Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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Appendix A The Overview of the Research Design

Appendix A The Overview of the Research Design

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Research questions
Methods of data collection
Methods of data analysis
RQ 1 – What are the views of secondary school EFL teachers and university tutors in EFL teacher training in Hungary on developing students’ global competence?
Large-scale questionnaire study with secondary EFL teachers and university tutors in EFL teacher training
Interview study with secondary EFL teachers and university tutors
Statistical analysis using SPSS to find tendencies, explore issues and examine relationships
(e.g., descriptives, frequencies, t-tests, ANOVA, correlation test)
Content analysis of open-ended questions
Content analysis of the interviews
RQ 1.1 What do Hungarian secondary school EFL teachers and university tutors in EFL teacher training understand by global competence development?
RQ 1.2 How do Hungarian secondary school EFL teachers and university tutors in EFL teacher training view their role in developing students’ global competence?
RQ 2 – How do secondary school EFL teachers and university tutors in EFL teacher training in Hungary develop the knowledge dimension of global competence in their students?
RQ 2.1 What topics do Hungarian secondary school EFL teachers and university tutors in EFL teacher training deal with for global competence development?
RQ 2.2 What attitudes do secondary school EFL teachers’ and university EFL teacher trainers in Hungary have towards dealing with local, global, and intercultural issues?
RQ 2.3 What influences secondary school EFL teachers and university tutors in EFL teacher training in Hungary in dealing with local, global, and intercultural issues?
RQ 3 – What good practices can be identified in the ways secondary school EFL teachers and university tutors in EFL teacher training in Hungary develop their students’ global competence in practice?
Focus group interview with secondary EFL teachers and university tutors
Activities designed by the researcher and given to teachers teaching in different institutions
Reflective journals
Feedback from the students participating in classroom research
Content analysis of the focus group interviews
Analysis of reflective journals
Statistical analysis to find tendencies
Content analysis
RQ 3.1 What approach do secondary school EFL teachers and university tutors in EFL teacher training in Hungary take when dealing with local, global, and intercultural issues for global competence development?
RQ 3.2 How do Hungarian secondary school EFL teachers and university tutors in EFL teacher training create a safe space for doing activities aimed to develop global competence?
RQ 3.3 What activity types do Hungarian secondary school EFL teachers and university tutors in EFL teacher training use to develop their students’ global competence?
RQ 3.4 What views do secondary school EFL teachers and university tutors in EFL teacher training in Hungary hold on activities aimed to develop students’ global competence?
RQ 3.5 What are the students’ views on activities aimed to develop global competence?
 
 
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