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Overview of literature
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Overview of literature


I did not have space to include my entire literature review of approximately seventeen pages. I thus include a very brief summary of the literature review. In a nutshell, the literature review is a meta-analysis of the literature pertaining to computer aided language learning (CALL) – including matters pertaining to the application of computer-aided instruction (CAI) and computer based learning (CBL) with regard to ESL. I focused on the positioning of the specific CALL intervention – Reading Excellence™ – in terms of its role and function as a supplemental aid to enhance the learning experience (in particular reading comprehension and speed) of a particular cohort of students at the eMalahleni Campus of TUT. I allude to pertinent aspects of the meta-analysis, including CALL, CAI and CBL in terms of their relationship with ESL, and language teaching and learning in general.

I furthermore included relevant facts and statements pertaining to e-learning, multimedia, hypermedia and audiovisual media. I briefly discussed instructional Design (ID) and blended learning, and elaborated on relevant information regarding tutorials and drills. Last, I discussed formative and summative evaluation as well as other aspects pertaining to the evaluation of educational computer software, CALL learning interventions, and ESL computer-aided learning interventions.

Method


I would again like to underline the challenges pertaining to sufficiently summarising the methods and methodologies I have used in the study, in this very brief paper. This study resorts under educational research, which Bassey (2002:108) defines as critical enquiry aimed at informing educational judgments and decisions. In the study I discussed mixed methodologies, after which I elaborated on qualitative and quantitative research and elucidate on the nature of the case study as well as the validity of employing this particular method in this study. I also discussed issues such as triangulation, validity and reliability, and the instruments I have employed in the data collecting process.

The purpose of the study is not providing valid description of an event, but rather the meaning of an event to the people engaged in and with them (HUBERMAN, M. A. & MILES M. B., 2002:48). Meaning is described in this context as intention, cognition, affect, belief, evaluation and anything else that could be encompassed by the participant’s perspective. This type of understanding is called interpretive and the type of validity associated with it could be called interpretive validity, which is contrasted with descriptive validity. The aim of my study was to obtain data regarding students’ perspective, viewpoint, perceptions, understanding and evaluation of a particular computer program.

Holliday (2002:18) describes the naturalist, qualitative case study as a strategy of enquiry that investigates a bounded system, for example a person or institution. He describes naturalism as a more traditional paradigm in qualitative research, closely related to positivism because the researcher sees reality as relatively straightforward. He mentions that the research setting is a physical place which the researcher can describe by “being there” long enough, ensuring authenticity by reporting on the local characters through interviews, personal accounts and conversation (HOLLIDAY, A., 2002:19).

Non-probability sampling also refers to cases where the researcher targets a specific group while keeping in mind that the group does not represent the wider population. The group does, however, represent itself. The primary aim of this study is not to generalise, which is often true regarding case studies (COHEN, L., MANION L., & MORRISON K., 2000:102). Probability sampling enables the researcher to indicate the probability with which the sample results deviate in differing degrees from the corresponding population values. The researcher is able to estimate sampling error (WELMAN, J. C. & KRUGER S. J., 2005:47). As far as non-probability sampling is concerned, I have utilised Purposive sampling, which Welman and Kruger (2005:63) describe as the most important kind of non-probability sampling. Purposive sampling entails selecting desirable participants, which the researcher does on the basis of their knowledge of the topic (HENNING, E., VAN RENSBURG W., & SMIT B., 2004:71). Purposive sampling is suitable for the quantitative and qualitative part of this case study, as I have based my choice of participants on my experience of the issues at hand.

Fogelman (2002:103) remarks that the way in which a particular cohort has been chosen is just as important as the sample size. Sample size depends on circumstances and other relevant factors. In this case study I included 150 students across five subjects, to complete a questionnaire, as well as nine students who participated in semi-structured interviews. Bailey (1994:75) cautions using valid and reliable data to draw erroneous conclusions due to incorrect statistical analysis. I have taken heed of this and have consequently relied on a statistical expert at TUT to assist me with the statistical analysis of this study.

In order to explore the effect of Reading Excellence™ on the particular group of students’ ESL knowledge base and proficiency, I have used both qualitative and quantitative methods because I wanted to explore the effect of the program. In terms of the case study as research methodology, there exist various methods for obtaining data. The researcher may choose to do a survey, which includes questionnaires – representing mostly quantitative data collection – as well as interviews and documentation review, which are examples of qualitative data collection methods. The end result is triangulation, which implies using multiple sources of data or multiple methods to confirm findings. Rigour is ensured by adherence to detail, and detailed planning of the research design.

I have already alluded to mixed methodologies, which implies simultaneously quantitative and qualitative strategies. I have used a parallel or simultaneous mixed method design, explained by Tashakkori and Teddlie (1998:47) as a design where the researcher collects the quantitative and qualitative strategies at the same time, and analyses it in a complementary manner.

McMillan and Schumacher (2001:42) describes in-depth interviews as a method of data collection – which they (quite aptly) describe as a conversation with a goal. In this case study I followed a general interview protocol, which includes general questions that allow me to pursue a wide range of topics.