1994).

The application of an Activity Theory framework to interpret the classroom teaching and learning activity also involved the concepts of contradiction (Engeström, 2001, Kaptelinin & Nardi, 2006; Westberry, 2009) and affordances (Kaptelinin & Nardi, 2012) Data were evaluated in terms of how they captured the tensions and stresses between the various factors within the educational context, and how these conflicts influenced outcomes.

4.9 Summary

This chapter has described the research methodology used in this study. It has provided the basis for using the qualitative research framework based on contextual and theoretical considerations. The study adopted ethnographic techniques and use of the case study. The contexts for this study were identified based on convenience. Two tertiary institutions in New Zealand which each offered an English language programme were identified as case study sites.

Multiple methods were used to collect data. These methods consisted of the semi- structured interview, work-together sessions, and classroom observations. To ensure that the findings of this study were valid and reliable, a set of criteria relevant to qualitative research to determine rigour was adopted. The criteria consisted of creditability, transferability, dependability, and confirmability. Credibility was enhanced through triangulation, member checks, peer review, and prolonged engagement, while transferability was supported by providing a detailed description about the two tertiary level English language programmes. As

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for dependability, it was enhanced not only through the use of triangulation and peer review, but also through the use of the audit trail method. Confirmability was ensured through peer review and the use of the audit trail method as well. Data collected from each case study site were thematically analysed using the inductive approach.

Having established the plan that provided the research design and the strategy to carry out this research, data were collected using the appropriate methods and instruments. The data were then analysed accordingly and the findings are presented in the next two chapters.

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CHAPTER FIVE: FINDINGS PART ONE

5.0 Overview

The findings are presented as two separate chapters for case study Site A and B respectively. This chapter reports the findings from Study Site A within three categories in the Activity Theory framework. These categories are the object of the activity, division of labour, and the rules. Study Site A concerns one language programme which formed the boundary for this case study. The findings for this case study are presented in the form of description, data, and interpretative commentary.