Case study often implies the collection of unstructured data and qualitative analysis of those data. Additionally, it is often argued that the aim of case study research should be to capture cases in their uniqueness, rather than to use them as a basis for wider generalization or theoretical inference of some kind. Hence, it often raises a fundamental issue about the aspect of trustworthiness. This paper aims to examine the extent of support by using ATLAS.ti for data analysis in establishing trustworthiness in a longitudinal case study. The case study is on the use of e-portfolio as a continuing professional development tool for six Japanese language non-native teachers in the secondary schools in Malaysia. This study adopts the interpretivist perspective and uses three main strategies: triangulation (data and methodological triangulation), member checking and audit trail to establish trustworthiness. The use of ATLAS.ti does indeed help to substantiate the analysis and interpretation of the data. Additionally, by using the software programme, it facilitated the three strategies, specifically in capturing triangulation and audit trail of the longitudinal study with its features of merging code and memo, and member checking with its thematic network viewing or an alternative textual report features. Particularly, the researchers advocate the use of CAQDAS in a longitudinal study as it enables the analysis of various data collected under different project files; called “Hermeneutic Units” at the different phases throughout the period of study and subsequently by merging them together at the end of the study, it allows the richness of the analysed data and thus, enhances the quality of the qualitative inquiry in this study.


Qualitative Data Analysis, ATLAS.ti, Trustworthiness, Longitudinal Case Study

Author Bio(s)

Ang Chooi Kean has been involved in teacher education since 2005. She is currently a master Japanese language lecturer at Institute of Teacher Education International Languages Campus, Malaysia. She is also currently a part time PhD candidate at National University of Malaysia. Among her current interests of fields of studies are self-monitoring skills, learning awareness, e-learning, e-portfolio and continuing professional development. Correspondence regarding this article can be addressed directly to:ackean05@gmail.com.

Dr. Mohamed Amin Embi is a professor of technology-enhanced learning at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). Presently, he is the Director, Centre for Teaching & Learning Technologies, UKM. Correspondence regarding this article can also be addressed directly to: m.amin@ukm.my.

Dr Melor Md Yunus is an Associate Professor of Technology-enhanced Language Learning at the Faculty of Education, Universiti Kebangsaan Malaysia. She is best known for establishing the integration of ICT in teaching and learning English as a Second Language research. Correspondence regarding this article can also be addressed directly to:melor14@yahoo.co.uk.

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