Instrumentation simply refers to the tools that are going to be used to collect data during research. McMillan and Schumacher (2010) argue that in qualitative research, two instruments tend to dominate the data collection exercise. These are observation and interviews. Other instruments such as artifact collection, focus group discussions and questionnaires may be used in qualitative research in line with the requirements of the research objectives and questions. Golafshani (2003) states that using triangulation, which is a combination of instruments in a single research, yields more rigorous results. The section below defines triangulation then discusses more on the two instruments that were used to collect data for this study which are focus group discussions and interviews. A pilot study was conducted first before the actual data was collected in order to test if these instruments were properly structured to yield the required results.
3.6.1 SEMI STRUCTURED INTERVIEWS
There were six interviews because each of the six learners was interviewed separately in order to find their views and experiences on English being a gatekeeper subject as well as the issues and factors that shaped these views that they had. They ranged between thirty to forty minutes. These were conducted in an isolated classroom where the possibility of being interrupted was minimal. Rapport was created with the learners by first asking them general questions about themselves and explaining to them what the whole session was all about.
Throughout the whole conversation, the learners were allowed, at their request, to code- switch between English and siSwati. This request was granted because they stated that they wanted to be free in expressing themselves. The conversation was recorded using an
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audio-recording instrument. After the session the researcher listened to the recording to ensure that the learner’s views had indeed been captured. The data was then translated and transcribed.
There are mainly three types of interviews for qualitative research; structured, semi- structured and unstructured (McMillan and Schumacher 2010, Welman et. al. 2005).
Mcmillan and Schumacher (2010) further argue that interviews result in a much higher response rate than, say, questionnaires, especially for studies that concern personal qualities or negative feelings. Interviews, especially semi-structured and unstructured allow for probing and discussion of content hence result in a richer data for the study. Interviews were used to get the learners’ experiences and the issues and factors shaping those experiences in learning and being assessed using a L2.
Interviews were conducted one-on-one with the six participants in the school library. The researcher made prior arrangements with the librarian to use the library in order to reduce interruptions in the month of November 2014. The sessions were held during the students’
lunch break so as not to interfere with their tuition time. An arrangement was made prior in relation to these interviews and the learners agreed to use their lunch breaks for the interviews. According to Kreuger and Casey (2000), it is crucial during interviews to start with opening questions which are quite easy to respond to and then make a transition to questions which delve into key concepts as the interview progresses. The researcher started off each interview with a set of brief warm up questions which allowed the learners to talk about themselves and their backgrounds. This was done in order to create rapport with the participants while also reducing nervousness thus making them feel comfortable and at ease. Some of the learners requested to be allowed to code-switch as the interview progressed so that they can express themselves better. When the researcher enquired where this request was coming from, the learners revealed that they were not adequately proficient in English language. They felt that speaking exclusively in English would not allow them to express themselves freely. Their wish was granted because the researcher was to translate the data during transcription. The researcher learnt here that indeed some learners are quite challenged when it comes to the use of English language. Learners were not comfortable at all to converse exclusively in English because they felt this would distort the meaning of their views on English as a gatekeeper subject in Swaziland. This is validated by a study that was done by Rudwick and Parmegiani (2013) who concluded that using English often in conjunction with their mother tongue made it easier for African learners to carry out certain communicative tasks.
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The researcher explained briefly to each participant the logistics of the interview. Due to the fact that the learners had to provide their own constructed responses, the interview questions were not given to them in advance instead, each participant was given a few minutes to acquaint themselves with the questions before the interview could proceed. This was done in order to prevent a situation whereby the learners would caucus their responses and eventually not give their own individual responses to the questions at hand. The interviews were audio-recorded using audio-recording equipment which was charged on the night before the interview to ensure that it was battery full hence not causing any disruptions as the recording was underway. The researcher also made brief notes during the interviews but these were kept to a minimal so as not to distract the students.
The interview questions were open ended thus allowing the learners to express themselves freely. Open ended questions allowed the learners to be wide in their responses and not feel restricted in the manner in which they were supposed to attempt the questions. During the interviews, the learners proved to express their views on English language being a gatekeeper subject quite freely. Even though some were quite shy and unsure about the whole interview idea, they ultimately opened up and even enjoyed the discussion. The researcher used probing as much as possible in order to get much clearer responses. Each session lasted about 20 minutes on average.
3.6.2 FOCUS GROUP DISCUSSIONS
Focus groups are a research method used to gather feedback and opinions from a small group on a particular subject. Focus group discussions are not just random discussions but they are pre-planned and the questions are predetermined by the researcher. Krueger and Casey (2000) observed that focus groups are less threatening to many research participants, and this environment is helpful for participants to discuss perceptions, ideas, thoughts and opinions.
The focus group interview was held in an isolated room in order to minimize interruptions.
There were six learners in all. The researcher first welcomed the learners and explained the purpose of the focus group discussion. moreover, the researcher clarified that responses could be random and be in no particular order since some learners would need more time to come up with responses. The important thing here was that every single learner was supposed to share their view or feeling in each of the questions that would be asked. So, the researcher asked the questions and the participants responded to them in no particular order. The researcher was alert to probe the learners to explain more and give clarity
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whenever necessary. Krueger and Casey (2000) warn that when conducting a focus group discussion, it is important for the researcher to be very alert because some participants may end up in the background, overshadowed by more active ones who would then dominate the discussion. The gist of a focus group is to actually get the views from each and every member of the group hence it was very important to monitor those who were too silent and those who dominated the discussion especially because the participants in this study were learners who can easily become uncomfortable sharing their views amongst their peers.
Using a focus group to find more about what learners think of English being a gatekeeper subject was ideal especially because some learners tend to be shy and nervous when interviewed individually. The focus group on the other hand, is helpful in dealing with the nerves because the setting is quite relaxed and responses come from different participants not solely from one participant as was the case with the interviews. In a focus group, learners are free to discuss opinions in a group setting hence a more relaxed manner. Since there were six participants for this study, they were all brought together for a single focus group discussion on a Saturday at the school library. It is a norm in Swaziland for the secondary learners to come to school on Saturdays for their study sessions which last anything from two to three hours. The researcher thought this time was ideal to hold the discussions because interruptions would be greatly minimized in the sense that the larger student body would have finished their study session and left the school premises. There were three boys and three girls. The discussion lasted slightly above an hour. The advantage of using focus group discussion is that participants’ responses stimulated and influenced the thinking and sharing of ideas. In fact, some participants even changed their opinions and thoughts during the group discussion.