Globality in the global textbook: principles and applicability

Conclusion

In conclusion, it could be said that the global coursebook is subject to diverse forces influencing its content. Coursebook writers need not only to concentrate on the linguistic content but also to compromise the cultural content. The exploration of the literature on global coursebooks showed that publishers are compelled to make compromises mainly between three principles of investing in connectedness, avoiding inappropriacy, and preserving inclusivity.

First, regardless of the success in doing so, coursebook writers try to pay attention to what connects people all over the globe when designing the content. Such search for common ground results in «sanitisation of content» (Gray, 2002, p. 166).

Second, coursebook writers may strive, to a certain extent, to avoid what is culturally inappropriate in the coursebooks that they intend to sell internationally. Their attempt to produce a coursebook that is «appropriate» for the world, however, is bound by the need to represent «authentic» aspects of target language culture that may contain inappropriate items for world users.

Third, publishers and coursebook writers attempt to be inclusive in the sense of representing people, cultures, and images from the entire world. A major problem for this attempt is establishing a compromise between inclusivity and «authenticity».

Hence, because of the importance of the cross-cultural in the global, «appropriate» compromising occupies center position. Without this quality, it seems, real «globality» will be impossible to achieve. It is interesting, then, to explore the extent to which an example of global coursebooks is actually reflective of these principles and the perception of learners as to this reflection in an attempt to explore the real «globality» of Headway Intermediate (Soars & Soars, 2003).

In the following chapter the theoretical foundations of the methods used in this study will be reviewed. Additionally the chapter will contain the methodology used in the analysis of Headway Intermediate (Soars & Soars, 2003) and in the design, collection, and handling of the questionnaire distributed among the learners.

Chapter Three: Methodology of the study

3.0. Introduction

The aim of this chapter is to provide an overview of the research methodology design, choice of techniques proper to collection and analysis. This chapter is composed of four sections focusing on the organisation of the study, research methods, the methodology of the content analysis, and the methodology of the questionnaire.

3.1. Organisation of the study

This study is composed of two phases. In Phase I, the coursebook Headway Intermediate (Soars & Soars, 2003) (hereafter H/I) was analysed and its content was discussed in terms of its treatment of the principles of preserving inclusivity, avoiding inappropriacy, and investing in connectedness. In light of the findings of the content analysis concerning these themes, a questionnaire was distributed among 251 learners at IBLV Tunis, in Phase II. Figure 1 clarifies the research process.

Summary of
findings

Phase I

Phase II

Content Analysis

Questionnaire

Results

Results

Conclusion

Conclusion

Figure 1: Research flowchart

This research makes use of the principle of triangulation, which is the diversification of research methods in investigating the same phenomenon (Jick, 1979). The content of H/I will be discussed in light of the literature review while the results of the questionnaire will be discussed in light of the literature review as well as the findings of the content analysis. As the exploration of H/I preceded and guided the design of the questionnaire, the discussion of the findings of the questionnaire was done in a separate chapter. The coursebook chosen for analysis in this study is an example of global coursebooks as an extensively used worldwide in English language teaching (Reda, 2003, p. 261). Arguments concerning the choice of the methods employed in this study will be focus of the following section before describing the details of their implementation in the thesis in sections 3.3. and 3.4..

3.2. Research methods

In this section the focus will be arguing for the choice of methods employed in the study. For this reason this section is composed of three sub-sections dealing respectively with the quantitative / qualitative debate, the content analysis, and the questionnaire.

3.2.1. The quantitative / qualitative debate

Basically there are two recognised ways of collecting data in research, which are the qualitative and the quantitative methods. While the qualitative research method investigates the way particular items are represented, the quantitative research method focuses on the occurrence of some given variables (Jick, 1979). Within each category there are numerous tools. Some researchers highlighted the existence of a debate over the advantages and drawbacks of each method while others insist that such a debate is unproductive, as both methods are different but complementary (Miles & Huberman, 1994).

It seems that at the root of this debate is the inductivity characterising qualitative research in comparison to the deductivity marking quantitative research (Miles & Huberman, 1994). What is meant by this is that in qualitative research there is no need for a pre-identified theory whereas in quantitative research the starting point is setting a hypothesis (ibid). Additionally, it is argued that quantitative research, in opposition to qualitative research, is characterised by researchers' neutrality (Miles and Huberman, 1994, p. 40). In contradiction, others contend that every research is bound to be qualitative in a way or another (ibid). Researchers' participation and subjectivity in qualitative research is one source of the criticism directed towards it, as they may distort the findings (ibid). However, qualitative researchers argue that even quantitative research is not intact from this drawback as the results can be distorted by the context of the study or respondents trying to please the researchers (Marshall & Rossman, 1980). Nevertheless, it seems to be safe to think of these two research methods as complementary (ibid). This complementarity is what drove the researcher to choose one qualitative research tool, the content analysis explored in 3.2.2., and one quantitative research tool, the questionnaire explored in 3.2.3.

3.2.2. The content analysis

Krippendorff (2004) defines content analysis as «a research technique for making replicable and valid inferences from texts (or other meaningful matter) to the contexts of their use (p. 18). This definition shows that the content analysis is based on inferences made from interpretations of the content of texts in light of prescribed research questions. In the same vein, Carley (1990) asserts that content analysis «focuses on the frequency with which words or concepts occur in texts or across texts» (p. 725). Inspired by these definitions of content analysis, the present thesis studies, in its first phase, the extent to which a coursebook

is global with special focus on features of preserving inclusivity, avoiding inappropriacy, and investing in connectedness through analysing the content of H/I.

In fact, the content analysis method is documented to have various advantages such as marrying qualitative and quantitative techniques (Carley, 1990). Therefore, the researcher settled for the content analysis method. What could legitimate this choice is that the content analysis method is reported to be composed mainly of two types that are closely related to the aims of the research questions; Conceptual Analysis and Relational Analysis (Carley, 1990).

As far as conceptual analysis is concerned, it is the study of the occurrence of some items, words, phrases, or themes in the content of a book, newspaper, conversation, or any type of text (Carley, 1990; Neuendorf, 2002). Furthermore, it is worth noting that Conceptual Analysis detects only the frequency of presence of the themes investigated with reference to the research questions without studying the relation between them. This is rather the concern of Relational Analysis (Neuendorf, 2002).

In a detailed study of the content analysis method and its conceptual, referential, and procedural tools, Neuendorf (2002) provides eight steps for Conceptual Analysis.

· First, researchers need to choose the level of analysis by, for example, specifying whether the concern will be words or phrases.

· Second, they need to determine the amount of word to be coded, which means deciding whether to code every word or just the ones the researchers think are relevant.

· Third, they need to decide whether coding will be for just the mention of the investigated themes or the frequency of their existence.

· Fourth, they need to specify the way of distinguishing between words to be coded,

which means whether the derivations, for instance, of the same word will be coded under the same or different category.

· Fifth, researchers are invited to determine the rules of coding mainly in the sense of being consistent when deciding the exact category of an item.

· Sixth, they need to decide the way of handling irrelevant data such as the articles `the', `a', or `an' when counting.

· Seventh, the researchers are allowed to code the text based on the previously determined coding rules.

· And finally, they could analyse the results by drawing possible interpretations and generalisations (ibid).

Because it is based on quantifying the presence of pre-identified items in any given text, as Neuendorf's (2002) eight steps indicate, Conceptual content analysis seems to be limited, as it does not focus on the relations between the explored items. Such investigation of the relations is the concern of another more sophisticated but less used kind of content analysis, which is Relational Analysis (ibid).

Relational Analysis attempts to transcend the mere detection of the existence or mention of the explored items, characterising Conceptual Analysis, to studying the meaning of the relations between them (Carley, 1990; Neuendorf, 2002). Neuendorf (2002) argues that there are also eight steps for conducting Relational Analysis. The first step is identifying the leading question to be handled. After choosing the sample to be analysed, the researcher is invited to determine the relations to be studied and to specify the categories of coding. Exploring the relationships between the concepts precedes coding and statistically handling

them. The final step is transforming the statistics into a map representing the various relations inherent in the concepts investigated (ibid).

As previously stated, the researcher resorted also to using a quantitative research method, which is the questionnaire in order to investigate the perception of the learners as to the issue of «globality» in the global coursebook with H/I as example. The use of the questionnaire, which is a quantitative method, aims at varying research tools in order to benefit from their different advantages (Miles & Huberman, 1994) and because the questionnaire allows the collection of view of relatively large amount of people in short time (Geer, 1991).

3.2.3. The questionnaire

The questionnaire is a research method that enable the direct elicitation of information from respondents basically using two kinds of questions; closed-ended and open-ended questions (Kalton & Schuman, 1982; Geer, 1988).

Closed-ended questions allow the participants to choose from proposed alternatives without adding any other information not suggested by the researcher. This type of questions is advantageous for being quick to be answered, which is important not to lose the motivation of the respondents, and easy to handle (Geer, 1991, p. 360). However, closed-ended questions are reported to be disadvantageous due to the limitation of the prescribed choices that they impose on the respondents (ibid).

Open-ended questions are the kind of questions requiring the respondents to provide answers without being given any alternatives (Geer, 1988), which allows more freedom of expression and neutralises the bias that could exist as a result of offering alternatives (Kalton & Schuman, 1982, p. 49). Nevertheless, this type of questions is criticised for being time

consuming, difficult to code, and for the possibility of misinterpretation of respondents' answers from the part of the researcher (Geer, 1991). In order to benefit from the advantages of both kinds of questions, closed and open were used in the questionnaire (see full description of the questionnaire in section 3.4).

Inspired by literature on the implementation of content analysis method, the researcher developed, in light of the research questions of this study, a personalised framework for analysis of the content of the coursebook explored that will be outlined in details in the following section.

3.3. Methodology of content analysis

This section will encompass the description of the methodology of the content analysis. The analysis was inspired by conceptual analysis while at the same time taking into consideration the first research question (the extent to which the global coursebook is global). The choice of adopting conceptual analysis is based not only on the fact that the study is exploratory in nature but also on the need to investigate representation of the themes of preserving inclusivity, avoiding inappropriacy, and investing in connectedness. Before explaining the procedures of analysis adopted, it is invaluable to define the key terms in the study.

3.3.1. Procedures of analysing the content

The analysis of the content of the coursebook H/I focused on the issue of «globality» through the exploration of the presence or absence of «inclusivity» and «inappropriacy» as defined by Gray (2002) (see sections 1.2.3. and 1.2.4.) in addition to «connectedness» referred to by Tomlinson (2001) and Chang (2003) (see section 1.2.5.). Investigating the frequency of mention of the topics explored, the researcher resorted to Conceptual Analysis

(Carley, 1990; Neuendorf, 2002) by tracking the presence of the following variables in the coursebook.

In order to explore the extent to which the writers of the coursebook are inclusive of minorities, the numbers, the roles, and the topics related to women, men, Whites, Blacks, and other diverse characters were reported. Similarly, in order to explore the extent to which the writers of the coursebook are sensitive to the issue of inappropriacy, the following examples of issues are investigated: sex (overt mention), narcotics, isms, pork, anarchy, AIDS, Israel and six pointed stars, racism, genetic engineering, terrorism, politics, violence, alcohol, out of marriage relationships (i.e. relations with someone other than ones' spouse such as cohabitation, dating, boy/girlfriend), glorifying some dangers in some countries, religion, ideological icons, and revealing clothes. The choice of these themes is based on inappropriate topics specified by Gray (2002), Pennycook (1994), and Ellis (1990). Likewise, in order to explore the extent to which the writers are investing in what connects people around the world, leisure activities, the issue of language, and global locations are explored.

In sum, «globality» of the coursebook is explored in terms of inclusivity, inappropriacy, and connectedness, which in turn are explored in terms of the examples of variables outlined in Figure 2 that clarifies the methodology of content analysis.

Figure 2: Themes and methodology for coding content

GLOBALITY

Representation
of
Inclusivity

Representation
of
Inappropriacy

Representation
of
Connectedness

Variable	Interest
Women	Numbers
Men	&
Whites	Roles
Blacks	&
	Topics
Asians
Diverse characters
Variable			Interest
Leisure activities			Types
Language varieties			&
			Frequency
Global connectivity
Variable		Interest
Sex (overt mention)		Avoided (A)
Narcotics
Isms
Pork
Anarchy
		Or
AIDS
Israel & six pointed stars
Racism
Genetic engineering		Present (P)
Terrorism
Politics
Violence
Alcohol
Out of marriage relationships (cohabitation, dating, boy/girlfriend)		Or
Glorifying dangers in		Treated with
some countries		caution (TC)
Religion
Ideological icons
Revealing clothes

As shown in Figure 2, the issue of inclusivity is explored in terms of the representation of minorities (Blacks, women, Asians) in addition to the representation of men and Whites whose representation is explored for comparison purposes. To clarify the rules set by the researcher in the analysis of the content, it could be said that when counting the number of Blacks, Whites, and Asians, the researcher considered all generations and used only pictures to preserve reliability. Additionally, children were not considered when counting men or women. Counting elderly people was based on the physical appearances of the characters unless their age or role (for example, `grandfather' or `grandmother') is mentioned in the coursebook.

The group `Diverse characters' refers to people who are not so numerous, in the explored coursebook, to constitute distinct groups such as Muslims, Arabs, Native Americans, and the disabled. The grouping of these characters was done after counting them and realising that they share the fact that they are few numerically speaking and in terms of roles. The categorisation of people as Asians, Muslims or Arabs was done on the basis of information available at the end of the book where the writers acknowledged the sources of the pictures. However, if no information was available the researcher resorted to the physical appearances of the characters and the context of their mention. In fact, the exploration of the representation of `Diverse characters' is important as it reveals the extent to which the writers of the coursebook are really inclusive and, hence, determine the degree of the «globality» of the coursebook.

Table 3 is a sample of the tables used to gather the numbers, the roles, and the topics related to each of the groups examined in an attempt to study their inclusivity.

Table 2: A sample of inclusivity tables

	Presence	Roles	Topics
Unit 1: It's a wonderful world	8	mother/student/ celebrity/ internet fan, scientist/ athlete/ mother/	job /leaving for school/ goodwill ambassador/wonders of the world/ Olympic games/ being late/
Unit 2: Get happy
Unit 3: Telling tales
Unit 4: Doing the right thing
Unit 5: On the move
Unit 6: I just love it
Unit 7: The world of work
Unit 8: Just imagine
Unit 9: Relationships
Unit 10: Obsession
Unit 11: Tell me about it
Unit 12: Life's great events
Total:

Additionally, in order to study the extent to which the writers of the coursebook are sensitive to inappropriacy Table 3 includes a list of inappropriate issues for a global audience. The list draws on issues raised by Gray (2002), Pennycook (1994), and Ellis (1990).

Table 3: Table devised to explore inappropriacy

Inappropriate items

Units

1

2

3

4

5

6

7

8

9

10

11

12

Sex (overt mention)

A

A

A

A

A

A

A

A

A

A

A

A

Narcotics

Isms

Pork

Anarchy

AIDS

Israel & six pointed stars

Racism

Genetic engineering

Terrorism

Politics

Violence

Alcohol

Out of marriage relationships (cohabitation, dating, boy/girlfriend)

P

P

P

A

A

P

A

A

P

A

P

A

Glorifying dangers in some countries

Religion

Ideological icons

Revealing clothes

Moreover, studying writers' treatment of connectedness, the various leisure activities, global locations, as well as the language issue were explored in terms of types and frequency of mention in each unit. Leisure activities were investigated as they can be evidence that coursebook writers are looking for `safe topics' (Renner, 1997; Gray, 2002) connecting people all over the world.

The researcher also attempted to track the varieties of English used in the coursebook whose neglect can be evidence that the use of Standard English is considered to be for

reasons of connectedness. This is based on the argument that using other varieties can limit the common grounds that the writers seek to find in the global coursebook.

Moreover, the research resorted to reporting the way the global locations appear in H/I and the frequency of this appearance, through exploring the detectable variety of images and situations in which the countries constituting the world were depicted. The exploration of this feature helps also in realising the extent to which the coursebook is global and the meaning of `global'. This is because investigating the scope of the locations mentioned in the coursebook provides evidence as to «globality», as claimed by coursebook publishers and writers, or of ethnocentricity as suggested by Phillipson (1992), Pennycook (1994), and Canagarajah (1999).

Therefore, as the themes detailed above (see Figure 2), «globality» of a textbook can be assessed with reference to theses themes.

3.3.2. Data handling

The coursebook was examined carefully for evidence of «globality». The words and pictures in the units were considered and critically interpreted to track the viability of the principles of inclusivity, inappropriacy (Gray, 2002), and connectedness (Tomlinson, 1998; Chang, 2003). `Critical' here means attempting to uncover the possible overt and hidden implications (Fairclough, 1989) behind the choices made by coursebook writers. This means that each time the researcher found a term or a picture that was related to the themes explored in the coursebook, it was documented and interpreted. The researcher considered only the instances of representation where the depiction of the variables was clear and representative. For example, instances like the following were not reported when exploring inclusivity of women: «I've got two brothers and a sister» (Soars & Soars, 2003, p. 6).

After analysing and discussing the content of Headway Intermediate in terms of its preservation of inclusivity, avoidance of inappropriacy, and investment in connectedness, the results were considered in the creation of a questionnaire. The questionnaire focused on the same themes explored in the content analysis in order to explore the perception of 251 users of the global coursebook they use and the possible (mis)match that could exist between the content and their perception.

Thus, the following section will focus on the methodology used in the development, distribution, and handling of the questionnaire.

3.4. Questionnaire used in the study

This section contains the description of the questionnaire and the participants in the first and second sub-sections respectively. The procedures, the timing, and the difficulties witnessed when collecting information are to be dealt with in the third sub-section under the subtitle `data collection'. Finally, the way the data was handled will be the focus of the fourth sub-section entitled `data handling'.

3.4.1. Description of the questionnaire

The questionnaire used to elicit data from the respondents is composed of two main sections and contained open-ended and closed questions. The open-ended questions aimed at enabling the respondents to choose from proposed alternatives while the closed questions provided them with the opportunity of adding some data that are not proposed by the researcher as suggested in literature on questionnaires (Geer, 1988, 1991).

The first section of the questionnaire is general in the sense of gathering background data about the participants' gender, educational level, employment, and the kind of English they need. This section is important as it provides the researcher with an idea about the target

population explored, which might be helpful in explaining their responses in the second section. The first section contains, also, general questions that prepare the participants to the more specific questions of the second section.

The second section is composed of seven questions targeting what is and what should be mentioned in the coursebook in terms of language varieties, themes, and closeness of the materials to participants' context and expectations. These questions cover learners' perceptions of the themes of connectedness, inappropriacy, and inclusivity explored in this thesis.

Question 2.1. tackles the scope of the themes that the participants think should form the content of an English textbook. The respondents were provided with four alternatives targeting the themes, which are `International', `Specific to Tunisia', `International and Tunisian', and `British and American only'. Such a question could reveal the extent to which the learners are open to local or global issues, which helps understand their perception of the extent of connectedness.

Question 2.2. explores what the participants think the coursebook should include in terms of language varieties. Respondents were provided with four alternatives covering `American English only', `British English only', `Asian Englishes', and `International English'. In this question, the respondents were provided with the possibility of choosing more than one alternative only for `Asian Englishes' and `International English'. The aim behind this question is discovering learners' preferences as to the kind or kinds of varieties to be used to in the coursebook, as part of exploring their perception of connectedness.

In question 2.3. the participants were asked to rank the presence of some proposed cultures in H/I according to a scale composed of five degrees. The cultures suggested are: American, Asian, British, International, North African, and youth cultures. Besides, an open-

ended question was asked to permit the respondents to suggest any other culture they think that is present in the coursebook. The scale proposed is composed of five degrees starting from zero to five and it aims at categorising participants' perception of the cultures as `Low' (between zero and one), `Medium' (between two and three), and `High' (between four and five).

Question 2.4. tackles the extent to which the participants find in H/I parallels with their own situations in terms of `Hopes', `Daily life', `Jobs', `Problems', `Concerns', and `Leisure activities'. The respondents were provided with a scale to rank the alternatives from zero to five in order to classify the closeness of the material to their contexts as `Low closeness' (between zero and one), `Medium closeness' (between two and three), and `High closeness' (between four and five). The end aim behind this question is assessing participants' perception of the inclusivity of their individual lives in the coursebook they use.

Question 2.5. explored participants' possible sensitivity to some proposed controversial issues. The issues suggested are `AIDS', `Alcohol', `Anarchy', `Divorce', `Out of marriage relationships', `Genetic engineering', `Israel and six pointed stars', Narcotics', `Politics', `Pork', `Racism', `Religion', `Stereotypes', `Terrorism', and `Violence'. The respondents were asked to identify whether they `Strongly agree', `Agree', `Disagree', or `Strongly disagree' with mentioning these controversial issues in H/I. Such a question could reveal what the investigated learners perceive as inappropriate and what not, which helps understand whether the publishers are successful in handling inappropriacy or not; especially after comparing the results with the findings of the content analysis as to this issue.

Question 2.6. targets participants' perception of the specificity of the topics mentioned in H/I. Six alternatives were provided which are: `America', `The Arab world', `Britain', `North Africa', `The world', and `Europe'. The respondents were provided in this question

with the opportunity of choosing more than one alternative. Such a question could reveal, when compared to the results of question 2.1., the match or mismatch between learners' perception of connectedness and the real content of the coursebook.

In question 2.7. the focus is on the domains that the participants think that H/I prepares them to be engaged in. Eight alternatives were provided, which are: `Communicate with other Tunisian professionals', `Understand media in English', `Chat', `Correspond electronically', `Negotiate with international partners', `Read scientific research articles', `Read travel book', and `Translate legal documents'. This question is a kind of assessment of, which helps understand the extent to which the participants think the coursebook serve the purpose of connecting them with the world.

3.4.2. The participants

The target population of this study are 251 third year adult learners of English studying at IBLV Tunis. The participants were chosen because they used the coursebook explored, H/I, during the school year (2009-2010). Their familiarity with the coursebook could be valuable not only for exploring the issues related to the notion of `global coursebook' but also for measuring the appropriateness of this kind of coursebook for them. What follows is a description of the target population as indicated from the results of the first section of the questionnaire reserved for background information.

Table 4 below summarises the background information of the participants. Table 4: Background information of the participants

	Gender		Educational level				Employment		Need for English		Needed kind of English
Alternatives	Female	Male	B	M	L	O	Yes	No	Yes	No	GE	ET	BE	SE	O
Percentages	54	46	20	32	26	22	42	58	83	17	46	19	7	17	11

The table reveals that 54% of the participants are women while 46% are men. As far as the educational level of the respondents is concerned, 32% of them claimed that they are maîtrise (M) holders in comparison to 26% with licences (L) and 20% with baccalaureate (B) degrees. The other (O) degrees that the participants claimed they hold are MA, PhD, and engineering diplomas.

Needless to mention that 42% of the respondents claimed they have a job while 58% do not. The jobs that the learners claimed they occupy are tourist guides (9 learners), flight attendants (10), doctors (15), bank officers (7), accountants (7), receptionists (4), lawyers (5), teachers (14), university teachers (6), researchers (5), nurses (4), operators in call center (6), engineers (11), journalists (2). Among those who affirmed having a job, 83% said that they need English in their occupations while 17% said they do not.

46% of the participants claimed that general English (GE) is the kind they expect they will need in the future compared to 19% who chose English for tourism (ET) and 17% preferring scientific English (SE). Only 7% claimed that they will need business English (BE) and 11% mentioned other (O) kinds of English.

The other kinds of English that the learners suggested are medical English (mentioned 18 times), English for engineers (8), and legal English (6).

3.4.3. Data collection

After preparing the final draft of the questionnaire, 251 copies were produced and distributed by the researcher and three of his MA colleagues. The researchers collected data using two ways depending on the situation. Some participants were given copies of the questionnaires and they answered them by themselves at the end of the class sessions. Others were questioned directly by the researcher in the lobbies of IBLV when the participants were

entering, leaving, or having a break. Sometimes the researcher felt the need to paraphrase or translate certain words into Tunisian Arabic for the respondents but this happened only on two or three occasions.

The questionnaires were distributed between the 3^rd and the 26^th of May 2010. Actually, the administrative staff at IBLV and its annexes were very cooperative except for some teachers who were rushing to finish their courses and refused to assist with questionnaire administration. Besides, some learners were reluctant to answer the questions and when the researcher witnessed their lack of motivation, they were thanked and their questionnaires omitted. Additionally, 22 questionnaires were missing data to reach the final number (251 participants) and therefore, fresh questionnaires were distributed another day to make up the count.

3.4.4. Data handling

As the aim of the study is not focused on investigating the correlations between the questions, the researcher did not resort to statistical packages. Instead, handling data was done manually by the researcher through creating four sets of tables each one representing 50 questionnaires in addition to a fifth set representing 26 questionnaires and a sixth set representing 25 questionnaires. In each set of questionnaires the answers specific to each question were counted and checked carefully if there was a mismatch between the numbers and the total number of each set. This procedure resulted in the production of six sets of tables. The six sets of tables were gathered in one set representing the total number of participants, which is 251 respondents. These tables were, then, transformed into graphs using Microsoft Excel software.

In order to preserve triangulation, the discussion of the findings of the content analysis was done in light of the literature review while the discussion of the results of the questionnaire was inspired by the literature review and the content analysis. In fact, the results of the content analysis will be compared to the findings of previous researchers with regard to the investigated themes; inclusivity, inappropriacy, and connectedness. Then the findings of the questionnaire will be assessed with reference to previous literature on these themes and the content analysis.