This paper presents a description of the methodology used in this study in order to provide an understanding of how the research on the applicability of qualitative research design in content-based English language teaching was conducted. It includes the research design applied in this study, instruments used to obtain the data, a description of how these instruments are designed, piloted and administered. The truthfulness of the study is also described by clarifying the validity and reliability. This paper explains the sample and the ways how the collected data was processed and reported. Research design can be defined as the work plan that specifies the type of data to be collected to answer the research questions and the methods needed to collect such data. In short, it means the structure plan of the study. Qualitative research is the most common research design in the study of teaching processes and practices. Communication-based instruction models that incorporate the teaching of English language structures and language conventions through purposeful application and comprehension of content lessons are appropriate and encouraged. The cognitive progression from practical to theoretical thinking provides meaningful constructs for concept learning. The research that supports effective instructional approaches for English language learners advocates learning from experiential activities to build a knowledge base for abstract thought. Researchers support helping students conceptualise new information through the use of concrete materials, embedding language objectives in content learning, and graphically organising the thought processes. If English language learners can receive the tools for learning, then there should also be opportunities to succeeed in school by learning adequate study skills along with language and content instruction.
M.A. (Linguistics), Aligarh Muslim University, Aligarh
