Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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4 Research Design and Methods
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4.1 Research Design

4.1 Research Design

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The present study adopts an exploratory, descriptive, and interpretive qualitative case study design. This approach is grounded in the view that complex social phenomena—such as the teaching of culture and the development of ICC and CDA—are best explored through in-depth, context-sensitive inquiry (Dörnyei, 2007; De Costa et al., 2019). The flexibility and emergent nature of qualitative research allowed the investigation to proceed inductively, without predefined hypotheses, and even permitted refinement of the research questions during the course of data collection. Such adaptability was key to uncovering nuanced perspectives and dynamic classroom realities that would not have emerged through rigid methodological structures.

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In line with the principles of qualitative case study research (Haverkamp, 2005; Maykut & Morehouse, 2005), the study employed multiple data sources to ensure a comprehensive understanding of the case. These included semi-structured interviews, classroom observations, teaching materials, and institutional documents. Purposeful sampling was used to select information-rich participants, including teachers, students, and parents. The interviews—often extended through follow-up probing—offered valuable insights into participants’ attitudes, beliefs, experiences, and interpretations of intercultural practices. Prolonged engagement and the trust established with participants enhanced the credibility of the responses.

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Data collection also involved sustained classroom observations in the school context, where teaching practices and classroom interactions were documented through detailed narrative field notes. These observations enabled the contextualisation of the interview data and offered first-hand evidence of pedagogical approaches to culture teaching. In parallel, teaching materials and school policy documents were analysed to understand how institutional resources and frameworks supported or constrained the development of ICC and CDA.

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By integrating these multiple sources, the study ensured triangulation and cross-validation of findings. Thematic analysis, as a widely applied method in qualitative research, was used to identify patterns and themes across the data. This analytic strategy was particularly suited to uncovering how intercultural aims were reflected in classroom practices, materials, and stakeholders’ perspectives. Overall, the methodological choices aligned with the core characteristics of qualitative case study research and supported a richly contextualised exploration of the phenomena under investigation.
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