This paper critically reflects on a pilot study within a doctoral research project investigating English as a Second Language (ESL) undergraduate students’ construction of academic literacy practices at a Bangladeshi Science, Technology, Engineering and Mathematics (STEM) based university. The study assessed the feasibility of a qualitative, multi-case methodology involving reflective diaries, interviews, and document analysis with one student and one tutor. Drawing on the conceptual framing of academic literacies, insights into the student’s engagement with ESL writing tasks, tutor expectations, and institutional constraints were revealed. The pilot identified methodological challenges, such as data completeness and recruitment barriers, alongside benefits like triangulated perspectives and iterative tool refinement. These reflections inform the refinement of data collection strategies and research focus for the main study, offering valuable implications for other researchers.
Sharifa Chowdhury (Wed,) studied this question.