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Towards integrating television materials into english teaching and learning at the national university of Rwanda: an exploratory case study of the second year english course

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par Pravda Mfurankunda
University of the Western Cape, Cape Town - Masters in Education 2005
  

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3.4.2. The interview.

Interviews are beneficial as a research method. Different scholars support this. For instance, Anderson (1990:222) states that there are fewer problems with people failing to respond. Best and Kahn (1998:320) to sustain this, hold that people are usually more willing to talk than to write. It is worth stressing that interviews are not time-consuming and they offer firsthand information on the matter discussed. Before I shift to the format of the interview, I would like to mention that the questions to my interviews have generally followed the format of the questionnaire with slight changes in the formulation. The interviews were primarily meant to provide supplementary information on lecturers' views or to complete the responses to their questionnaire.

Interviews fall into two main categories: an unstructured interview and a structured one. In Nunan's words (1992:149), an unstructured interview is guided by the responses of the interviewee rather than the agenda of the researcher. In a structured one, the agenda is totally predetermined by the researcher (p.149). For my research the semi-structured interview has been more favoured in that the researcher has initially a rough idea of where he leads or directs the interview, and what should be the outcomes. Nevertheless, this format does not only stick to the interviewer's direction but also allows flexibility and freedom on the side of the interviewee who could develop his ideas and speak more widely on issues raised by the researcher. In other words, interviewers are allowed to digress; that is interviewers are permitted to probe far beyond their prepared and standardised questions (Berg, 2001:70). Nonetheless, the questions should not deviate from the focal point of the interview. Instances include questions like `Do you think TV can be a valuable teaching tool, for instance while teaching English? (see Appendix D/Interview with lecturer No 2)

Closed items have also been included in my interview for the sake of rendering the comparison between answers easier which could facilitate me in the organisation and interpretation of the interview's responses. Examples included such questions as `Do you ever use television while teaching English? What English programme do you like to watch?' (see Appendix C)

During the interviews, my informants were tape-recorded and the interview was later transcribed and then organised into manageable chunks for analysis. Worthy of note here is the fact that I first of all briefed and explained to my interviewees the nature of my research and the purpose of my interview. On the question of using tape recorders, I had to consider more strengths than weaknesses of this research procedure. I therefore agree with Nunan's assertions when he lists the merits of tape recording as the following: `We are preserving actual language, have an objective record and data can be reanalysed after the event' (1992:153).

Relying only on the interviews and questionnaires' responses was not sufficient, for the latter might not reflect what was actually happening in the language classroom. I also had made recourse to written documents. Thus, some valuable information about my research has been obtained from the content of English programmes in use in the Department of English of the Faculty of Arts and Humanities as part of archival data.

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