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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4.2 Data Sources, Collection Procedures, and Analysis in a Case Study Context

4.2 Data Sources, Collection Procedures, and Analysis in a Case Study Context

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This section outlines the procedures for collecting and analysing data within the single, bounded case study of an international EMI school following the British National Curriculum. Drawing on multiple data sources—interviews, classroom observations, document analysis, and teaching materials—the study employed a qualitative, exploratory, and interpretive approach. This approach allowed for depth, flexibility, and the discovery of emerging insights throughout the research process.
 
Participant Selection and Data Sources

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The participants included schoolteachers, students, and parents, who were purposively and randomly selected from the observed EMI school. This ensured a range of perspectives on the teaching of culture and the development of ICC and CDA. Additionally, school documents such as the curriculum, syllabuses, and teaching materials were analysed to contextualise the participants’ experiences and triangulate the findings.
 
Interview Procedures

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Interviews were conducted using a semi-structured format with open-ended questions and probes to capture detailed and spontaneous responses (Dörnyei, 2007). All interviews were audio- or video-recorded with informed consent and transcribed using Otter.ai software. The transcripts were double-checked against the recordings and shared with participants for member checking. Participants were encouraged to confirm, amend, or expand their responses to enhance credibility (Dörnyei, 2007). Coding was guided by constructs related to CDA and ICC from the literature but remained open to emergent patterns.
 
Classroom Observations

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Classroom observations were conducted without a predetermined checklist to allow for detailed, narrative-style field notes (Dörnyei, 2007). Observations captured classroom activities, student–teacher and peer interactions, and the physical environment. These notes were revised iteratively and shared with the teachers for validation. Once confirmed, the notes were subjected to thematic coding. I acted as a non-participant observer and maintained minimal classroom involvement.
 
Document and Teaching Material Analysis

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Document and teaching material analysis involved collecting relevant artefacts from the school’s website and internal platforms, with prior permission. These materials were reviewed to identify how cultural elements were integrated into lessons and broader school discourse. A custom-coded framework was developed to capture patterns of cultural representation, and newly emerging themes were added iteratively during the analysis process.
 
Thematic Analysis Approach

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Thematic analysis combined both deductive and inductive approaches (Braun & Clarke, 2006). While the coding system was initially based on literature concerning ICC, CDA, and cultural dimensions (e.g., Byram, 1997; Kachru, 1985; Barrett et al., 2014), novel categories were also integrated during the process. Both semantic and latent themes were identified to reflect surface-level content and underlying meanings (Braun & Clarke, 2006).

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A secondary coder reviewed part of the dataset to strengthen reliability. Where co-coding was not feasible, all coding was repeated by me for consistency (Dörnyei, 2007). The full coding process took an estimated 60–80 hours.
 
Integration of Emergent Themes

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Although the coding framework was initially informed by existing literature on CDA, ICC, and cultural dimensions, I also adopted an inductive lens to remain responsive to the data. During analysis, several themes emerged organically that were not anticipated during the design phase but proved important in capturing the complexities of participants’ experiences and classroom realities. These emergent themes were not always explicitly marked in the findings chapters but were integrated into the thematic structure where relevant, reflecting the study’s interpretive and exploratory orientation.
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