Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
›
13 Limitations

13 Limitations

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Like all research, this study was subject to several limitations that merit consideration. One of the initial challenges arose in data source 1, where interviews with teachers of younger learners (Key Stage 1, Years 1–4) had to be cancelled due to scheduling difficulties, low expectations for culture teaching at that level, and teacher reluctance. Their inclusion might have yielded a more comprehensive understanding of teachers’ practices and attitudes regarding intercultural development. Similarly, post-observation interviews, which were originally planned to clarify specific pedagogical decisions, could not be conducted due to COVID-19 restrictions and the teachers’ continued unavailability.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The classroom observations in data source 2 were also affected by the pandemic. Frequent disruptions, irregular observation intervals, and public health measures (e.g. masks, distancing) likely influenced classroom dynamics. Observations were further constrained by teacher hesitance, as some felt uncomfortable being observed by a researcher, and by logistical clashes stemming from my own full-time teaching role. In some year groups, discrepancies emerged between the topics prescribed in the curriculum and those actually delivered in class. Although teachers reported using the school’s designated subscription-based materials (Hamilton Trust and Twinkl), they frequently adapted content to suit their learners’ needs. This made it difficult to ascertain whether the intended intercultural components were consistently implemented. Additionally, the subjective nature of classroom observation poses inherent limitations; despite my best efforts to remain objective, long-term professional investment in intercultural education inevitably shaped some interpretive reflections.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In data source 3, an important limitation concerns the variability in how the teaching materials were used. While the materials are well-structured and culturally rich, their implementation depended heavily on individual teacher motivation, preferences, and student proficiency levels. There was no guarantee that the culture-oriented activities outlined in the materials were fully utilised in practice, thus limiting the connection between curriculum intent and classroom delivery.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Data source 4, which focused on curriculum analysis, was affected by the scarcity of comparable studies addressing intercultural aims within curriculum design. The limited body of literature specifically investigating the development of ICC in English language syllabuses restricted opportunities for broader comparison and contextualisation.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The interview study with students in data source 5 was constrained by technical and interpersonal factors. Conducted online, the session was disrupted by unstable Internet connections, occasionally leading to lost or partial responses. Students with higher English proficiency and more outgoing personalities tended to dominate the conversation, which may have inhibited contributions from less confident or younger participants, despite my efforts to encourage balanced participation. While students were familiar with me and accustomed to expressing their honest views, the group format and age dynamics may still have influenced their willingness to speak freely.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Finally, data source 6, involving parent interviews, was limited by the small number of participants. Although many parents were contacted, only six ultimately took part, largely due to language barriers and demanding work schedules. Even among those who participated, several expressed limited knowledge about classroom practices or their children’s attitudes, which restricted the depth of their insights. While familiarity with me as a former teacher supported openness, it may also have introduced a desire to respond favourably. That said, several parents had moved their children to other schools by the time of the interviews, which likely reduced the impact of social desirability bias.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Across all data sources, the limitations described here reflect the complex realities of conducting multi-perspective research during a global pandemic and in naturalistic educational settings. Despite these constraints, care was taken to ensure methodological rigour through participant transcript validation, triangulation of data, and reflective neutrality in reporting.
chevron_left
chevron_right
Tartalomjegyzék navigate_next
Keresés a kiadványban navigate_next
A kereséshez, kérjük, lépj be!
Könyvjelzőim navigate_next
A könyvjelzők használatához
be kell jelentkezned.
Jegyzeteim navigate_next
Jegyzetek létrehozásához
be kell jelentkezned.
    Kiemeléseim navigate_next
    Mutasd a szövegben:
    Szűrés:
    Kiemelések létrehozásához
    MeRSZ+ előfizetés szükséges.
      Útmutató elindítása
      delete
      Kivonat
      fullscreenclose
      printsave