Introduction to the Case Studies

Case study methodology

Tracking the development of the complex interconnections described in the previous chapters requires a fine-grained methodological approach capable of taking into account a wide range of influences on each participant’s development over time. Cheng (2008: 52) argues that, in order to understand the complex processes through which students develop genre awareness and discipline-specific writing skills, ‘more investigations, especially case studies that allow for the extensive display of data, seem necessary.’ The use of case studies is also in keeping with the study’s basis in a Vygotskyan sociocultural theoretical framework. Vygotsky argued for a method of research focused on the intertwined processes of learning and development ‘in flight’ (1978: 68), critiquing research that focused only on the end product of learning. As he asserts, ‘the early sessions during which a reaction is formed are of crucial concern because only data from this period will reveal the reaction’s true origin and its link to other processes’ (Vygotsky, 1978: 69). He goes on to explain that such a study must examine the psychological process under consideration in its initial stages and as it takes shape, as well as its final form. He further underscores this point, arguing that ‘the complex reaction must be studied as a living process, not as an object’ (Vygotsky, 1978: 69).