Case study as a research design

The case study is a common way of conducting qualitative research and is defined as “an empirical inquiry that investigates a contemporary phenomenon (the “case”) in depth and within its real-world context, especially when the boundaries between phenomenon and context are not clearly evident” (Yin, WX\Y, p. \]). Case studies offer a systematic way of examining issues, collecting data, analysing information and presenting results (Sturman, \sse). They focus on the experiential knowledge of the case and the impact of social, cultural, political and other contexts. This helps the researcher to retain a holistic and meaningful understanding of the social action and brings the reader as close as possible to the experience being described (Yin, WX\Y; Fossey et al., WXXW). Pearson et al. (WX\d) argue that the case study design is a useful approach in investigating teaching and learning in a higher education setting. They further state that one of the main advantages of the case study is its flexibility in terms of the types of research questions that can be

addressed. However, it is particularly a “preferred strategy when ‘how’ or ‘why’ questions are being posed, the investigator has little control over events, and the focus is on a contemporary phenomenon within some real-life context” (Yin, WXXs, p. W).

The selection of the unit of analysis plays an important role in case study research. This unit can be an individual, a programme, an institution, or a community, and involves a contextual analysis of events, conditions and their relationships (Patton, WXXW). In the current study, the undergraduate EFL programme (the case) is the unit of analysis. Bryman (WX\]) indicates that one criterion when choosing a single case is that it provides a suitable context for the research questions to be answered. Thus, the rationale behind choosing the EFL programme as the case was to be able to gather as much information as possible from different sources (i.e. interviews, classroom observations and document analysis) in order to gain an in-depth understanding of the students’ learning experiences of the programme.

Different scholars have suggested different typologies for case studies. Stake (\ssd, p. Y) classifies case studies into types, based on case selection. According to Stake (\ssd), an intrinsic case study is used when the researcher needs to learn about a particular issue; an instrumental case study is used to develop a general understanding of an issue; and a collective case study involves the selection of a number of cases, and is considered an extension of the instrumental case study. The present study follows an intrinsic case study design, with the objective of obtaining an in-depth understanding of the student’ learning experiences in the EFL programme.

Yin (WX\Y) also identifies three types of case studies based on different purposes. The exploratory case study aims at defining the questions and the hypotheses of the study; the descriptive case study provides a complete and contextualised description of a phenomenon; and the explanatory case study presents data on causal relationships. The current study can be described as a descriptive case study, since it does not focus on establishing any causality relationships between variables and

does not test any hypotheses. Instead, it offers a description of the phenomena within its specific context. This allows me to gather information from different sources, which complements the intrinsic case study adopted in this inquiry.

Flyvbjerg (WXX]), in his persuasive article on the misunderstandings of conventional wisdom about case study research, offered some strong arguments in response to several points of criticism that face case studies in general and single case studies in particular. These include the questioning of the context-dependent nature of case studies, its alleged tendency toward bias and verifying the researcher’s preconceived notions, and its inability to produce generalised knowledge. His responses to the questioning of the context-dependent nature of case studies are summarised in two key points. First, he argues that case studies can be a valuable learning experience for the researcher in order to develop good research skills, and that concrete experiences can be achieved via continued proximity to the studied reality and via feedback from those under study. Flyvbjerg (WXX], p. WW\) asserts that “the case study produces the type of context-dependent knowledge that research on learning shows to be necessary to allow people to develop from rule-based beginners to virtuoso experts”. Second, he states that “in the study of human affairs, there appears to exist only context-dependent knowledge, which thus presently rules out the possibility of epistemic theoretical construction” (p. WW\). He gives an example of a teaching situation where well-selected case studies can help the learners achieve competence, whereas context-independent knowledge (e.g. facts and rules) will only allow the learners to reach a beginner’s level.

In response to the claim that case studies have a tendency toward bias and the verification of the researcher’s preconceived notions, Flyvbjerg (WXX]) argues that such a critique is fallacious and demonstrates a lack of knowledge of what is involved in case study research. He adds that this is because the case study approach is no less rigorous than quantitative research. He further stated a major advantage of case studies is that it can “close in on real-life situations and test views directly in relation to phenomena as they unfold in practice” (Flyvbjerg WXX], p. WYd). Many social scientists who conduct in-depth case studies find that their preconceived

notions and views are challenged and that the case material has forced them to reconsider and revise their initial understandings. Such issues are discussed in further detail when establishing the trustworthiness and authenticity of this inquiry (see section e.i).

In responding to critics stating that single case studies are restricted in that they lack the ability to produce generalised knowledge, Flyvbjerg (WXX]) states that this is the case for all social science research, and until today social sciences has simply not been able to produce context-free predictive social theory. This critique also draws attention to one of positivism’s major tenets: namely, the ability to produce research findings that can be generalised. Such critique fails to consider the fact that people have the ability to self-reflect and interpret the social world differently, whereas this capacity to attribute meaning to events and their environment cannot be found among the objects of the natural sciences (Bryman, WX\]). This makes it difficult for social researchers to generate findings that can be generalised. Nevertheless, Shenton (WXXe) and Stake (WXXY) argue that although each individual case study is considered unique, each is an example of a wider group and thus can form a component of a wider consensus.

In summary, this research uses an intrinsically descriptive snapshot case study design, seeking to provide a holistic understanding and in-depth analysis of students’ learning experiences in relation to institutional influences, family background and teaching approaches in an EFL programme at CU in KSA. The following section discusses the researcher’s positionality.