How long is long? Multiperspective qualitative longitudinal research to capture holistic learning experiences

Abstract

Temporality plays a crucial role in education, as learners often engage in formal learning over several years, progressing through various educational stages. However, much of applied linguistics research tends to reduce learning to isolated moments, which are then used to describe an overall developmental process. While longitudinal studies attempt to capture development over time, they often present fragmented snapshots, leaving significant gaps between timepoints. This paper critiques such studies, suggesting that labeling them as ‘longitudinal’ can obscure their failure to fully capture the ongoing temporal nature of learning. Qualitative longitudinal research offers a solution to this limitation by establishing a framework in which the changing effects of time can be better understood. This paper advocates for strengthening this approach by integrating multiperspective research, which involves gathering insights from multiple viewpoints during study design, data collection, and analysis. To illustrate this research approach, data from a study on English-medium instruction (EMI) in Hong Kong is presented. In this study, 26 undergraduate students were tracked throughout their four-year degree programs, supplemented with insights from 20 EMI lecturers and 20 English-language instructors, who offer a broader, more nuanced view of the students' learning experiences and temporal shifts. Together, these perspectives provide insight into temporal changes within broader time frames and reveal students’ overall undergraduate journey as they acclimate (and at times do not acclimate) to the various challenges associated with learning through the medium of English.