3. Context and methodology 79
3. Context and methodology 3.1. Introduction In this chapter, I first provide a detailed account of the research con- text where the study was conducted (3.2). I then justify the option for an interpretative qualitative research approach (3.3), and discuss gen- eral issues concerning research access (3.4) and research credibility (3.5). Following the discussion of these broader issues, I describe and discuss the overall process of data collection and analysis which re- flects the “cyclical nature of the interpretative qualitative research en- terprise” (Davis 1995: 444) (3.6). 3.2. Research context This section provides information about the university (LU) and the Foreign Language School (FLS) where the students conducted their EFL and TEFL learning, the four-year BA TEFL programme, the staff and the students, based on information in the university website (not provided for confidential reason), the 2008 Prospectus, relevant doc- uments, and on my long-term participant observation and fieldnotes, and my insider knowledge. A key point I would like to highlight is the two conflicting, “pro-autonomy” and “pragmatic” discourses preva- lent in the institutional context. The description of the research context might also help explain why an interpretative qualitative research ap- proach discussed in Section 3.3 was appropriate for the current study. 80 3.2.1. LU and FLS As briefly mentioned in Chapter 1, LU where the current study was conducted is a non-prestigious, teacher-education university which is around 500 kilometres away from the provincial capital of an econom- ically advanced coastal province in mainland China4. LU has been growing fast...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.