Research Methods in Applied Linguistics

Assignment: Ethnographic Research Review

Paper: Getachew (2024) — LLT Journal, Vol. 27, No. 1, pp. 517–530

1. The Research Question

The study by Getachew (2024) does not explicitly state a single research question in
conventional form; however, the paper clearly articulates three interconnected investigative
goals. The study aims to explore: (1) how English is taught in ELT classes at Hinde Junior
School; (2) what role teachers play in the English language teaching process; and (3) what
problems teachers encounter in delivering effective lessons. These three objectives
collectively address a broader concern about the quality and nature of English language
instruction in under-resourced junior school settings. The focus on teachers as key agents in
the classroom reflects the ethnographic tradition of examining practice from the inside, rather
than measuring outcomes from the outside.

2. The Context of the Research

The research was conducted at Hinde Junior School, located in Ebantu Woreda, Oromia
Regional State, Ethiopia. The school was selected purposively because of its central location,
which the researcher considered representative of similar junior schools in the surrounding
area. The study took place in Grade 7 ELT classrooms, a context where English functions as
a medium of instruction rather than a native or widely-used community language. This setting
is particularly significant because it reflects the challenges faced by many public schools in
Sub-Saharan Africa, including overcrowded classrooms, limited teaching materials, and
teachers with varying levels of English proficiency. These contextual factors are central to
understanding the study’s findings and recommendations.

3. The Group or Case Under Study

The primary participants in this study were three English language teachers working at Hinde
Junior School. They were selected through purposive sampling, meaning the researcher
deliberately chose individuals who could provide the most relevant and information-rich data
for the study’s goals. Rather than aiming for statistical representativeness, this study focuses
in depth on a specific case — a single school and its teaching staff. This is consistent with
ethnographic case study methodology, which prioritizes depth of understanding over breadth
of generalization. Students in Grade 7 classes also appear in the data, but primarily as part of
the observed classroom environment rather than as direct research participants.

4. Conceptual and Theoretical Frameworks

The study draws on two interconnected theoretical foundations. The first is Social
Constructivism, which holds that knowledge is not passively received but actively
constructed through social interaction and lived experience. This framework situates learning
as a fundamentally relational and context-dependent process, making it well-suited to
ethnographic inquiry. The second is the Cultural-Historical Activity Theory (CHAT), which
the researcher uses as an analytical model to map the relationships between teachers (as
subjects), students (as the object of the activity), and the tools available in the classroom —
including textbooks, blackboards, and pictures. CHAT is particularly useful for identifying
contradictions within a system — such as the mismatch between expected communicative
teaching methods and the actual traditional instruction observed. Together, these frameworks
provide both philosophical grounding and a practical analytical lens for the study.

5. Field Techniques, Duration, Context, and the Role of the Ethnographer

The researcher employed three primary field techniques: classroom observation, semi-
structured interviews, and field note-taking. Classroom observations allowed the researcher to
witness teaching practices as they occurred naturally, without artificial manipulation.
Following the observations, interviews were conducted with the three teachers to explore
their perspectives, challenges, and beliefs about their own practice. Field notes were recorded
throughout to capture details that audio or visual recordings might miss. To ensure validity
and reliability, both the observation checklist and interview questions were reviewed by
language experts prior to data collection. Data were then coded, categorized, and analyzed
thematically.
What is particularly noteworthy is the researcher’s role, which extended beyond passive
observation. Rather than simply documenting what was happening in the school, the
researcher actively intervened: providing teacher training workshops, facilitating the
borrowing of textbooks from neighboring schools, and holding discussions with the school
administration and community to address large class size issues. This dual role — observer
and change agent — reflects an action-oriented strand of ethnographic research aligned with
the CHAT model’s emphasis on intervention and transformation. While the paper does not
specify the exact duration of the fieldwork, the scope of observation, interview, and
intervention activities suggests a multi-week engagement in the school setting.

Reference
Getachew, M. D. (2024). A study on linguistic ethnography of teaching-learning English in ELT
classes: The case of Hinde Junior School. LLT Journal: A Journal on Language and Language
Teaching, 27(1), 517–530. [Link]