Case study within a mixed methods approach

The main study adopted a case study approach, as the aim was to analyse findings from individuals in order ‘to understand their perceptions o f events’ (Cohen et al., 2000, p.

182). The focus was on EFL classes within Cypriot senior high schools. The study was not, however, ethnographic (Bell et. al., 1984), as although it involved the study o f individuals in their natural setting, importance was not placed on the setting but rather on how

individuals reacted to the use o f certain strategies and behaviours.

A strength o f case studies is that they ‘observe effects in real contexts, recognizing that context is a powerful determinant o f both causes and effects’ (Cohen et al., 2000, p.

181). They have multidimensional characteristics and can provide insight into similar situations and cases. This approach is not without its weaknesses, however. It is vulnerable to bias and, as it is personal, it has subjective elements, w ith results that may not be

generalizable outside the specific context (Nisbetand Watt, 1984).

The research was also, in terms o f quantitative data collection, longitudinal, as the questionnaires were administered at two stages, November 2013 and March 2014, for the purpose o f investigating possible changes over the academic year. It was considered o f value to conduct a longitudinal study as, in the words o f Dornyei and Skehan, ‘even within the duration o f a single course o f instruction, most learners experience a fluctuation o f their enthusiasm/commitment, sometimes on a day-to-day basis’ (2003, p. 617). The purpose o f this research was not to determine which strategies and behaviours (MTSB) the teachers used, but how often students perceived that the named MTSB were being used, as this plays a role in how a student feels in a lesson. In other words the psychological effects on motivation and anxiety were under investigatioa

Zhu (2007) and Price (1991) conducted interviews in their studies in order to gather in-depth data, and Cheng and Domyei (2007) used an extensive survey approach. In my study, both qualitative and quantitative methods were used to address the research questions. MacIntyre and Gregersen advocate that ‘qualitative methods provide

illuminating accounts o f personal experience, rich, contextualised descriptions and humanistic data’ (2012, p. 107). The qualitative approach takes advantage o f the ‘insider' perspective and produces in-depth data. While some question the generalisability o f qualitative data (The Open University, 2001, p. 243), and criticise its subjectiveness (The Open University, 2001, p. 67), it must not be forgotten that such data can provide depth which cannot be provided through quantitative data. The quantitative approach is more controlled and objective in nature and allows for the possibility o f replicable and

generalisable data. When combined, the result is a rich source o f humanistic data which is supported by numerical data.

Data for the main study was acquired through teacher focus groups, student accounts (see Appendices B and D, pp. 207-208 and p.212 for examples) and three questionnaires with follow-up interviews in an attempt to produce a reliable and detailed account through triangulation o f methods. Triangulation merges ‘qualitative and

quantitative data to understand a research problem’ (Venkatesh et al., 2013, p. 24). Each method was intended to expand on and to enhance the results o f the previously used method(s). The qualitative follow-up interviews were intended to ‘explain in more depth the mechanisms underlying the quantitative results o f the questionnaires’ (Klassen et al., 2012, p. 379).

3.3 Bias

While emotional engagement with the topic under investigation is likely to cause unavoidable bias, it can also generate enthusiasm which can be shared with participants. For example, far more students showed an interest in being interviewed that had been expected. In educational based research, where the input o f others is intended to produce results which will be used to bring about positive change this could possibly counter­ balance bias. Based on the content o f the interviews, which is presented in chapter 4 and discussed in chapter 5 , 1 speculate that the high level o f interest was because these

bias as it does not make predictions prior to data analysis but rather waits for the data to reveal the processes at work. Bias is a concern in all research and perhaps more so when the researcher is an insider.

As a language teacher at the participating schools I was an insider. However, as the participants in the main study were not my own students, I was also an outsider. Bell maintains that it is easier for an insider to know ‘how best to approach individuals’ (Bell,

1999, p. 43), and insider knowledge aids authenticity. The insider researcher may, however, miss details that someone less familiar with the environment may notice. Hellawell contended ‘that ideally the researcher should be both inside and outside the perceptions o f the ‘researched” (2006, p. 487). Throughout the research, I made it a priority to reflect on the role I played in order to avoid the potential pitfalls. As an insider I had already built up a rapport with my colleagues and believe they felt comfortable

working with me. As Saw ides et al. state: ‘Successful research activity requires a high level o f rapport and trust between researchers and the researched. Such trust and other ethical research processes are more likely to increase its credibility’ (2014, p. 414).

Moreover, the mixed methods design worked to combat the bias which could unwittingly occur in research which relies on one approach. Here triangulation was used as

‘an attempt to secure an in-depth understanding o f the phenomenon in question’ rather than for validation purposes, as described by Flick (2007 cited in Riazi and Candlin, 2014, p.

144).

Figure 2 presents the methods employed in the present study, showing the processes involved in designing and developing the methods, as well as their

interrelationships. The Figure illustrates the qualitative - quantitative - qualitative design which was an original contribution to data collection methods in this specific field. The direction o f the arrows shows the direction o f influence o f the components.