1

Chapter 3: Methodology

Mainland Chinese Students’ Experience of Learning English at a

Transnational Higher Education Institution in Singapore

The aim of this chapter is to delineate the methodologies and methods employed to investigate

mainland Chinese students' English language learning experiences at a Transnational Higher Education

Institution (TNHEI) in Singapore. Anchored in Singh's (2005) theory, which elucidates the creation of

intercultural global zones through the dynamic interactions of international students, this qualitative

study seeks to understand and enhance the English Pathway Program (EPP). It addresses the experiential

and contextual challenges affecting students' academic identities and language learning journeys. The

research adopts a qualitative, interpretivist approach, emphasizing the need for educational

environments that foster intercultural understanding and collaboration, as advocated by Singh.

The chapter outlines the research design, emphasizing the qualitative, interpretivist approach

informed by Singh's (2005) theory on intercultural global zones and the necessity for educational

environments that support intercultural understanding. The methodology section details the selection of

mainland Chinese students in the EPP, describing data collection methods such as semi-structured

interviews and classroom observations. Reflecting on my role as a teacher within the EPP, I elaborate on

the data analysis approach using thematic analysis techniques (Braun & Clarke, 2019). The data

integration process, where insights from participants, peer reviews, and supervisory comments are

systematically incorporated, is highlighted as essential for refining the study's analytical framework and

findings. This iterative process ensures the research's depth, accuracy, and relevance. The chapter

concludes by acknowledging potential limitations, providing a comprehensive overview of the

methodology employed in the study.

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3.1 METHODOLOGY AND RESEARCH DESIGN

3.1.1 Methodology

The qualitative research methodology selected for this study is designed to align with the

objective of understanding the experiences and challenges faced by mainland Chinese students in

English language education at a Transnational Higher Education Institution (TNHEI) in Singapore.

Operating within an interpretivist framework, this approach prioritizes the in-depth capture of

participants' lived experiences.

This methodology is chosen for its strength in exploring the nuanced experiences, attitudes, and

concerns of individuals engaged in language learning and education. It involves a detailed investigation

into how various factors, including cultural backgrounds, social interactions, and individual learning

styles, influence learners' behaviors and attitudes. This exploration is critical for understanding the

complex dynamics of language education from the learners' perspectives.

The research employs thematic analysis to identify patterns within the data, allowing for a

structured interpretation of the rich qualitative information gathered. This analysis is guided by the

principles set out by Braun and Clarke, which involve coding the data in an iterative process to refine

themes and understand their significance in relation to the research questions.

In designing the research instruments, such as interview guides, the study draws upon Patton's

guidelines for creating open-ended questions that encourage detailed responses. This ensures that the

instruments are well-suited to exploring the depth and breadth of participants' educational experiences

and perceptions.

Additionally, the methodology leverages the interpretivist paradigm to contextualize findings

within the broader socio-cultural and educational environment. This approach acknowledges the
 3

complexity of language learning as a process influenced by both the individual and their environment,

highlighting the importance of socio-cultural integration in educational experiences.

In conclusion, the qualitative research methodology outlined here is meticulously designed to

provide a comprehensive understanding of the experiences and challenges of mainland Chinese students

in English language education at a TNHEI. By adopting a constructivist perspective, the study views

language as an interactive tool within educational settings, aiming to illuminate the processes that

facilitate or hinder effective language learning.

3.1.2 Methods

This section describes the specific methods used to gather and analyze data, focusing on semi-

structured interviews and classroom observations within the qualitative research methodology

framework.

Semi-Structured Interviews:

Semi-structured interviews are used to collect detailed information on participants' experiences,

attitudes, and challenges in language learning. This method allows flexibility, enabling the researcher to

explore emerging topics while covering all relevant areas. Interviews are designed to facilitate open

discussions, allowing participants to express their views and experiences. The interview schedule

explores dimensions such as educational backgrounds, motivational factors, challenges, and experiences

within the English Pathway Programme (EPP) at the TNHEI, ensuring comprehensive data collection.

Classroom Observations:

Classroom observations provide direct insights into teaching methods, interaction patterns, and

learning environments. Observations are conducted discreetly to capture genuine classroom dynamics,

focusing on language use, teaching strategies, student engagement, and socio-cultural aspects of

language learning. This method follows naturalistic inquiry principles, emphasizing the observation of
 4

behaviors and interactions in natural settings. Observational data complement interview findings,

offering a complete view of the educational impact on language acquisition.

Data Analysis:

Data from interviews and observations undergo thematic analysis, following a systematic

approach to identify themes related to language learning experiences and challenges. This analysis

contextualizes themes within the socio-cultural and educational landscape, supporting the study's

interpretivist approach. This process allows for an in-depth examination of the relationship between

individual experiences and the socio-cultural environment of language learning.

Ethical Considerations:

Ethical guidelines are strictly followed, with informed consent obtained from all participants to

ensure confidentiality and anonymity. The research adheres to ethical standards, prioritizing participants'

rights and welfare.

In summary, the methods section outlines the use of semi-structured interviews and classroom

observations, along with thematic analysis, to investigate the experiences of mainland Chinese students

in English language education. These methods are selected for their alignment with the qualitative

methodology and interpretivist paradigm, facilitating a thorough understanding of the topic.

3.1.3 Research Design

The research design is grounded in the interpretivist paradigm, focusing on how social

phenomena are understood by individuals through their experiences within specific socio-cultural

contexts. This approach emphasizes exploring subjective meanings to gain insights into human behavior

and social phenomena. Using a qualitative approach, this study examines the experiences of mainland

Chinese students, with support from scholars like Bolton and Botha (2017). Vaismoradi et al. (2013)

state, "Qualitative content analysis and thematic analysis are two commonly used qualitative data
 5

analysis methods that facilitate the analysis of data and allow the researcher to see both the differences

and similarities as well as the uniqueness and patterns across the dataset." This method is essential for

understanding complex socio-cultural phenomena by examining subjective experiences and

perspectives.

Adopting the interpretivist paradigm, this study recognizes the subjective nature of human

experiences and the influence of socio-cultural contexts on the interpretation of social phenomena. This

approach emphasizes understanding subjective meanings and interpretations attributed to experiences,

behaviors, and interactions within specific socio-cultural environments. The interpretivist paradigm

acknowledges that individuals construct and interpret their social realities based on their subjective

experiences, beliefs, and cultural backgrounds. It suggests that human behavior and social phenomena

cannot be understood through objective or quantitative measures alone but require exploration of

subjective meanings and interpretations. This paradigm provides a framework for gaining insights into

human behavior and social dynamics by focusing on subjective experiences and interactions.

In this study's context, the interpretivist paradigm guides the exploration of subjective

experiences and interpretations of mainland Chinese students in English language education at TNHEI in

Singapore, aiming to uncover meanings and socio-cultural influences on their educational journey.

Vaismoradi et al. (2013) note the effectiveness of qualitative approaches like content and thematic

analysis to "analytically examine narrative materials from life stories...suitable for answering questions

such as: what are the concerns of people about an event?...It has been suggested that thematic

analysis...provides a rich and detailed yet complex account of the data". This perspective supports the

study's goal to explore the experiences and socio-cultural contexts of these students.
 6

Qualitative research methodology is widely recognized for its effectiveness in exploring

individuals' experiences, attitudes, and concerns, especially in language learning and education (Adams

et al., 2017). The process of participant selection for this study is guided by a thorough understanding of

the intricate interaction between personal experiences and the socio-cultural context of language

learning, making a comprehensive grasp of this concept crucial for thoroughly investigating the primary

research problem (Tang et al., 2018).

This study's approach emphasizes the suitability of qualitative research for delving into the

multifaceted aspects of individuals' experiences, attitudes, and concerns, especially in the field of

language learning and education. This methodology facilitates a profound exploration into the subjective

experiences and perspectives of participants, offering invaluable insights into the intricate dynamics of

language learning and educational experiences. Furthermore, the process of participant selection is

underscored as being critically informed by an in-depth understanding of the complex interplay between

personal experiences and the socio-cultural context of language learning. This nuanced approach

acknowledges the pivotal role of socio-cultural influences on individuals' language learning experiences

and the imperative of capturing a breadth of perspectives within this context. By acknowledging the vital

interconnection between personal experiences and the broader socio-cultural landscape, the study is

positioned to achieve a comprehensive understanding of the research problem.

The qualitative research approach is distinguished by its inherent flexibility and capacity to

facilitate an exhaustive inquiry into the lived experiences and distinct perspectives of the participants.

According to Jiang and Zhang (2019), this methodology opens up an unobstructed avenue for

investigating the varied experiences and unique viewpoints of individuals. In the field of education and

language learning, the research methodology encompasses two primary data collection methods: semi-

structured interviews and classroom observations, which are recognized for their relevance and efficacy.
 7

These methodologies are closely interconnected and mutually enriching, with each method serving to

complement and enhance the other within the broader investigative framework of the study.

Semi-structured interviews stand out as a particularly valuable method for gaining deep insights

into participants' personal narratives and experiences. This approach provides a flexible framework that

enables participants to express their emotions, insights, and perceptions related to their journey in

English language education with authenticity and depth (Braun & Clarke, 2019). The study's design has

been thoughtfully developed to foster an adapted relationship with a select group of mainland Chinese

students who are enrolled in the EPP at the TNHEI, facilitating a rich exchange of ideas, perspectives,

and cultural insights as expounded upon by Teichler (2017). The critical importance of cross-cultural

communication and adaptation within educational settings is underscored, highlighting the complex

dynamics at play.

Complementing the depth provided by interviews, classroom observations emerge as an equally

essential component of the study's methodological arsenal, drawing upon the foundational principles of

naturalistic inquiry as articulated by Frey (2018). This immersive approach enables a detailed

investigation of the subtleties of interactions and behaviors within authentic educational environments,

thus revealing rich insights into the participants' language acquisition journey (Miller, 1977). The study's

design takes into careful consideration the evolving nature of language learning, the strategic

coordination of teaching methodologies, and the active engagement of students within the EPP

framework.

Moreover, this qualitative approach integrates a strategic convergence of methodologies, which

is identified as a key characteristic of the study's rigorous design. This convergence is achieved through

methodological triangulation, effectively combining interviews and observations to endow the study
 8

with a heightened level of rigor and authenticity. The foundational framework of this study is further

supported by the seminal contributions of Patton (2002) to the field of qualitative research

methodology. By analyzing the diverse perspectives of participants' experiences within a context of

collaborative interaction, this study delivers a comprehensive and multifaceted portrayal of their

language learning journey. Additionally, the study aligns with the scholarly work of Palinkas et al. (2015),

who have explored related themes, such as immigrant adaptation in educational contexts and the

cultural influences on language learning.

In conclusion, the qualitative research design employed in this study closely aligns with the

interpretivist paradigm, employing a combination of semi-structured interviews and classroom

observations to craft a detailed and meaningful exploration of the experiences and challenges faced by

participants in the domain of English language education within Singapore's TNHEI.

3.2 PARTICIPANTS

This section outlines the participant framework for the study, detailing the demographics,

sample size, and selection rationale. The focus is on mainland Chinese students enrolled in EPPs at a

TNHEI in Singapore, alongside the educators involved in these programs. Employing an interpretivist

paradigm, this research seeks to elucidate the experiences and challenges encountered by these

students and their teachers within the EPP landscape.

The participant overview aims to shed light on the distinct characteristics, sample size, and

selection logic. Central to this inquiry are mainland Chinese students in EPPs at TNHEI in Singapore. The

choice to concentrate on this demographic and academic setting aims to unearth insights into the

unique challenges and learning experiences they navigate. Furthermore, the inclusion of educators in

the study amplifies the investigation, adding depth by capturing the instructional perspectives that shape
 9

the students’ educational journey. Through an interpretivist lens, the study endeavors to explore the

nuanced experiences and interpretations of both student and teacher participants, highlighting the

socio-cultural and educational contexts that influence their language learning and academic

development.

3.2.1 Participant Categories and Numbers

The research delineates two primary participant categories: mainland Chinese students engaged

in EPPs and the English teachers who facilitate these programs.

Students: A cohort of 24 mainland Chinese students constituted the student sample. Employing

homogeneous purposive sampling (Creswell & Creswell, 2017), this study aimed to construct a group

with shared characteristics, such as age (ranging from 18 to 24 years) and a similar level of English

proficiency, to ensure relevance and depth in the data collected. Each academic term, eight students

were selected for individual interviews at the term's start and end, yielding 48 transcripts across three

terms. This sampling strategy was pivotal in maintaining a focused exploration of experiences within the

EPP context.

Teachers: The study also encompassed six English language teachers, each specializing in English for

Academic Purposes (EAP), a specialized form of English instruction targeted at students in Levels 2 and 3

of the EPP. The objective of EAP courses is to equip students with the essential language skills and

academic competencies required for success in their degree coursework. To select these participants,

purposive sampling was employed, with a criterion that each teacher must have a minimum of two years

of experience teaching within the EPP framework. Individual interviews were conducted with these

educators each term, resulting in a total of six transcripts across three terms. The contributions from this

group were particularly valuable, shedding light on the pedagogical strategies and the specific challenges

encountered in delivering EPP courses to mainland Chinese students.

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This participant structure was designed to provide a comprehensive view of the educational

dynamics within the EPP at the TNHEI in Singapore, from both the learners’ and educators’ viewpoints.

By focusing on these specific groups, the study aims to contribute meaningful insights into the

educational pathways and language acquisition processes of mainland Chinese students abroad.

3.2.2 Rationale for Participant Selection

The selection of participants was strategically aligned to delve into the manifold experiences and

characteristics of mainland Chinese students in EPPs and to encompass the viewpoints of educators

directly involved in these courses. Key factors influenced the determination of sample size and selection

procedures, including participant availability, the necessity for a varied array of perspectives for a well-

rounded analysis, and the practicality of executing in-depth interviews within the research's confines.

Participant availability was crucial to ensure meaningful engagement with individuals fitting the research

criteria, thus enriching the collected data's quality and depth. The pursuit of a diverse range of

perspectives was fundamental, aiming to capture a broad spectrum of experiences and insights for a

comprehensive understanding of the topic. Additionally, the practicality of conducting in-depth

interviews was a pivotal consideration, confirming that the research methods were viable and in line

with the study’s goals. The rationale behind participant selection was underpinned by the ambition to

secure diverse and in-depth insights into mainland Chinese students' experiences in EPPs and instructors'

viewpoints, all the while confirming the research approach's feasibility and effectiveness within the

study’s framework.

3.2.3 Homogeneous Purposive Sampling for Students and Purposive Sampling for Teachers

This study employed homogeneous purposive sampling for selecting both students and teachers,

aiming for an intensive examination of specific groups exhibiting consistent attributes. This technique

enabled the isolation of student groups within particular age ranges and similar English proficiency
 11

levels, facilitating an in-depth review of their distinctive characteristics and educational needs in English

for Academic Purposes (EAP).

Homogeneous purposive sampling was leveraged to thoroughly investigate the language

learning experiences of these targeted student demographics. This approach allowed for a concentrated

study of their obstacles, motivations, and learning preferences, offering crucial insights into their

academic pursuits. In parallel, purposive sampling was used to identify teachers with significant

expertise in EAP instruction, chosen to incorporate insights from educators profoundly influencing

mainland Chinese students' learning experiences. By selecting educators with a depth of knowledge in

EAP, the study sought to unveil detailed perspectives on teaching methodologies, instructional

challenges, and the intricacies of fostering effective EAP learning environments.

This sampling strategy aimed to capture a comprehensive array of viewpoints from both student

and teacher cohorts, thereby enhancing the understanding of the educational milieu and experiences of

mainland Chinese students within EAP settings. Focusing on participants with specific, relevant

characteristics and expertise, the study endeavoured to offer thorough insights into the dynamics of

language acquisition and academic involvement within EAP at a TNHEI in Singapore. In essence,

homogeneous purposive sampling emerged as a pivotal methodology for the research, facilitating a

nuanced exploration of the experiences and viewpoints of select student and teacher groups in the EAP

context. Through this methodological approach, the study aspires to contribute meaningful findings to

the domain of English language education, especially regarding the TNHEI and the diverse student

demographics they accommodate.

3.2.4 Observation within the Classroom

In parallel with structured interviews, the research strategy incorporated classroom

observations to gain an in-depth view of student challenges and engagement within the English Pathway
 12

Programme (EPP) framework. This aspect of the study honed in on the classroom dynamics of a cohort

of 12 to 15 mainland Chinese students, scrutinizing their behaviors and interactions in the natural

setting of their learning environment. To achieve this, the Naturalistic Observation method, as described

by Meadowcroft and Moxley (1980), was employed, focusing on the observation of spontaneous

behaviors in their genuine context.

During the observation sessions, the researcher utilized an observation notebook for meticulous

note-taking, capturing detailed reflections, questions, and insights prompted by the classroom

interactions. This careful recording process was crucial for documenting intricate observations and

identifying patterns and themes pertinent to the research questions. By melding classroom observations

with structured interviews, the study leveraged a holistic data collection strategy, enriching the

understanding of both student and teacher experiences within the EPP.

The selection of participants was strategically designed to elucidate the unique experiences of

mainland Chinese students in EPPs and the instructional perspectives of their teachers. The methodical

determination of sample size and selection criteria was intimately connected to the study's core

objectives, ensuring a focused and effective exploration of the identified research challenges. This

approach was instrumental in uncovering significant insights and contributing to the body of knowledge

surrounding the educational pathways of mainland Chinese students in EPP contexts. Through this

integrated observational and interview methodology, the study aimed to provide a multifaceted

examination of the educational phenomena at play, thereby offering a richer, more nuanced

understanding of the academic journeys of mainland Chinese students and the pedagogical approaches

employed by EPP educators.

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3.3 INSTRUMENTS

The exploration of the intricate realm of English language acquisition, social integration, and

academic engagement within the ambit of a Transnational Higher Education Institution (TNHEI) demands

the careful selection of fitting data collection methods. These instruments are pivotal, as they bridge the

gap between the theoretical foundations of the study and the empirical data, facilitating the generation

of nuanced and comprehensive insights.

Considering the complexity of the study's goals, data collection tools must be methodologically

robust and in sync with the guiding theoretical framework. The choice of these instruments is crucial and

should reflect the study's specific research questions, aims, and objectives, alongside the distinctive

characteristics of the participant group and research setting. Moreover, the reliability, validity, and

practicality of these methodologies are essential considerations for effectively capturing the wide range

of experiences and viewpoints within the study's scope.

Semi-structured interviews stand out as a key data collection method in this context, offering a

dynamic platform for direct interaction with participants. This approach enables the collection of rich,

detailed accounts, shedding light on individual experiences, perceptions, and attitudes. Through open-

ended queries and follow-up questions, this method delves into areas such as language learning

strategies, socio-cultural adjustments, and academic hurdles, fostering a deep comprehension of the

study's focal issues.

Participant observation emerges as another critical tool, allowing for the direct and discreet

observation of participants in their authentic environments. This technique provides invaluable insights

into social interactions, classroom conduct, and the nuances of academic involvement within the TNHEI

setting. Immersion in the study context affords researchers the ability to observe intricate details and
 14

contextual elements that might elude other data collection strategies, thus adding richness and depth to

the research findings.

Document analysis complements these methods by offering a lens through which to examine

institutional documents, curriculum content, and other pertinent materials. This approach aids in

understanding the formal frameworks, policies, and educational practices that influence students'

learning experiences at TNHEI. By integrating data from various sources, this strategy enables the

corroboration of information, identification of trends, and fortification of the study's credibility and

validity.

In sum, the thoughtful selection and application of these data collection instruments are

instrumental in painting a holistic picture of the educational landscape at TNHEI for mainland Chinese

students. Employing a blend of semi-structured interviews, participant observation, and document

analysis not only enriches the dataset but also ensures a robust examination of the research domain,

contributing significantly to the depth and integrity of the study's outcomes.

3.3.1 Semi-Structured Interviews as a Data Collection Strategy

This section highlights the integral role of semi-structured interviews within the study's data

collection strategy, underscoring their essential contribution to understanding participants' experiences,

challenges, and viewpoints. Semi-structured interviews act as a vital channel, enabling participants to

share their individual stories, thereby infusing the research with detailed insights and varied perspectives

(Dafouz & Smith, 2016; Jiang & Zhang, 2019).

In line with the interpretivist paradigm, the careful application of semi-structured interviews

facilitates an in-depth examination of participants' subjective experiences against the backdrop of their

socio-cultural environment and language learning journey (Tang et al., 2018). Through this method, the

study aims to decode the meanings and subtleties in participants' responses, acknowledging the
 15

complex relationship between language learning, social adaptation, and academic participation. As

Braun and Clarke (2019) suggest, semi-structured interviews create an environment where participants

can openly share their thoughts and experiences, beyond the constraints of structured questionnaires.

This flexible format encourages genuine dialogue and aids in capturing the intricate realities of the

phenomena being studied.

The adoption of semi-structured interviews is particularly valued for its ability to reveal deep

insights that may not emerge through more structured data collection methods. This format promotes a

dynamic interaction between the interviewer and participant, allowing for an explorative discourse that

delves into the nuances of the language learning experience. Participants are thus able to articulate the

breadth of influences on their educational paths, from personal ambitions to broader social and

institutional contexts (Tang et al., 2018).

Emphasizing a participant-centred approach, the study prioritizes the authentic voices and

narratives of those involved, aiming to enhance the richness and validity of its conclusions. Semi-

structured interviews grant participants the space to express their journeys in their terms, co-creating a

narrative that accurately reflects their experiences (Lather, 2006). This methodological choice fosters a

collaborative atmosphere, reinforcing the value of each participant's contribution and deepening the

mutual respect between researcher and participant. Such a reflective and inclusive approach not only

validates the participants' perspectives but also contributes significantly to the discourse on language

education and pedagogical strategies, ensuring a comprehensive and empathetic understanding of the

subject matter.
 16

3.3.2 Theoretical Basis for Semi-Structured Interviews

The interpretivist paradigm that forms the foundation of this research highlights the critical role

of semi-structured interviews in achieving the study's goal of deeply understanding language acquisition

and social integration. This methodology provides a vital platform for participants to convey their

experiences within the complex socio-cultural environments they navigate.

The preference for semi-structured interviews as the principal data collection tool is reinforced

by current academic literature, which advocates for their utility in capturing a breadth of perspectives

and enabling an in-depth exploration of participants' experiences (Freebody & Luke, 1999; Vaismoradi et

al., 2016). This approach is further validated by research from Singh (2005), highlighting the advantage of

flexible interview formats in extracting detailed insights from subjects.

Semi-structured interviews are esteemed for their ability to uncover the layers of contextual

subtleties and the variance in individual interpretations (Tang et al., 2018; Tang et al., 2018). The

methodology adopted in this study is consistent with the theoretical framework outlined in the scholarly

domain (Lather, 2006), which acknowledges the complexity of language learning and social integration

and the significant impact of socio-cultural elements on personal experiences.

Additionally, the method's efficacy in authentically representing participants' subjective

experiences is a focal point in academic discourse (Gass et al., 2005). It facilitates a thorough

comprehension of the socio-cultural influences on language skill acquisition. The core ambition of this

research is to compile a wide array of participant narratives, granting them the autonomy to share their

journeys in their own words. These personal accounts are instrumental in enriching our understanding of

language development, cultural adjustment, and academic participation within the TNHEI context.

Employing semi-structured interviews reflects a deep-seated commitment to the interpretivist

approach—a determination to fully grasp the context and delve into the intricate human experiences
 17

involved. Recent literature (Tang et al., 2018; Tang et al., 2018) stresses the critical link between the

research methodology and the study's aims, as demonstrated through the careful choice and application

of semi-structured interviews. Opting for this method signifies an intentional move to engage with the

complexity of participants' experiences and to decode the socio-cultural dynamics at play in language

acquisition and integration processes. By systematically leveraging semi-structured interviews, this study

aims to illuminate the varied experiences of mainland Chinese students at TNHEI, thereby fostering a

nuanced appreciation of language learning and academic involvement in this distinct educational setting.

3.3.3 Classroom Observations

This section emphasizes the critical role of classroom observations in augmenting the insights

derived from semi-structured interviews, thereby facilitating a holistic view of linguistic interactions and

teaching methodologies within the TNHEI. This method involves observing educational activities

firsthand and recording detailed observations, insights, and reflections through field notes during

classroom sessions.

By integrating classroom observations with comprehensive field notes, the study seeks to

explore the dynamic relationship between language learning and its sociocultural context (Eliasson,

2015; Gass et al., 2005). This approach illuminates the interaction between students and teachers in

promoting language proficiency and cultural assimilation, aligning with theoretical perspectives to

encapsulate the diverse educational journeys of participants (Hirschmann, 2020; Tang et al., 2018).

Through this method, the complexity of educational processes is unveiled, highlighting the subtleties of

language mastery, skill enhancement, and the mechanisms of social integration.

Employing classroom observations grounded in naturalistic inquiry principles and detailed

through field notes provides a distinctive perspective to witness genuine language usage in its natural

setting (Singh, 2005). This approach, recognized for its critical contribution to language education
 18

research, adeptly captures the fluid nature of communication and learner adaptability in academic

contexts (Vaismoradi et al., 2016). By marrying classroom observations with in-depth field notes, this

study underscores its dedication to methodological precision, enabling an exhaustive analysis of the

interplay between language learning, instructional strategies, and their sociocultural implications within

TNHEI. Such commitment to methodological thoroughness aligns with contemporary academic

discourse, highlighting the importance of classroom observations and detailed field notes as essential

instruments for capturing the real-world educational experiences of participants. This methodological

synergy aims to enrich the comprehension of how mainland Chinese students interact with English

language education at TNHEI, contributing significantly to the broader understanding of language

acquisition and integration within this unique academic milieu.

3.3.4 Theoretical Foundations for Classroom Observations

The application of classroom observations is underpinned by a theoretical framework that aligns

with the constructivist theory of learning. This approach underscores the need to understand the

complex interplay between language acquisition and socio-cultural factors within educational settings

(Vaismoradi et al., 2016). The constructivist paradigm provides a nuanced lens for analyzing the

interactions among language, thought, and socialization, especially within the distinct environment of

TNHEI.

From a constructivist viewpoint, language learning is shaped by a variety of factors that extend

beyond mere cognitive processes, encompassing social, cultural, and environmental influences (Lantolf &

Thorne, 2006; Vygotsky, 1978). Classroom observations offer researchers a privileged vantage point to

deeply explore the relationship between language use and its socio-cultural milieu. This perspective is in

harmony with prevailing academic discussions that highlight the profound influence of context on the

language learning journey (Norton, 2013; Van Lier, 2010).

 19

Scholars leverage classroom observations to probe the role of language in facilitating communication,

enhancing understanding, and promoting cognitive development. This methodological choice is inspired

by constructivist principles as delineated by Lantolf and Thorne (2006) and Kramsch and Vork Steffensen

(2008), situating language as a dynamic instrument through which individuals engage with and make

sense of their surroundings (Lantolf, 2000; Norton, 2013). Engaging directly in the educational sphere,

researchers garner invaluable insights into how language learners construct meaning, tackle the

challenges posed by new concepts, and partake in cooperative interactions with peers and educators.

This approach reaffirms the critical role of environmental factors in influencing language learning

and acquisition (Lantolf, 2000; Norton, 2013). Classroom observation enables an examination of

language use in various communicative acts and the strategies employed to enhance students’ linguistic

competencies within the academic context (Kramsch & Vork Steffensen, 2008; Norton, 2013). Adopting a

constructivist lens offers profound insights into the dynamic relationships between language, cognition,

and socio-cultural exchanges, essential for scrutinizing the experiences of mainland Chinese students

within the realm of English language education at the TNHEI.

3.4 TIMELINE
3.4.1 Timeline for Completion

The research unfolded over an academic year, broken down into distinct phases for thorough
investigation:
 Participant Recruitment and Selection: Initiated during the first two months, this phase focused
on identifying and enrolling participants for the study.
 Preparatory Phase (Instrument Development, Ethics Approval): Spanning months three to four,
this stage involved developing data collection tools and securing necessary ethical clearances.
 Data Collection (Semi-Structured Interviews, Classroom Observations): Conducted throughout
the year, this critical phase gathered data via interviews and observations.
 20

 Data Analysis (Reflexive Theme Analysis, Triangulation): Scheduled for months eight to nine,
analysis aimed at interpreting the data collected, employing reflexive thematic analysis and
methodological triangulation for depth.
 Writing and Compilation of Results: The final three months were dedicated to drafting and
finalizing the research findings.
The research was executed over the course of one academic year, encompassing distinct phases
to ensure a comprehensive investigation:
• Participant Recruitment and Selection: Months 1-2
• Preparatory Phase (Instrument Development, Ethics Approval): Months 3-4
• Data Collection (Semi-Structured Interviews, Classroom Observations): About a year.
• Data Analysis (Reflexive Theme Analysis, Triangulation): Months 8-9
• Writing and Compilation of Results: Months 10-12

Timeline and Data Collection / Analysis Overview

 Interviewing mainland Chinese students: To explore affordances, language, and literacy
resources, and roles among 8 students per term (24 in total). Tied to RQ1 and RQ2, this took
place from January to December 2022.
 Interviewing EPP teachers: Engaging 2 teachers per term, totaling 6 participants, to further
understand teaching perspectives related to RQ1 and RQ2, from March to December 2022.
 Classroom observations: Focused on the experiences of mainland Chinese students and
teachers in the EPP program to assess affordances, language, and literacy resources, involving
roughly 15 participants. Relevant to RQ1 and RQ2, conducted from March to June 2022.

3.5 ANALYSIS

Analyzing the amassed data represents a pivotal phase in this research endeavor, aimed at

deciphering the varied experiences and challenges faced by mainland Chinese students within the EPP

at the TNHEI in Singapore's diverse setting. This segment delves into the analytical methodology

adopted for data interpretation, ensuring alignment with the overarching goals of the study and a

deep-rooted understanding of the theoretical underpinnings guiding the analysis.

 21

The focus on the analytical strategy highlights a structured and meticulous process for

scrutinizing the data garnered from participants. By ensuring the analysis is in harmony with both the

research aims and the theoretical backdrop, the study guarantees that the applied analytical methods

are not only pertinent but also enrich the comprehension of the narratives and barriers encountered

by the participants.

The analysis section accentuates the necessity of an empirically rigorous methodology for data

examination. This ensures that the conclusions drawn are firmly anchored in the research objectives

and the conceptual frameworks, laying a solid groundwork for extracting significant findings from the

data.

In essence, this part of the study stresses the criticality of employing a methodologically robust

approach to data analysis. Such an approach is crucial for validating that the outcomes are not merely

reflective of the collected data but are also interpretatively significant, offering insightful revelations

into the participants' journeys. Through this methodical analysis, the research aspires to provide

substantial contributions to our understanding of the educational trajectories of mainland Chinese

students in the EPP at a TNHEI, thereby enhancing the academic discourse on language education and

cross-cultural adaptation.

3.5.1 Qualitative Data Analysis

This section delves into the selected approach for qualitative data analysis, emphasizing

reflexive thematic analysis. This method is particularly aligned with the study's objectives, as it facilitates

the identification, examination, and interpretation of patterns and themes emerging directly from the

data. Reflexive thematic analysis is in sync with the qualitative essence of this research, enabling a

profound insight into the participants' lived experiences and viewpoints.

 22

Reflexive thematic analysis is distinguished by its capacity to capture both the explicit and the implicit

content within the data, thus allowing for an in-depth exploration of the intricate dynamics among

language learning, socio-cultural assimilation, and academic engagement within the TNHEI. This method

is adept at revealing the subtler meanings and themes that surface from the participants' narratives,

offering a holistic view of their experiences.

Moreover, the integration of reflexivity in the analysis phase permits researchers to

meticulously examine their own preconceptions and biases, thereby elevating the integrity and

reliability of the research outcomes. This reflective practice ensures a conscientious interpretation of the

data, guaranteeing that the conclusions are authentically anchored in the participants' experiences and

insights.

Reflexive thematic analysis stands out for providing a solid framework for extracting profound

insights and forming substantial interpretations from qualitative data. The methodology adopted for

qualitative data analysis in this study underscores a dedicated and methodical strategy, emphasizing a

thorough exploration of the data while recognizing the nuanced complexities of the participants'

experiences. This analytical approach, therefore, ensures that the study's findings are not only

comprehensive but are also deeply reflective of the multifaceted realities of the participants'

educational journeys at the TNHEI.

3.5.2 Navigating the Data: Processing and Coding

This section describes the process for organizing and analyzing data from semi-structured

interviews and classroom observations. The use of NVivo software, designed for qualitative research, is

crucial for managing large volumes of data. This tool aids researchers in coding, developing themes, and

identifying patterns.
 23

The coding process is iterative, starting with initial codes that reflect the primary aspects of the

data. This phase evolves by identifying broader themes related to individual experiences, the learning

context in China, and the English Language Pathway Programme (ELPP). This approach captures the

range of experiences, challenges, and perspectives shared by participants, in line with Braun and

Clarke’s (2019) recommendations.

The methodology described here allows for a detailed examination of the data, revealing the

underlying significance and complexities that contribute to a comprehensive understanding of the

findings. The study's method for data analysis is designed to thoroughly explore topics related to

language learning, social integration, and academic participation within the context of English language

education at TNHEI.

The approach to data analysis reflects a structured and systematic methodology, focusing on an

in-depth examination of the data while considering the detailed experiences of the participants. Using

NVivo software and a systematic coding process ensures the reliability and validity of the study's

findings, demonstrating a careful approach to analyzing and interpreting the data collected from the

participants.

3.5.4 Integrating Perspectives: Triangulation for Enhanced Validity

The application of a triangulation methodology in this research is strongly grounded in the

theoretical framework proposed by Vaismoradi et al. (2016), which emphasizes the incorporation of

multiple data sources to achieve a thorough and reliable understanding of research phenomena. The

utilization of triangulation as a methodological approach involves the integration of data obtained from

various methodologies, such as, in this case, semi-structured interviews and classroom observations,

aiming to obtain a holistic understanding of the multiple facets of participants' experiences and

challenges (Palinkas et al., 2015).

 24

Through triangulation, this research ensures a comprehensive assessment of the subject matter,

enabling a meticulous interpretation of the collected data. This approach aligns with scientific rigor and

enhances the study's credibility and reliability (Pike & Larkin, 2010). Triangulation mitigates potential

biases or limitations inherent in a single data source, thereby strengthening the research's validity.

The inclusion of perspectives from multiple data sources not only enhances the comprehensiveness of

the analysis but also demonstrates the study's commitment to offering a comprehensive portrayal of

the experiences of mainland Chinese students in English language education within the TNHEI in

Singapore. The primary objective of this research venture is to augment the validity of the study's

findings by the utilization of triangulation, hence reinforcing the credibility and integrity of the research

(Creswell & Poth, 2018; Tracy, 2010).

The analytical portion of this study is a detailed exploration of participants' experiences and

challenges within the EPP at TNHEI. Employing qualitative data analysis, reflexive thematic analysis, the

use of NVivo software, and triangulation unravels the complex narratives within the data. This study

presents a synthesis of observations that enrich the knowledge base and inform language instruction

and social integration strategies in international educational settings.

3.6 ETHICS AND LIMITATIONS

In this section, the study underscores the pivotal role of ethical considerations in conducting

rigorous research, with a primary focus on safeguarding the well-being and rights of the participants.

The study strictly adheres to ethical guidelines established by the James Cook University Human

Research Ethics Committee (HREC), ensuring the utmost protection of participants' confidentiality,

privacy, and informed consent throughout the research journey.

The ethical principles align with established research ethics standards, emphasizing participants'

protection. Participants receive clear information about the research's purpose, procedures, and
 25

potential risks, enabling informed and voluntary participation. This approach adheres to ethical

guidelines emphasizing informed consent without coercion.

To maintain anonymity and confidentiality, pseudonyms are used, reflecting the commitment to

ethical standards and protecting participants' privacy. Adhering to these guidelines demonstrates the

study's dedication to respecting and safeguarding participants' rights, enhancing the trustworthiness

and credibility of the findings.

3.6.1 Challenges and Adaptations

Challenges related to sample accessibility were addressed by recruiting participants from various

trimesters to ensure diverse perspectives. The COVID-19 pandemic necessitated virtual interviews via

platforms like Zoom, accommodating pandemic-related restrictions and ensuring data collection

continuity. This adaptability, despite potential uncertainties extending data collection timelines, upheld

ethical rigor.

The shift to remote learning posed challenges in capturing authentic classroom interactions.

Interviews focused on students who experienced face-to-face instruction during eased restrictions,

aiming to mitigate biases and ensure data relevance to traditional educational settings.

3.6.2 Addressing Validity Concerns

Addressing potential threats to validity, steps were taken to mitigate selection bias and enhance

the study's credibility through purposive sampling and a diverse participant representation (Creswell &

Creswell, 2017; Patton, 2002). Triangulation of interview and observation data validated interpretations

and minimized researcher bias (Lincoln et al., 1985).

 26

Detailed documentation of research context and procedures improved the transferability of findings,

while continuous reflexivity addressed potential researcher biases, enhancing dependability (National

Health and Medical Research Council, 2018; Yin, 2018).

This chapter provided insight into the methodology employed to explore the experiences of

mainland Chinese students in TNHEI's EPP. The selection of data collection methods, grounded in

theoretical frameworks, aimed to uncover the interplay between language acquisition, socio-cultural

integration, and academic engagement. Ethical considerations were paramount, with strategies to

protect participants' rights and ensure the validity and trustworthiness of the results.

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