Imre Fekete: Technology in English teaching • The Hungarian university context
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3. Research Methods
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3.4. Study 4: The Instructors’ Interview Study
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3.4.3. Participants

3.4.3. Participants

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Altogether 12 university instructors took part in the interview study, all of them experts of ICT inclusion into their teaching practices. Participants were recruited based on personal recommendation as well as the analysis of teacher profiles available on the websites of relevant Hungarian universities. In certain cases, heads of departments were approached when it was difficult to find out if the institution employed any specialists in the field of ICT. Call for participation was also advertised in the instructor questionnaire: once the answers were submitted, instructors were invited to sign up for a follow-up via a new questionnaire, which proved to be a worthy recruitment method.

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Purposive sampling (Dörnyei, 2007) was necessary to ensure that the study participants are experts of ICT integration into education within the field of teacher education and/or English Studies programmes of Hungarian universities. The 12 participants taught at seven different institutions, three of which were institutions of the capital city, Budapest, two from north-eastern, one from western and one from south-western Hungary. Table 15 introduces the participants by pseudonyms, as well as details their institution, total and university teaching experience, and the relevant programmes they were involved in when the interviews were recorded.
 

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Table 15 Participants of the Instructor Interview Study
Pseudonym (gender)
University’s location
Total teaching experience (years)
University teaching experience (years)
Relevant programmes involved in (2020)
Albert (M)
Budapest 1
4
2
EFL + ES BA
Dóra (F)
Budapest 2
26
26
EFL + ES BA
Erika (F)
Budapest 2
4
4
EFL + ES BA
Erzsébet (F)
Budapest 3
10
10
EFL + ES BA + ES MA
Éva (F)
Northeast 1
10
10
Transversal ICT
Evelyn (F)
Northeast 2
36
27
EFL + ES BA
Gábor (M)
Budapest 3
9
9
EFL + ES BA
Kálmán (M)
Budapest 2
4
4
EFL + ES BA
László (M)
West 1
16
7
EFL + Transversal ICT
Magdolna (F)
Budapest 3
11
3
EFL + ES BA
Richárd (M)
Southwest 1
4
4
EFL + ES BA
Zsombor (M)
Budapest 1
26
22
EFL + ES BA + ES MA
Note. Abbreviations: M = male; F = female; EFL = English as a Foreign Language Teacher Education Programme; Transversal ICT = Transversal ICT methodology course(s) in Hungarian; ES BA = English Studies BA Programme; ES MA = English Studies MA Programme; PhD = Doctoral Education.
 

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Two participants, Éva and László (pseudonyms) were recruited because they taught relevant transversal ICT skills and methodological courses, which means that the subjects they taught were in Hungarian and were part of the pedagogical training module of the learners. Both Éva and László’s ICT methodology courses were attended by large numbers of prospective EFL teachers because EFL teacher education at their universities attract most teacher education students even though there is not a separate ICT methodology course offered as part of the EFL teacher education training module. Their insights also proved to be highly valuable from the perspective of this study and transversal methodological courses are just as integrated parts of teacher education programmes as any specific courses where English is the medium of instruction.
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