Rita Divéki: Developing Global Competence in the Hungarian EFL Classroom
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3. Research Design and Methods
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3.2. Research Design

3.2. Research Design

Jegyzet elhelyezéséhez, kérjük, lépj be.!

For the present study, a mixed-methods exploratory approach was taken to gain a deeper understanding of the research problem by the combination of both quantitative and qualitative research methods (Creswell, 2014). In the research project, qualitative data was gathered from interviews, focus group interviews, and reflective journals; and quantitative data from questionnaires to ensure triangulation and thus transferability. Given the complex nature of the phenomena in question, as Dörnyei (2007) suggests, the mixed-methods approach was taken to “achieve a fuller understanding” of the problem and also to triangulate by “presenting converging results obtained through different methods” (p. 164). Given Dörnyei’s suggestion, data was gathered using interviews and questionnaires to answer the same two sets of questions; using the interviews to explore the issues and generate initial hypotheses, and the questionnaire to test those hypotheses “in terms of the breadth of [their] distribution in the population” (p. 164). The above-mentioned approach is called sequential exploratory strategy, which is useful when it comes to the development of a new instrument (Creswell, 2014).

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The research project consisted of eight independent but inter-related sub-studies (Two interview studies – Studies 1 and 2; two questionnaire studies – Studies 3 and 4; two classroom studies – Studies 5 and 6, and finally two focus group interview studies – Studies 7 and 8), which were carried out in the order shown in Figure 3.1.
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Figure 3.1 The Timeline of the Studies
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In the first phase, two interview studies were conducted with five university tutors (Study 1) and 10 participating secondary EFL teachers (Study 2) to find answers to RQs 1 and 2. In the second phase, to answer RQs 3.1–3.3 from university tutors’ point of view, a classroom study was carried out with the author’s groups (Study 5) and a focus group interview was carried out with four participating tutors (Study 7). Then, data were collected by classroom research in 12 participating secondary EFL teachers’ groups to answer RQs 3.1–3.4 from another perspective (Study 6). The same participants were involved in a focus group interview study, which also aimed at answering RQs 3.1–3.4 (Study 8). A questionnaire study with the students in these teachers’ groups was used to answer RQ 3.5. In the third phase of the project, to gain a wider perspective involving a considerable number of participants, a large-scale questionnaire study with approximately 180 participating secondary EFL teachers (Study 3) and one with approximately 30 university tutors was carried out to answer RQs 1 and 2 (Study 4). An overview of the research questions, methods of data collection and analysis can be found in Appendix A.
 
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