Phase Two: Interviews

The aim of Phase Two of the study was to gather data from students of MFL in both countries through interviews in order to obtain an in-depth understanding of the teaching and learning experienced. Interviewing is the most common form of data collection in qualitative research (Lichtman 2010:139). The purpose of conducting an interview is linked to a structured and formal style or an unstructured, conversational style (Lichtman 2010:140; Kolb 2008:142).

4.3.2.1 Sampling

Qualitative researchers select their participants based on their characteristics and knowledge as they relate to research questions being investigated (Lodico et al 2006:140). In China, 19

students were selected for the interviews representing all three universities; in South Africa, 14 students were selected from Unisa, SU and UCT. RU was omitted due to logistical difficulties. Thus, the total number of participants was 33. The criteria for selection was current enrolment in MFL courses at the respective institutions. A detailed profile of the student participants is given in Chapter 6. The students were selected by means of purposeful sampling to provide an information-rich sample.

4.3.2.2 Data collection

The researcher used in-depth, semi-structured individual interviews to obtain the data.

Qualitative research involves looking deeply at a few things rather than looking at the surface of many things. An important aspect of the investigation is to look at the whole rather than isolated variables in a reductionistic manner. If we want to understand something fully, we need to look at it much more completely (Lichtman 2010:17). The researcher used in-depth interviews to obtain the data. An in-depth interview is a one-to-one interview on a single topic for an extended period. In-depth interviews are conducted between an interviewer and a single participant. The interview may be partially structured with some questions or topics being predetermined. These questions are written by researchers and are based on the research question (Kolb 2008:145). The interview methodology has the advantage of allowing researcher participants to express ideas using their own words. The length of an interview allows participants time to develop their ideas fully. If a researcher is still unclear as to a participant‟s meaning, he or she can ask probing, follow-up questions (Kolb 2008:142; Crang & Cook 2007:75).

The interviews in China were conducted during June 2012 and in South Africa between September and October 2012. The interviews were conducted in the natural setting of the university or at the student or researcher‟s home according to participant preference. Each interview was tape-recorded using a digital recorder. Brief notes were made during the interview. Before the interview was conducted, the participant filled in a brief questionnaire on which basic biographical information was recorded and a declaration of consent was signed (see Appendix A). Every interview began with some brief social contact and was then followed by a short re-explanation of the purpose of the project and some general guidelines for the

interview process. The interview focused on: family background, educational and employment history, the decision to embark on Mandarin studies and the progress made. The researcher used a flexible interview schedule to ensure that all major topics would be covered (see Appendix B). Interviews in China were all conducted in Chinese according to the preference of the participants. In South Africa, all interviews were conducted in English according to the preference of the participants. The recordings were stored on a personal computer and recordings of interviews were carefully listened to the day after the respective interview; verbatim transcripts were made.

4.3.2.3 Data analysis and presentation of data

Qualitative data analysis is the process of bringing order, structure and meaning to the masses of data collected. Broadly speaking, qualitative data analysis is an attempt by the researcher to summarise all collected data in a dependable and accurate manner. Qualitative data analysis requires the researcher to be patient and reflective in a process that strives to make sense of multiple data sources. The analytic procedure falls essentially into the following sequential phases: organising the data, generating categories, identifying patterns and themes, and coding the data. Qualitative analysis is a creative and on-going process that requires thoughtful judgments about what is significant and meaningful in the data (Bloomberg & Volpe 2008:96). Another definition is provided by Harry Wolcott: analysis refers quite specifically and narrowly to systematic procedures followed in order to identify essential features and relationships (Gibson & Brown 2009:5; Wolcott 1994:24). Wolcott makes a distinction between „description,‟ „analysis‟ and „interpretation.‟ They are aspects which represent the three components of qualitative work. Description involves producing an account that stays close to the original data. The general aim in producing descriptions is to create a narrative that presents the original data in a motivated way (i.e. that operates as a description for a particular purpose) (Gibson & Brown 2009:5). Some researchers believe that the analysis process involves identifying salient stories that either emerge from the data or are constructed as composites from bits and pieces of several data sources (Lichtman 2010:194).

In this study, data analysis took place during and after data gathering. The researcher aimed at developing categories which were later grouped under themes which emerged from the participants‟ experiences. Firstly, transcriptions of all the recordings were made. Thereafter all

Chinese transcriptions were translated into English. Raw data comprised the transcriptions of the recording and notes made directly after the interviews. Analytic guidelines for grounded theory (Charmaz 2011:367-373) were used: line by line coding, axial coding and extensive memo writing. In this way, 16 interpretative themes were developed based on segments of data, the conceptual literature and in-depth reflection. Cross-checking information and conclusions with actual participants for additional information, verification and insight was done where necessary (McMillan & Schumacher 2006:10). As the inquiry aimed at an in-depth understanding of participants‟ experiences from their own frame of reference, no attempt was made to generalise findings. At all stages of the analysis process, the researcher was in constant communication with her supervisor who checked the coding and interpretation of the data.

4.3.2.4 Trustworthiness of data

Trustworthiness of data in qualitative research refers to the „truthfulness‟ of study findings, and it is researcher‟s responsibility to provide chains of evidence and sets of narrative accounts that are plausible and credible (Thyer 2001:273-274). In this study, all interviews were conducted without duress and in a warm, conversational manner. Participants understood the aim of the study and responded with enthusiasm. The researcher‟s experience as MFL lecturer facilitated the establishment of rapport and this enhanced the likelihood of obtaining authentic data. As mentioned, interviews were recorded and transcribed and returned to the participants for cross checking. Data analysis was also triangulated by comparison with the literature (Chapters 2 and 3) and through peer reviews conducted by the supervisor.

4.3.2.5 Ethical considerations for Phases One and Two

According to Lichtman (2010), there are a few major principles associated with ethical conduct. The first is, „do not harm.‟ There should be a reasonable expectation by those participating in a research study that they will not be involved in any situation in which they might be harmed. The second it that of privacy and anonymity. Any individual participating in a research study has a reasonable expectation that privacy will be guaranteed. Thirdly, confidentiality is assumed. The participant is entitled to expect that such information will not be given to anyone else (Lichtman 2010:54-55). All these principles were adhered to in this study according to the following strategy:

The researcher obtained ethical clearance for the study from Unisa‟s College of Education, Ethics Committee;

Permission for the survey was sought and obtained from the Directors of teaching and team leaders teaching MFL at the various institutions. The aims and processes of data collection were covered in the covering letter of the questionnaire. Participation in the questionnaire was voluntary and respondents were free to withdraw from the study at any time or refuse to answer any questions. Data collection through the questionnaire was anonymous and confidential.

The research purpose and process of data collection were explained to interview participants and participation was voluntary, anonymous and confidential. Each participant signed a letter of consent prior to the interview.

The transcribed copies of the interviews were distributed to all participants so that they could endorse the transcription or make any necessary changes. The final transcriptions were used according to pseudonyms to disguise identity.

An electronic version of the thesis will be made available to the Chair or Directors of the Mandarin Departments of all 7 institutions after the entire examination process has been successfully completed.