**3. Research methodology**

#### **3.1 Research paradigm**

In the field of educational studies, much of the research has involved the exploration of diversified population samples and comparative evidence from a range of insider perspectives via surveys or focus groups [18]. Derived from a positivist paradigm, these forms of quantitative, factor-based, instrument-constrained studies allow researchers to apply deductive reasoning to the interpretation and analysis of empirical findings in order to prove or validate a central theory [19]. For example, Coniam et al. [1] recently assessed the effectiveness of online proctoring in EFL examinations, weighing candidate experiences and attitudes in relation to graduate-level university programmes. Alternatively, researchers in the field of social sciences will often adopt a constructivist paradigm to critically compare theoretical propositions with a range of experiences and/or observed behavioural outcomes [20]. Allo [16], for example, relied upon the administration of semi-structured interviews with a discrete sample of students in EFL studies at UKI Toraja to assess the effects of COVID-19 on student learning outcomes. Whilst this approach can allow for a deeper, personalised insight, Bryman [19] reminds that due to the subjectivity of the participants' positions and the risk of evidential bias, constructivism can lead to significant reliability and validity issues.

For the current study, each of these philosophical positions was weighed, with emphasis placed upon the core problem (e.g. online schooling following COVID-19) and the most effective sources of evidence (e.g. participant insights and feedback). Whereas interviews might have illuminated individual perspectives, the lack of research surrounding Hong Kong university student experiences suggested that a larger scale study was needed, and for this reason, a narrow, qualitative interview would not meet the objectives of the study. Instead, a large-scale, comparative survey was needed to assess the perspectives of Hong Kong EFL students in relation to the effects of COVID-19 on digital learning processes, their effectiveness, and the

challenges of online EFL education. Therefore, this study has adopted a positivist lens, relying upon a structured, quantitative survey instrument to capture evidence from a large sample of Hong Kong EFL students.
