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NELTA ELT Forum
NELTA ELT Forum is an official e-zine of Nepal English Language Teachers' Association (NELTA) which works
for the professional development of English teachers and teacher educators. With the aim of disseminating the
contextual and global issues of ELT, it has incepted the blog where a team of editors will be liaising with ELT
professionals and echo the noble voices to it.
Evolving Through Qualitative Research: Insights
Under Professor Gnawali’s Mentorship
By NELTA ELT Forum on November 1, 2024
(hps://neltaeltforum.wordpress.com/wp-content/uploads/2024/11/image.png)
Dammar Singh Saud
Abstract
This reflective paper explores my transformative learning journey in the Advanced Qualitative Research Methods
course at Kathmandu University under the guidance of Professor Laxman Gnawali. spanning 17 dynamic
sessions. The course delves into the rich tapestry of qualitative research paradigms and methodologies, accentuating
the vital role of reflexivity and participant engagement in shaping authentic narratives. Through collaborative
dialogues and peer presentations, I unearthed the nuances of various qualitative approaches, including narrative
inquiry, ethnography, auto-ethnography, grounded theory, and phenomenology, each contributing to a deeper
understanding of the intricate relationship between research design and lived experiences, particularly within the
realm of English Language Teaching. This reflective account not only highlights the profound influence of
mentorship and experiential learning on my academic trajectory but also celebrates the art of qualitative inquiry as
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a means to illuminate the complexities of human experience in educational contexts. As I embark on future research
endeavors, this course has equipped me with essential skills and insights to engage meaningfully with the
narratives of others in the ever-evolving landscape of ELT.
Keywords: Reflective, Auto-ethnography, Narratives, Qualitative, Cultural
Introduction
During my MPhil studies in English Language Education at Kathmandu University, School of
Education, I had the privilege of engaging in the Advanced Qualitative Research Methods course, a
pivotal component of my second-semester curricula. This course, led by the esteemed Professor Laxman
Gnawali, became a cornerstone of my academic development. Under his guidance, I embarked on a
profound intellectual journey that significantly shaped my understanding of qualitative research
methodologies. This reflective essay, akin to a literary tapestry woven with threads of intellectual
curiosity, emotional growth, and academic revelation, aims to chronicling the transformative voyage
experienced over 17 days. Each day of this scholarly expedition has been a chapter in a larger learning
narrative, where the boundaries between theory and practice, thought and reflection, have blurred into a
seamless dance of knowledge and insight.
Day 1: Awakening the Mind – Introduction to Research Paradigms (9 August 2022)
An introduction to the labyrinthine world of research paradigms heralded the dawn of my journey.
Professor Gnawali, with the precision of a masterful storyteller, unraveled the complexities of qualitative
and quantitative research, painting a vivid tableau of their philosophical foundations. The dichotomy
between these paradigms was not merely a theoretical discussion but a stirring exploration of the nature
of human inquiry itself (Creswell, 2014).
As we ventured into the heart of qualitative research, it became evident that this paradigm was not
merely a method but lens through which the world could be viewed in its most intricate and nuanced
form. The professor’s discourse on the role of research questions was akin to laying the foundation of a
grand edifice, upon which the entire structure of our research would be built. The collaborative
discussions and analyses of scholarly articles felt like a symphony of intellectual exchange, where every
note contributed to the harmony of our understanding (Vygotsky, 1978).
Day 2: The Tapestry of Human Interests – Habermas’s Domains (16 August 2022)
On the second day, we were introduced to the rich tapestry of Habermas’s theory of human interests.
Professor Gnawali, with a deft hand, wove together the threads of technical, practical, and emancipatory
interests, crafting a narrative that illustrates the multifaceted nature of research aims (Habermas, 1984).
The exploration of emancipatory interests, in particular, was a revelation – it illuminated the potential of
qualitative research to act as a beacon of social justice and empowerment, shedding light on the shadows
of marginalized voices.
The session’s emphasis on philosophical considerations, especially ontological assumptions, was like
navigating through a dense forest of ideas, where each philosophical stance offered a different
perspective on the landscape of research. This rich, complex view highlighted the need for a thorough
literature review, a process that felt akin to an artist preparing his canvas, and meticulously gathering
colours and textures before embarking on the creation of his masterpiece (Denzin & Lincoln, 2011).
Day 3: The Crucible of Critical Thought – Research Paradigms Revisited (23 August 2022)
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The third day was a crucible of critical thought, where the paradigms we had begun to understand were
tested and refined through rigorous discussion. The presentations on various research paradigms felt
like the unveiling of hidden layers of an intricate painting, each stroke adding depth and perspective to
our understanding (Boote & Beile, 2005).
The exercise of generating questions from pre-assigned readings was a journey into the heart of
scholarly inquiry. It was akin to sifting through the sands of knowledge to uncover the gems of insight
buried within. The discussions on Habermas’s contributions and the broader implications of different
research paradigms were like exploring the vast and varied terrain of human thought, where each new
idea opened up new vistas of understanding (Guba & Lincoln, 1994).
Day 4: Bridging Worlds – Eastern Experiential Learning (6 September 2022)
The fourth day’s focus on Eastern experiential learning was like opening a new chapter in a rich and
diverse book. The comparative analysis of Western and Eastern models of learning was akin to
discovering a hidden passage in an old library, revealing new ways of understanding the world (Kolb,
1984). The holistic approaches and the emphasis on contradiction and change offered a refreshing
contrast to the linear models of Western education.
The presentations on defining qualitative research were like piecing together a complex jigsaw puzzle.
Each piece – research questions, seings, claims, and warrants – contributed to the overall picture of
qualitative research. This session underscored the importance of integrating diverse educational
philosophies, enriching our research designs with a broader, more nuanced understanding (Mason,
2002).
Day 5: The Power of Narrative – Exploring Narrative Inquiry (14 September 2022)
On the fifth day, we delved into the world of narrative inquiry, where personal stories and individual
experiences became the heart of our exploration (Czarniawska, 2004). Professor Gnawali’s guidance on
employing narrative methods was like discovering a new language through which to communicate the
complexities of human experience. The session illuminated the power of narrative to reveal the
subtleties and depths of individual lives, making it a potent tool for exploring lived experiences in
English Language Teaching (ELT) research.
The exploration of narrative inquiry emphasized the importance of capturing and interpreting personal
stories. It was like peeling back the layers of an onion, each layer revealing new insights into the human
condition. The session highlighted how narrative methods can provide rich, contextualized
understandings, offering a window into the experiences of those we seek to study (Clandinin &
Connelly, 2000).
Day 6: The Ethnographic Lens – Unveiling Cultural Contexts (20 September 2022)
The sixth day’s focus on ethnographic research was like stepping into a vibrant cultural tapestry. The
group presentations and Professor Gnawali’s concluding lecture provided a comprehensive overview of
ethnography’s role in capturing the cultural and contextual dimensions of language teaching and
learning (Hammersley & Atkinson, 2007). The discussion on ethnographic methods was akin to
exploring a new world, where each cultural nuance and contextual detail added depth to our
understanding of ESL contexts.
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The session’s exploration of ethnographic research emphasized the importance of capturing the richness
of cultural contexts. It was like uncovering hidden treasures within people’s everyday lives, revealing
the intricate paerns of their experiences and interactions. The practical applications of ethnography in
qualitative research were particularly relevant for understanding the complexities of language teaching
and learning (Geer, 1973).
Day 7: The Intersection of Methodologies – Autoethnography and Case Studies (11 October 2022)
The seventh day’s exploration of autoethnography and case study research was like embarking on a
journey through a labyrinth of methodologies. The presentations on these approaches, along with
Professor Gnawali’s discussion on theoretical frameworks, provided a rich understanding of how to
navigate the complex terrain of qualitative research (Ellis & Bochner, 2000; Stake, 1995).
The session emphasized integrating theoretical frameworks into research design, such as seing a
compass to guide our research journey. The exploration of social capital theory and network theory
offered valuable insights into how theoretical perspectives can inform and enhance research
methodologies. This session highlighted the importance of aligning research methodologies with
theoretical frameworks to ensure the validity and relevance of research findings (Bourdieu, 1986).
Day 8: Grounded Theory and Postmodern Perspectives (18 October 2022)
The eighth day’s focus on grounded theory and postmodernism was like navigating through a
kaleidoscope of ideas. The presentations on grounded theory, arts-based research, and postmodernism
provided a multifaceted view of qualitative research methodologies (Charmaz, 2014; Denzin, 2014).
There was an eye-opening guest lecture on postmodernism from Professor Sujan Chitrakar, an expert in
fine arts. Professor Chitrakar’s insights into postmodernism highlighted the significance of embracing
diverse perspectives and questioning established narratives.
The session’s exploration of grounded theory and arts-based research emphasized the importance of
capturing and interpreting complex social phenomena. It was like exploring different artistic styles, each
offering a unique perspective on the human experience. The integration of postmodern perspectives into
qualitative research highlighted the value of embracing multiple viewpoints and challenging traditional
assumptions (Lyotard, 1984).
Day 9: The Essence of Phenomenology – Methodologies and Proposals (1 November 2022)
The ninth day’s focus on phenomenological research methods was like deep diving into the essence of
human experience. The public feedback on research proposals and the presentation on phenomenology
provided crucial insights into how to explore and interpret lived experiences (Van Manen, 1990).
Professor Gnawali’s feedback on proposal formats, APA compliance, and empirical reviews was like
receiving a map to guide our research endeavours, ensuring that our proposals met high academic
standards.
The session’s emphasis on phenomenological research methods highlighted the importance of a
reflective and iterative data collection and analysis approach. It was like honing a fine instrument,
ensuring every detail was meticulously crafted to capture the nuances of human experience. The
feedback sessions were invaluable in refining our proposals and preparing for proposal defences.
Day 10: The Art of Presentation – Pecha Kucha and Phenomenology (8 November 2022)
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The tenth day’s focus on Pecha Kucha presentations and phenomenological research methods resembled
preparing for a grand performance, embodying Heidegger’s concept of “Being-in-the-world”. This
session offered practical guidance on data collection, interview techniques, and presentation strategies,
emphasizing the interconnectedness of researcher and participant in the quest for understanding
(Heidegger, 1962). The Pecha Kucha presentations were an opportunity to practice and refine our
communication skills, ensuring that our research findings were conveyed with clarity and impact.
Professor Gnawali’s insights into phenomenological research methods and presentation techniques were
instrumental in finalizing our research approaches. The emphasis on reflective practices and effective
presentation strategies highlighted the importance of clear communication and rigorous research
methods in qualitative research.
Day 11: The Mechanics of Data Collection – Techniques and Tools (15 November 2022)
The eleventh day’s exploration of data collection techniques was comparable to acquiring a new set of
tools for our research toolkit. The session provided practical guidance on qualitative data collection
methods, including interviews, focus groups, and observational techniques. Professor Gnawali’s
discussion on data collection strategies was like a masterclass in gathering rich, contextualized data.
The hands-on exercises and group discussions were invaluable in developing our skills in data
collection. It was like practising a craft, honing our techniques to ensure that our data collection methods
were both rigorous and effective. The session emphasized the importance of ethical considerations and
reflexivity in data collection, ensuring that our research practices were both respectful and rigorous.
Day 12: Decoding Data – Thematic Analysis and Coding (22 November 2022)
The twelfth day’s focus on coding and thematic analysis was like unlocking the secrets of qualitative
data. Professor Gnawali’s presentation on coding techniques and thematic analysis provided practical
guidance on systematically analyzing qualitative data and identifying key themes and paerns (Braun &
Clarke, 2006). The hands-on exercises and peer discussions were an opportunity to apply these
techniques to real data, enhancing our ability to conduct rigorous and insightful data analysis.
The session’s emphasis on coding and thematic analysis highlighted the importance of systematic and
reflective data analysis. It was like navigating a complex maze, where each twist and turn revealed new
insights into the data. The practical exercises and discussions provided a valuable opportunity to apply
these techniques and refine our data analysis skills.
Day 13: Ethics and Reflexivity – Navigating the Moral Landscape (29 November 2022)
The thirteenth day’s exploration of ethical considerations and reflexivity was like traversing a moral
landscape. The discussions on research ethics, informed consent, and reflexivity emphasized the
importance of maintaining ethical standards and self-awareness in qualitative research (Guba & Lincoln,
1994). Professor Gnawali’s presentation on ethical considerations highlighted the need for researchers to
navigate ethical dilemmas and ensure the integrity of their research practices.
The session reinforced the significance of ethical research practices and reflective self-awareness. It was
like a mirror reflecting our own biases and assumptions, ensuring that our research was conducted with
the utmost respect for participants’ needs and rights. The insights gained from this session will be
crucial in ensuring my research both ethically sound and methodologically rigorous.
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Day 14: Crafting Proposals – Design and Writing Strategies (6 December 2022)
The fourteenth day’s focus on research design and proposal writing was like assembling the final pieces
of a complex puzzle. The presentations on proposal structures, research design, and writing strategies
provided valuable guidance for preparing high-quality research proposals (Miles & Huberman, 1994).
Professor Gnawali’s feedback on proposal writing, including the use of APA formaing and reference
management tools, was instrumental in refining our proposals and ensuring their clarity and coherence.
The session’s emphasis on proposal writing techniques highlighted the importance of clear
communication and rigorous formaing. It was like sculpturing a piece of art, where every detail
maered in presenting a polished and professional research proposal. The practical insights gained from
this session were essential for finalizing our research proposals and preparing for proposal defences.
Day 15: Peer Review – Refining Proposals Through Feedback (13 December 2022)
The fifteenth day’s peer review process was a vital mechanism of academic refinement. The opportunity
to present our research proposals and receive constructive feedback from peers and Professor Gnawali
was invaluable in refining our proposals and addressing potential areas for improvement (Boud et al.,
2001). The collaborative nature of the peer review process emphasized the value of constructive criticism
and continuous refinement in academic research.
The feedback received during this session was like a sculptor’s chisel, shaping and refining our research
proposals to meet rigorous academic standards. The peer review process highlighted the importance of
clear communication and effective presentation skills in conveying research ideas and findings. The
collaborative nature of the feedback process underscored the value of diverse perspectives in enhancing
research quality.
Day 16: Final Proposal Presentations – Clarity and Coherence (20 December 2022)
The sixteenth day’s final proposal presentations were similar to a grand academic showcase. The
opportunity to present our research proposals and receive feedback from peers and Professor Gnawali
was instrumental in refining our proposals and ensuring they met high academic standards (Boud et al.,
2001). The feedback sessions emphasized the importance of clarity, coherence, and methodological
rigour in research proposals.
The session’s focus on proposal presentations highlighted the significance of iterative refinement and
continuous feedback. It was like rehearsing for a major performance, where each presentation was an
opportunity to hone our skills and refine our research proposals. The feedback received emphasized the
importance of presenting research proposals effectively and ensuring adherence to academic standards.
Day 17: Reflective Synthesis – Integrating Learning and Growth (27 December 2022)
The final class was dedicated to synthesizing our learning experiences and reflecting on personal
growth. Professor Gnawali facilitated discussions on integrating qualitative research methodologies
with real-world applications and academic rigour (Schön, 1983). The session provided an opportunity to
review key concepts, methodologies, and theoretical frameworks discussed throughout the course.
Reflecting on the overall learning journey was like reviewing a personal manuscript, where each chapter
of our academic adventure was examined and evaluated. The insights gained from this reflective
synthesis highlighted the importance of integrating practical applications, theoretical grounding, and
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reflective practices in qualitative research. The course’s emphasis on continuous reflection and
refinement has been instrumental in shaping my approach to qualitative research.
Conclusion
The Advanced Qualitative Research Methods course, under the expert guidance of Professor Laxman
Gnawali, has been a transformative journey of intellectual discovery and personal growth. Each day of
the course was a chapter in a larger narrative of learning, where the boundaries between theory and
practice, thought and reflection, were seamlessly interwoven. The skills and knowledge gained from this
course will undoubtedly influence my future research endeavours, particularly in the context of English
Language Teaching and multilingual education.
This journey has been a literary tapestry of exploration and discovery, where each day contributed to
my academic growth’s rich and intricate paern. The course’s emphasis on practical application,
theoretical grounding, and reflective practice has been instrumental in shaping my approach to
qualitative research. As I continue my academic journey, the insights and experiences gained from this
course will guide me, illuminating the path to future research endeavours.
References
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Author’s bio:
Mr. Dammar Singh Saud is an assistant professor in English Language Education at Far Western
University. His academic qualifications include an M.A. in English Literature and an M.Ed. in English
Language Education from Tribhuvan University, and an MPhil in English Language Education from
Kathmandu University. Currently, he is pursuing his Ph.D. in TESOL at Far Western University. His
research focuses on ELT pedagogy, ICT Integration, Teacher Professional Development, and
Translanguaging methodologies.
Posted in: HOME
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One response
Gopal Basnet_ November 2, 2024 at 7:19 am | Reply
excellent work Dammar ji.
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