validate, or corroborate findings within a single study. Quantitative research is
defined as referring to ‘…the search for causal relationships conceptualized in terms
of the interaction of ‘variables’ some of which (independent variables) are seen as the
cause of other (dependent) variables’ (Research Methods in Education Handbook
2001: 77). To achieve this, qualitative research uses standardized research instruments
such as questionnaires, attitude scales and observation schedules to collect numerical
data. On the other side, as Bogdan and Biklen (2003: 2) claim, qualitative research
collects data which are ‘…rich in descriptions of people, places and conversations,
and not easily handled by statistical procedures. Research questions are not framed by
operationalizing variables; rather, they are formulated to investigate topics in all their
complexity, in context’.
Following the above, it was decided that the methods of collecting evidence
should comprise a questionnaire, examination of documents, observations in class and
mini interviews with the teachers observed. These methods are briefly described
below.
2.2.1 The Questionnaire
In order to get an insight into the teachers’ beliefs and their classroom
practices, a structured questionnaire was devised comprising a number of ‘category’,
‘ranking’ and ‘scale’ questions (see Bell 1999: 120). The questionnaire is entitled ‘A
study of the teachers’ beliefs and classroom practices concerning the teaching of
English to Young Learners’ and consists of four parts (see appendix I, pp. 100-107).
Part 1 (questions 1-10) aims to build a profile of the people who responded by asking
them to provide some information concerning their age, the university and the year of
their graduation and to state any further training they might have such as postgraduate studies or participation in courses and seminars. Part 2 (questions 11-28)
asks respondents to describe briefly their teaching context and to evaluate the teaching
material they use. The latter was considered essential as one’s ability to spot weak
areas in the material one uses is a necessary prerequisite for a successful adaptation.
Part 3 (questions 29-57) incorporates, in a number of short propositions, the main
issues which were raised in chapter 2 with an aim to get a picture of the teachers’
beliefs in relation to how children think and learn and how they learn languages.
Teachers are asked to tick the box which best describes their attitude by choosing
from a continuum of five statements ranging from ‘strongly agree’ to ‘strongly
34