Piloting a Multimodal Qualitative Approach to Explore EAP Writing Teacher Agency: Methodological Reflections from a Doctoral Study in Bangladesh

This paper offers methodological reflections on a pilot study conducted as part of a doctoral project that explores how English for Academic Purposes (EAP) teachers in Bangladeshi universities construct their teacher agency in teaching academic writing. The pilot aimed to assess the feasibility and relevance of a multimodal qualitative research design incorporating classroom observations, interviews, student focus groups, and a reflective diary. Conducted over a three-week period with one teacher and three student participants, the pilot generated insights that led to refined data collection strategies, more clearly defined ethical procedures, and enhanced researcher reflexivity. Through critical reflection on these adaptations, this paper seeks to contribute to ongoing methodological discussions around piloting context-sensitive, ethically informed, and practically viable approaches in doctoral research. It is expected that the insights shared will be of value to postgraduate researchers planning qualitative fieldwork in comparable higher education contexts.