The paper "Combining Case Study Design and Constructivist Grounded Theory to Theorize Language Teacher Cognition" by Eman I. M. Alzaanin focuses on proposing an appropriate methodology to investigate language teacher cognition. The purpose and scope of the study is to enable researchers to design qualitative multiple case study research and use constructivist grounded theory for data analysis to build theoretical models capturing second language (L2) teachers' cognitions.
The methodology described involves collecting data through interviews, classroom observations, stimulated recall interviews, and document analysis from multiple L2 writing teachers. Data analysis follows constructivist grounded theory principles, including initial coding, focused coding, theoretical coding, memo writing, and diagramming.
Key findings include the development of a cognitive-ecological model (CEM) of L2 writing instruction based on cross-case analysis of teacher cognitions and practices. The CEM depicts seven interrelated factors influencing L2 writing instruction: teachers' instructional practices, cognitions, classroom social environment, classroom physical environment, institutional context, national educational context, and global community discourse.
The paper concludes that combining qualitative case study design with constructivist grounded theory analysis is an appropriate and valuable methodology for capturing and analyzing language teachers' cognitions, experiences, practices, and contextual perceptions. This approach can provide theoretical and practical guidance for similar L2 teacher cognition research.
The study highlights the importance of using multiple data sources and rigorous analysis techniques to uncover the complex relationships between teacher cognitions, practices, and contextual factors in L2 writing instruction. The proposed methodology allows for the development of grounded theoretical models to explain these relationships.