Investigaciones en el contexto nacional

The tests were hand scored by the researcher following the key prepared in advance. The answer sheets of the two proficiency tests for the two phases were re-checked by a colleague

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for the accuracy of marking the tests. Each correct answer was given one mark.

The correct responses of the TOEIC test were checked using the ETS/Thomson’s Official Guide to the TOEIC Test. Each correct and incorrect item was compared to the test explanation provided at the back of the book. This helped the researcher to ascertain the language difficulties of the students.

The responses of the students to the Scientific English Grammatical Structures Test were checked by the researcher using the answer key provided by Chaiyai (1982). For both tests, the SPSS Statistics 21 software for Windows was used to calculate the descriptive statistics. The paired sample t-test was used to compare the mean values of the two sets of English proficiency tests for the two phases. The test questions which the students got correct were inferred to be the students’ strengths, and vice versa. These quantitative data helped to create baseline information and provided reliable explanations of the students’ background knowledge, and the students’ present situations.

3.8.2 Questionnaires

Descriptive statistics were used to summarise the pattern of the responses (Nitko & Brookhart, 2007). In this research, the data on the respondents’ coded responses were analysed using descriptive statistics in order to determine the individual responses for each of the items in the two questionnaires and to summarise the findings in a clear and understandable way. The mean values and standard deviations represented information about the participants’ average degree of perception concerning the extent of their difficulties and needs regarding their English language skills. In addition, the t-test was used to compare the means of the responses in the two phases to determine if there were any significant differences between the students’ perceptions of the difficulties and needs regarding their English language skills during the two phases of the study. Similar to the analysis of the quantitative data from the tests, the researcher

103 also applied the SPSS Statistics 21 software for Windows, as it is a commonly-used software package to manage quantitative data. It was expected that patterns of the students’ perceptions would be uncovered.

3.8.3Interviews

Qualitative analysis was used to analyse the interviews. After the audio-taped data for the semi- structured interviews were transcribed, all of the transcripts had to be validated and signed by the participants to make sure that the researcher had received and recorded the information accurately. Then, these transcripts were entered into the researcher’ computer files for the researcher’s own reference. As guided by Marshall (2016), the data were logged into a table noting date, venue, tool, participant, and focus of the research instrument. All of the transcripts were translated and back-translated by a colleague who was a graduate and had studied in both Thai and English.

Coding data requires analytical skill (Marshall, 2016). In this research, the data were coded using words, phrases, and themes. This coding allowed for identification of emerging categories and themes (Craig, 2009) and minimised the data to a manageable form (Gay, 2009). In this study, the researcher coded the words, phrases, and themes that were relevant to the factors in the needs analysis model of the study.

3.8.4Data assessment

This section describes how the data for this case study can be considered reasonable and reliable. Two categories are considered: trustworthiness, and dependability.

3.8.4.1 Trustworthiness

According to Lincoln and Guba (1985) the trustworthiness of research involves credibility, transferability, and confirmability. It is critical to clarify the researchers’ roles in case study

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research in order to make the research credible (Unluer, 2012). From the outset, the researcher of this study played a variety of roles, and the researcher applied a variety of methods in order to contact the participants. Initial contacts were made through phone or e-mail conversations prior to a visit before the formal data gathering took place. Background information about the researcher’s credentials and experience was also provided. The researcher asked the ESP teachers, the 45 students, the subject teachers, the former students, and the employers prior to the research had started, so they could choose to participate or not.

The trustworthiness of this case study was supported by its use of multiple data sources (assessments, questionnaires, and interviews) and the thick description from the interviews with various groups of participants in both academic and occupational contexts. Additionally, credibility was achieved in this study through the following: the use of audio recording of the interviews; the provision of interview scripts for the participants to review; the researcher’s qualifications and knowledge of the context; examination of previous research findings in the literature; and scrutinizing the research through triangulation of evidence.

Transferability or generalisability refers to the extent to which the research findings can be generalised or transferred to other settings and contexts (Merriam, 1998). A case study research cannot be generalised but can provide rich and thick descriptions and sufficient contextual information to permit readers to make judgments about the transferability of the findings to their contexts or settings (Bryman, 2012; Lincoln & Guba, 1985). According to Stake (1995), a case study can be generalised to some degree if it represents the same situation and the findings from the mixed methods approach for data collection. Therefore, this present study could be of interest to other groups of undergraduate students or stakeholders in the food science and technology area in Thailand.

105 2009; Marshall, 2016). One of the primary aims of qualitative research is to gain an understanding of phenomena from the perspectives of the participants being studied. In order to promote confirmability, this research triangulated the quantitative and qualitative data to strengthen the trustworthiness of the findings. The pragmatist paradigm employs both subjective and objective epistemologies, so the perceptions of the students and other participants in the food science and technology areas provided a basis for description of the need for English language in these academic and occupational contexts, as well as reflected the ESP teaching at the Thai tertiary level. Furthermore, the description of the methodology and the roles of the researcher of this study were provided for the readers of this study to scrutinize and determine whether the findings and interpretations were trustworthy.

3.8.4.2 Dependability

Dependability is sometimes used instead of reliability (Cohen, 2011; Lincoln & Guba, 1985). This research provides an explicit account of the research process to establish dependability, such as the data collection methods and data analyses used. This process allows readers or other researchers to see and evaluate this study (Denscombe, 2010). The thorough methodological description also makes this study transparent and capable of being adapted in another context. Moreover, the excerpts from the interview data and extracts from the participants are available for scrutiny by the readers. Further, the interviews were recorded and transcribed so that the research procedure could be seen to be dependable.

3.9 Ethical Considerations

As the main data from this research were collected from Agriculture University, a number of ethical issues needed to be considered. Informed consent was obtained from all of the participants, and all of them were informed of all relevant information, such as the purposes

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and procedures of this research, along with the potential risks, benefits, and uncertainties (McKay, 2006). All of the documents related to ethical practices (e.g. informed consent, information sheet) were presented for approval to the supervisors and received full ethical approval. Potential ethical dilemmas were also discussed with the supervisors. The researcher reported the findings honestly, accurately, and responsibly (Duff, 2008). The documents related to ethical considerations are presented in Appendix 6. These include a letter requesting access to the institution, a participant information sheet, a participant consent form, and authority for the release of transcripts.

3.9.1 Gaining access

This study was conducted after the approval of the ethics committee of Massey University for research ethics (HEC: Southern A Application, 11/70, 11th October, 2011). There was no Ethics Committee requirement at Agriculture University. However, this research needed to comply with Agriculture University’s regulations. The researcher approached the president of Agriculture University to gain his permission before conducting the research. The procedures included: accessing the university database for general background information of the ESP teachers and the subject teachers; asking permission for the students and subject teachers in the food science and technology programme and the ESP teachers to participate in the study; and asking permision for information about the students in the internship programme.

Before gaining access to the food factory or the occupational context, it was necessary to contact the individual employer informally by email or telephone. If the employer agreed to participate in an interview, the information sheet and informed consent letters were sent to the head of the human resources department of that food factory to allow him or her to participate in an interview. After the former students had returned the informed consent letters, the letters asking for permission for the researcher to access the factory were sent to the head of the human

107 resources department of that factory. Once the president of the university and the head of the department had granted permission by returning an approval letter to conduct the research, an invitation was extended to the participants.

3.9.2Informed consent

The information sheet gave all of the participants’ information about the objectives, benefits and design of the research and assured them that confidentiality would be addressed by using pseudonyms in the research report. In addition, all of the participants were told about the use of audio recording and their right to withdraw at any stage of the study. This information would be sufficient to assist the participants in deciding to participate on a voluntary basis (Mackey & Gass, 2013).