A Comparative Critical Review of Case Study Design in Educational Research: Analyzing Teacher Beliefs and Learner Autonomy in ELT

This article offers an in-depth critical evaluation of case study research methodologies as applied within educational inquiry, with a primary focus on English Language Teaching (ELT) and the evolution of learner agency. By contrasting two distinct scholarly works, specifically the 2017 study by Jerome and Samuel regarding the "cognitive-behavioral gap" in novice educators and Skupeňová’s 2023 longitudinal analysis of metacognitive growth, this paper interrogates the methodological integrity and ontological assumptions underpinning the "intrinsic case study" framework. Central to this critique is the argument that the perceived weakness of the case study approach, which is a lack of statistical generalizability, is actually its greatest asset in providing "thick description." Such qualitative depth allows for the mapping of nuanced, situational classroom realities that traditional quantitative metrics typically fail to capture. Through a systematic synthesis of data collection techniques, participant selection logic, and the ethical nuances present in both studies, this article constructs a professional roadmap for researchers in the field. Key themes explored include the necessity of robust data triangulation, the complexities of managing researcher-participant power imbalances, and the transition from static observation toward narrative-driven inquiry. Ultimately, the synthesis calls for a hybrid methodological stance. This stance must be capable of capturing both the immediate, visible snapshots of pedagogical practice and the gradual, internal trajectory of student self-regulation.

Case Study Design, ELT Pedagogy, Teacher Beliefs

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