Sunteți pe pagina 1din 20

LIVED EXPERIENCES OF KOREAN YOUNG ADULTS

LEARNING ENGLISH IN
THE PHILIPPINES

A Thesis Proposal

Presented to the

Center for Graduate Studies

Adventist University of the Philippines

In Partial Fulfillment

of the Requirements for the Degree of

MASTER OF ARTS IN EDUCATION


MAJOR IN ENGLISH EDUCATION

WENN PAUL ADAM V. BALITON

October 2015
CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

The long-standing trend of globalization and international education has prompted a large

number of parents to send their children overseas to study in various foreign universities and

colleges (Mujica, M. 2003 as cited by Magno, C. 2010).

In the United States alone, that number is still growing, as a 7% increase in foreign

enrollees was recorded from 2012 to 2013. Asians constituted more than half of the total number

of international students, or about 400,000, for that given year (USA Today, 2013).

The necessity of mastering the English language, brought about by the phenomenon of

globalization, has also immensely influenced South Korean parents to provide the best education

available for their children to become globally-competitive (Ahn, S. 2005).

Consequently, the Philippines has been experiencing an influx of South Korean nationals

studying English in various universities and language centers around the country since the early

1990s (Kim & Margolis, 2000 as cited by de Guzman, et al. 2006).

Affordability of its English language courses, a significantly lower cost of living

compared to first world countries where English is spoken as the first language, and the fact that

English is considered a second language in the country, are some of the reasons why the

Philippines is a popular choice for South Koreans wanting to learn the English language

(Suplico-Jeong & Arcilla, 2013).

As previous studies have shown, living and studying as a foreigner in a different country

can become quite challenging, and can pose multiple problems not just for the students

themselves but also for the parents and/or parties concerned. Some of the problems include:

innate differences between the socio-cultural practices and norms of the students and of the host
country; unfamiliarity with the medical system of the host country should medical emergencies

arise; inherent academic and school-related difficulties; and sometimes financial complications

would also ensue (Alden, Ryder, Paulhus, & Dere, 2013; Li, Chen, & Duanmu, 2010; Ruble &

Zhang, 2013 as cited by Akanwa, E. 2015).

A study conducted almost ten years ago about South Korean students enrolled in one of

the four major universities here in the Philippines shed light on some in-depth difficulties they

faced while studying English in the country, both inside and outside the classroom: One, is

fluency, or lack thereof. Being a country where English is only a second-language, it is

undeniable that some classmates might make mistakes in its use, and even among the teachers,

particularly from content area subjects. This leads to the English language input received by

those being sometimes erroneous. Another is the influence of culture in the Philippine version of

English. It has been infused with so many elements from the Filipino culture that some locally

developed expressions and jargon might not be understandable by Native-English speakers (de

Guzman et al, 2006).

Purpose of the Study

The purpose of this study is to explore the lived experiences of seven (7) young adult

South Korean students, composed of four (4) girls and three (3) boys, currently all enrolled at

Adventist University of the Philippines (AUP), and to have a more genuine perspective of their

impressions and perceptions of their daily interactions with the people, environment and

community in and around AUP. This study will help AUP to further meet the expectations and

needs of the South Korean students in learning English and as clients of the university as a

whole. This research will also add to the body of knowledge, as well as answer the call of
numerous researchers to further explore themes or matters of concern, on South Koreans

studying within the country (Magno, C. 2010; Castro & Roh, 2013; and Lucero-Pascua, M.

2011).

Statement of the Problem

Being a foreign student in an unfamiliar country can pose many challenges, as previous

studies have demonstrated, and for the countless South Koreans learning English in the country,

it can indeed be very challenging. These difficulties have been attributed to many different

factors like: academic, pertaining to learning materials; teacher/classmate interactions; and

environmental (Lucero-Pascual, M. 2011).

Given all the challenges that these foreign students have to face in order to learn English,

the next obvious question to ask would be: are these South Koreans students meeting their goal

of learning the English language in coming over to the Philippines? One way of answering this

question is to have an in-depth look, and to immerse into, their personal experiences.

Research Questions

I order to effectively explore the lived experiences of the South Korean young adult

students currently enrolled at Adventist University of the Philippines (AUP), the following

questions have been used as guidelines for this study:

What are your experiences in the university and how do they impact your English

learning?
What are your experiences outside the university and how do they impact your English

learning?

What challenges have you faced in learning English?

What experiences do you wish to have that could help you in learning English?

Significance of the Study

The findings of this research paper will be relevant to, and will greatly benefit the

following:

1. Administrators. This study will help the university administrators in their policy-making

regarding matters concerning South Korean students enrolled in their institution and how

to better assist them by giving administrators a more extensive insight into the lived

experiences of these particular students.

2. Teachers. This research paper will serve as guide for the teachers in better understanding

their South Korean students and devising teaching strategies and methods that will help

them effectively teach and assist these students in learning English.

3. South Korean Young Adults. The students will have relevant information that will help

them learn English better and their interaction with the community and the environment

easier during their remaining years of learning at Adventist University of the Philippines.

Definition of Terms

1. Korean Students. This refers to the seven (7) South Korean young adults currently

enrolled at Adventist University of the Philippines, all majoring in Bachelor of Arts

Major in English.
2. English. Any variant of the English language that is considered as Standard English in a

particular country, such as Philippine English.


CHAPTER 2

LITERATURE REVIEW

The purpose of this chapter is to review literatures that are related to South Koreans

studying English in the Philippines. This chapter is organized into sections: the first section will

tackle studies about South Koreans studying abroad, the second part will discuss about English

in the Philippines, the third section will look at the South Korean students in the Philippines, and

the last section will review and point out research gaps in the literature.

Koreans Studying Abroad

Many studies have shown that frustration with the high-level of pressure in South Korean

higher education systems and dissatisfaction with the overall educational system combined with

factors like excessive competition and expensive tutorial rates have driven Korean higher

education students to study abroad (Park, 2009; KEDI, 2005; as cited by Ghazarian, P. 2014).

In the international diaspora caused by the Education Fever in Korean, English-

speaking countries has been the preferred destination of a large percentage of these students, and

of the many English-speaking countries, the United States has over the years been a prime

recipient of this trend of migrating Korean students as South Koreans account for one-third of all

international students in the country (Lee, Fong, Piper, & Feigon, 2014; Lee, E. 2010; &

Ghazarian, P. 2014).

The motivation for most, if not all, of these students studying in the United States is the

promise of future success which can be unlocked by the key called Education offered in the

English-speaking countries like America, reinforced by the belief that the educational system at

their home countries lacks such capability (Fisher, K. 2014).


English in the Philippines

The organic act of 1901 started the practice of mandatory usage of the English language

as the official language in teaching for all schools in the Philippines during the American

occupation. Only through policy changes in the succeeding years of the American administration

that it later allowed the local Filipino language to be taught together with the English language.

After the war, when after the American forces withdrew from the country, majority of Filipinos

have still embraced the language and could still speak English, a far cry from the previous 300

years under the Spanish rule when only a select few were able to master and accept the Spanish

language (Urkom, M. 2013).

Several decades later, the Philippines, now the third biggest English-speaking country in

the world, has become a source of affordable English as a Second Language (ESL) instruction

and teachers, attracting a myriad of foreigners from even as far as South America to come into

the country to learn English either through formal instruction in its many world-class universities

or through ESL centers that has sprouted all over the country (McGeown, K. 2012).

The Business Process Outsourcing (BPO) industry has also gained some traction in the

Philippines over the years crediting to factors like: a lower cost of labor in the country compared

to first world countries like the United States where BPOs have originated, a combination of the

Filipino accent being closer to the accent of the American employer, and the Filipinos knack for

imitating American accent, among others, leading the the Philippines to be declared as the

worlds BPO capital in 2010 (McGeown, K. 2012; & Natividad, N. 2015).


South Korean Students in the Philippines

Among the many foreigners that have travelled to the country to learn English, South

Koreans ranked as the biggest number in the year 2008 according to the Bureau of Immigration.

The Special Study Permits (SSP) issued by the Philippine government to those who wanted to

study for a shorter term of a minimum of three months also helped in bringing more Koreans to

the country. This surge was mainly an effect of the South Korean governments effort to

effectuate its plan for globalization. It also doesnt hurt that the Philippines is conveniently

located just four hours away from South Korea, compared to the other English-speaking

countries like the US, UK and Australia which takes a lot longer to travel to (Hicap, J. 2009).

Moreover, ESL centers spread out around the country and not just in the capital means

that the supply of low-cost English training can easily meet the learning demands of foreigners,

especially South Koreans. ESL centers in Baguio, a city roughly 250 kilometers from Manila,

are also a favorite destination among Koreans mainly because of the citys cold weather year

round and an even lower-than-in-the-metro cost of living. During the academic winter breaks

and summer breaks in South Korea, which fall on June-July and December-January, the ESL

centers in Baguio and all over the Philippines see an abrupt increase in students coming over to

learn English and maximize productivity during their vacation time (Strother, J. 2015).

South Korean students who stay in the country for the long-term and desire to get a

Bachelors degree or a graduate degree also comprise a large chunk of the Korean nationals

staying in the country as over the years many have opted to joined early-education and university

programs in the prominent universities and schools especially in and around Metro Manila

(Magno, C. 2010).
Research Gap

There is a consensus among previous researchers of a need to further explore the

phenomenon of South Koreans studying and living in the country so as to facilitate the

achievement of their goals in learning English. A study done in 2006 about South Korean

students who were at that time enrolled in one of the top four universities in the Philippines

recommended that more similar studies be done regarding the experiences and of South Koreans

in the country and in order to aid them better (de Guzman et al, 2006).

A specific study conducted in a city located to the far north of the Philippines Baguio,

recommended further research on acculturation and its influence in molding the identities of

South Korean students here in the Philippines (Barros, M. 2006).

Magno also suggested that more exploratory studies be done on the experiences of South

Koreans, enrolled at various universities in the Philippines, especially with focus on language

learning strategies as predictors of English language proficiency (Magno, C. 2010).

Further research on the attitudes of the South Korean students towards the target

language as whole was also recommended by a particular study that focused on the students

perception of the Philippine version of English and its effects on their learning preferences as a

result (Castro & Roh, 2013).


CHAPTER 3

RESEARCH METHODOLOGY

The objective of this research paper is to examine the lived experiences of the young

adult South Koreans students enrolled at Adventist University of the Philippines. This research

will take a closer look at their experiences inside and outside of the university, interaction with

the environment and the community, relationship with their peers and their teachers; and their

personal feelings, impressions and attitude towards those experiences. The data collected here

was gathered using the qualitative research approach, specifically the phenomenological model,

as the researcher deemed this design best to answer the research questions.

Qualitative Research

Qualitative research, in its non-structural form, has been in use even before the twentieth

century but was eventually utilized as a method of inquiry at the turn of the twentieth century.

Only in the 1960s did this style of research experience a consistent surge in its popularity,

brought about by the establishment of the variants of the research like grounded theory and

ethnography (Al-Busaidi, Z. 2008).

Although there are various definitions of qualitative research that abound, according to

some authors, qualitative research is mainly concerned with the search for answers into questions

regarding social phenomena. Additionally in the health and social context, it becomes

significantly efficient when used to seek peoples view and personal opinions (Hancock et al.

2007).
Creswell & Clark (2011) also defines qualitative research as an investigative research in

which the researchers studies a core theme, questions participants in a broad and general manner,

and gathers written or visual date regarding the participants impressions and perspectives.

Additionally, some authors define qualitative research as basically exploratory, and it

used as a vehicle to understand underlying reasons behind peoples opinions, views, and

perspectives; while quantitative research is mainly used to quantify problems through the

utilization of numerical data (Wyse, S. 2011).

Phenomenological Research

Phenomenology is a study of peoples conscious experience of their life-world, that is,

their every day life and social action" (Schram, T. 2003 as cited by Merriam, S. 2009).

Phenomenology concentrates on "the experience itself and how encountering something

is changed into awareness" (Merriam, S. 2009).

Further, Holloway and Wheeler (2002) argue that the subjective exploration methodology

is established in the nineteenth century reasoning, especially in the work of Dilthey, Husserl, and

Heidegger who concentrated on the ontological inquiries relating to significance and lived

encounters.

Prominently, these inquiries reflect fundamentally the same concerns of the

phenomenological way to deal with examination, notwithstanding the ontological perspective,

which are vigorously established in reasoning. The impact of logic in subjective exploration is

particularly concerned with the accompanying ways to deal with the research process: (a)

ontologicalwhat sort of being is the person and what is the way of reality? (b)

epistemologicalwhat is the relationship between the inquirer and the known? (c)
methodologicalhow would we know the world or information information of it? (Burrell &

Morgan 1979; Denzin & Lincoln, 2000; Guba, 1990; Hesse-Biber & Leavy, 2011; Hughes &

Sharrock, 1997; Lincoln & Guba, 1985).

Also, Bateson (as cited by Denzin & Lincoln, 2000) presents, "The specialist is bound

inside of an arrangement of epistemological and ontological premises whichpaying little

respect to extreme truth or lieturn out to be somewhat self-accepting". In that capacity, in this

study, the ontological perspectives were restricted to the theistic worldview orientation and

beliefs about the individual as made by God. Also, the nature of the truth was guided by the

theistic orientation, that genuine the truth is grounded in an affirmation of how God uncovers

himself to the individual. The epistemological concerns were limited to a limited extent by the

analyst being an instrument in the information accumulation and investigation procedures, and

the situating and reflexivity explanation laying out his/her inclinations. Finally, the

methodological aspects were constrained by the perceived realities of the members' encounters,

which were communicated in their storytelling.

Research Setting

Adventist University of the Philippines, located in the Province of Cavite, in the southern

part of Luzon island, operates under the jurisdiction of the Southern-Asia Pacific Division of the

Seventh-day Day Church. The Seventh-day Adventist Church headquartered in Maryland, USA;

runs one of the largest educational networks in the world. According to the Department of

Education, it owns 106 universities worldwide.

According to the Bureau of Immigration, Adventist University of the Philippines is one

the universities in Manila area where most foreigners prefer to enroll. Incidentally, South
Koreans top the list of foreigners who are studying in the country as of 2014. Data for the last

three years show that in 2013, 2,655 Koreans were issued Student Visas or SSP, while in 2012,

the number was even higher at 3,309.

Participants and Sampling

Qualitative researchers are generally interested in the use of purposive sampling

(Creswell, 2005; Hesse-Biber & Leavy, 2011; Patten, 2007; Patton, 1990).

The type of purposive sampling used is usually based on the research question, as well as

the resources available to the researcher. As such, individuals that the researcher believes are

key informants in terms of social dynamics, leadership positions, job responsibilities, and so on

are able to answer the research question good sources of information and selected as participants

(Creswell, 1994, 2003, 2005 & Patten, 2007).

A criterion was set in order to select students who would form the sample of the study.

The participant must be (a) a bona fide student of Adventist University of the Philippines for the

school-year 2015-2016, (b) a South Korean national, and (c) enrolled in the Bachelor of Arts

Major in English program. Since the researcher works full-time as a stay-in tutor in one of the

houses outside AUP which houses students who are all studying in AUP, the researcher saw it

best to recruit all seven (7) of the students he tutors and lives with in that particular house, made

easy by the fact that all of those students meet the criteria for sampling.

Data Collection

In qualitative research, data generally refer to words (spoken or written) or various types

of visual images, including stills, videos, pictures, graphics (Lichtman, M. 2013); and form of
narrative (text) scripts, commonly gathered from interviews, survey questions, journals, recorded

observations, or existing documents, among other sources (Suter, W. 2012).

This varied and flexible approach to data collection, however, requires a few steps such

as setting the boundaries for the study, collecting information through unstructured or semi-

structured observations and interviews, documents and visual materials, as well as establishing

the protocol for recording information (Creswell, J. 2014). In addition, qualitative researchers

usually ensure triangulation of data during the data collection process.

Interviews. Some authors suggest that interviews are most common for data collection in

the phenomenological approach as they also refer to this interview process as in-depth interviews

(Lichtman, M. 2013). Thus, conducting long in-depth interviews will be my main method for

data collection. This will allow me to develop a spontaneous conversation within the specified

subject area.

Documents. Documents would be an essential part of the data collection in this study.

Documents such as their personal journals, diaries, copies of their test and exam papers that will

be given back to them by their respective teachers, copies of their grade slips obtained with their

consent.

Field notes/researchers journal. Notably, field notes are also referred to in the

literature as reflective notes, memos, journals or just as notes (Lichtman, M. 2013).

Field notes will allow me to record observations of the behavior and activities of the

participants during our interactions.


Data Analysis

Bogdan and Biklen (1982) provide an elaborate definition of the data analysis process in

qualitative research to include: a process of systematically searching and arranging the interview

transcripts, field notes and other materials that you accumulate to increase your own

understanding of them and enable you to present what you have discovered to others. Analysis

involves working with data, organizing it, breaking it into manageable units, synthesizing it,

searching for patterns, discovering what is important and what is to be learned and deciding what

you will tell others.

As such, the purpose of data analysis in qualitative research is to (a) organize, provide

structure to, and elicit meaning from research data, (b) move from raw interviews to evidence-

based interpretations; (c) uncover the themes, patterns, concepts, insights, and understandings;

and (d) develop themes by making textural descriptions that focus on what the participants

experienced in addition to structural descriptions that focus on the how of the experience, and

then combining the two to communicate the same essence of the participants experiences

(Creswell, J. 2013)

Notably, the inductive analysis approach (Lichtman, M. 2013) seemed appropriate for

this study since qualitative data analysis often follows a general inductive approach (as opposed

to a hypothetical-deductive one) in the sense that explicit theories are not imposed on the data in

a test of a specific hypothesis. Rather, the data are allowed to speak for themselves by the

emergence of conceptual categories and descriptive themes. These themes are usually embedded

in a framework of interconnected ideas that make sense. (Suter, W. 2012)


REFERENCES

1. Mujica, M .E. (2003). Why the US needs an official language. Retrieved on January 23,
2008 from the World and I Website. URL:
http://www.worldandi.com/newhome/public/2003/december/cipub2.asp
-as cited by Magno, C. (2010). Korean Students' Language Learning Strategies and Years
of Studying English as Predictors of Proficiency in English. Online Submission,

2. Mary Beth, M., @mbmarklein, & USA, T. (n.d). More college students coming (and
going) overseas for school. USA Today. (2013)

3. Ahn, S. (2015). Criticality for global citizenship in Korean English immersion camps.
Language & Intercultural Communication, 15(4), 533-549.
doi:10.1080/14708477.2015.1049612

4. Kim, D. & Margolis, D. (2000). Korean Student Exposure to English Listening and
Speaking: Instruction, Multimedia, Travel Experience and Motivation. The Korea TESOL
Journal. 3(1), 29-54. Retrieved Dec. 15, 2004, from
www.kotesol.org/publications/journal.
(-as cited by de Guzman, A. B., Albela, E. A., Nieto, D. D., Ferrer, J. F., & Santos, R. N.
(2006). English Language Learning Difficulty of Korean Students in a Philippine
Multidisciplinary University. Asia Pacific Education Review, 7(2), 152-161)

5. Suplico-Jeong, L., & Arcilla, R. G. (2013). South Koreans Studying in DLSU-Manila:


Challenges and Opportunities in Trade in Education Services. DLSU Business &
Economics Review, 23(1), 25-42.

6. Akanwa, E. E. (2015). International Students in Western Developed Countries: History,


Challenges, and Prospects. Journal Of International Students, 5(3), 271-284.

7. The Koreanization of Baguio :Issue of Acculturation Maria Eufrecina Mae P. Barros


University of the Philippines Baguio (2006)

8. Magno, C. (2010). Korean Students' Language Learning Strategies and Years of Studying
English as Predictors of Proficiency in English. Online Submission,

9. The Effect of Language Attitudes on Learner Preferences: A Study on South Koreans


Perceptions of the Philippine English Accent by Maria Corazon A. Castro and Teri Rose
Dominica G. Roh University of the Philippines Diliman (Quezon City, Philippines)
10. STRESSORS OF KOREAN STUDENTS OF ASIA PACIFIC COLLEGE (APC)
ENGLISH SCHOOL IN LEARNING ENGLISH LANGUAGE: BASIS FOR A
PROPOSED NURSING INTERVENTION PROGRAMRESEARCHER: Maria Clarisa
Lucero-Pascual BSN. R.N. (2011)

11. Kim, J., Lee, J., & Lee, S. (2005). Understanding of education fever in Korea. KEDI
Journal ofEducational Policy, 2, 8-15 and Park, E. L. (2009). Analysis of Korean
students international mobility by 2-D model: driving force factor and directional factor.
Higher Education, 57, 741-755. As cited by Ghazarian, P. G. (2014). Actual vs. Ideal
Attraction: Trends in the Mobility of Korean International Students. Journal Of
International Students, 4(1), 89-103.

12. Lee, E., Ditchman, N., Fong, M. M., Piper, L., & Feigon, M. (2014). MENTAL
HEALTH SERVICE SEEKING AMONG KOREAN INTERNATIONAL STUDENTS
IN THE UNITED STATES: A PATH ANALYSIS. Journal Of Community Psychology,
42(6), 639-655. doi:10.1002/jcop.21643

13. Lee, D. H. (2010). A Study of the Life and Culture of Young Korean Students Studying
in the United States. Educational Research And Reviews, 5(2), 78-85.

14. FISCHER, K. (2014). Education Trends in East Asia Could Disrupt Flow of Students to
U.S. Chronicle Of Higher Education, 60(36), A4-A6

15. https://maricelmar.wordpress.com/2013/06/24/project-7-500000-history-of-english-in-
the-philippines/

16. http://www.bbc.com/news/business-20066890

17. http://www.rappler.com/brandrap/stories/98207-bpo-philippines-timelineand
http://www.bbc.com/news/business-20066890

18. http://www.koreatimes.co.kr/www/news/nation/2009/09/117_51729.html

19. Eufrecina, Maria; Barros, Mae P. (2006), "The Koreanization of Baguio: Issue of
Acculturation" (PDF), Asia Culture Forum: 110, retrieved 2011-05-18

20. http://blogs.wsj.com/korearealtime/2015/02/27/koreans-seek-more-bang-for-their-buck-
learning-english-in-the-philippines/
21. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3087733/

22. Hancock B., Windridge K., and Ockleford E. An Introduction to QualitativeResearch.


The NIHR RDS EM / YH, 2007

23. Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed method
research. Thousand Oaks, CA: Sage.

24. http://www.snapsurveys.com/blog/what-is-the-difference-between-qualitative-research-
and-quantitative-research/

25. Schram, T. H. (2003). Conceptualizing qualitative inquiry: Mindwork for fieldwork in


education and the social sciences. Upper Saddle River, NJ: Pearson Education.(as cited
by Merriam, S. B. (2009). Qualitative research: A guide to design and implementation.
San Fransisco, CA: Jossey-Bass.)

26. Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San
Fransisco, CA: Jossey-Bass

27. Holloway, I., & Wheeler, S. (2002). Qualitative research in nursing and health care(3rd
ed.). Oxford, UK: Wiley-Blackwell.

28. Burrell, G., & Morgan, G. (1979). Sociological paradigms and organizational analysis.
Burlington, VT: Ashgate.

29. Denzin, N. K., & Lincoln, Y. S. (2000). Handbook of qualitative research (2nd ed.).
Thousand Oaks, CA: Sage.

30. Guba, E. G. (1990). (Ed.). The paradigm dialog. Newbury Park, CA: Sage.

31. Hesse-Biber, S. N., & Leavy, P. (2011). The practice of qualitative research (2nd ed.).
London, UK: Sage.

32. Hughes, J., & Sharrock, W. (1997). The philosophy of social research (3rd ed.). Essex,
UK: Person.

33. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
34. Creswell, J. W. (2005). Educational research: Planning, conducting and evaluating
quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson Merrill
Prentice Hall

35. Patten, M. L. (2007). Understanding research methods: An overview of the essentials(6th


ed.). Los Angeles, CA: Pyrczak.

36. Patton, M. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage

37. Creswell, J. W. (1994). Research design: Qualitative & quantitative approaches.


Thousand Oaks, CA: Sage

38. Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods
approches (2nd ed.). Thousand Oaks, CA: Sage.

39. Lichtman, M. (2013). Qualitative research in education: A users guide (3rd ed.). Los
Angeles, CA: Sage.

40. Suter, W. N. (2012). Introduction to educational research: A critical thinking approach


(2nd ed.). Newbury Park, CA: Sage.

41. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
appraches (4th ed.). Thousand Oaks, CA: Sage.

42. Lichtman, M. (2013). Qualitative research in education: A users guide (3rd ed.). Los
Angeles, CA: Sage.

43. Bogdan, R. C., & Biklen, S. K. (1982). Qualitative research for education: An
introduction to theory and methods. Boston, MA: Allyn and Bacon.

S-ar putea să vă placă și