Differentiating Instruction with Technology in the Hungarian EFL Classroom - 3.2.3 Synthesising the Results of Studies 1 and 2

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Harvard

Kótay-Nagy Annamária (2026): Differentiating Instruction with Technology in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641764Letöltve: https://mersz.hu/hivatkozas/m1365diwt_286/#m1365diwt_286 (2026. 02. 26.)

Chicago

Kótay-Nagy Annamária. 2026. Differentiating Instruction with Technology in the Hungarian EFL Classroom. : Akadémiai Kiadó. https://doi.org/10.1556/9789636641764 (Letöltve: 2026. 02. 26.https://mersz.hu/hivatkozas/m1365diwt_286/#m1365diwt_286)

APA

Kótay-Nagy A. (2026). Differentiating Instruction with Technology in the Hungarian EFL Classroom. Akadémiai Kiadó. https://doi.org/10.1556/9789636641764. (Letöltve: 2026. 02. 26.https://mersz.hu/hivatkozas/m1365diwt_286/#m1365diwt_286)

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While Phase 1 was based on an exploratory sequential design (Creswell, 2015), where Study 1 was conducted primarily to identify themes that would then inform the development of the questionnaire for Study 2, I opted to discuss the data from both studies together to answer RQs 1 and 2. In addressing these questions, I placed emphasis on examining the convergence and divergence between the qualitative data from Study 1 and the quantitative data from Study 2 and on relating the findings to previous research in the field, including studies conducted in Hungary and internationally.

3.2.3 Synthesising the Results of Studies 1 and 2

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