Article
EFL Undergraduate and Graduate Learners’ Views on a Writing Intensive Online Subject Matter Course
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.18 No.2 (2021.06)바로가기
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- 페이지
- pp.520-543
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A397447
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원문정보
초록
- 영어
- This classroom-based qualitative case study is to illustrate how an English as a subject matter course is taught and examine 17 EFL undergraduate and post-graduate learners’ experiences in and views on their content learning as well as weekly activities in a 15 week-long online course. The participant engaged in doing weekly readings, listening to PPT-based lectures, writing thought papers (TPs) and revising them based on instructor and peer feedback, and joining weekly discussion activities. According to analyses of the data such as learners’ weekly writings, instructor and peer feedback, online discussion posts on an LMS, and an informal mid-term survey and final–self-evaluation, the students had various levels of positive experiences and difficulties due to course demands. Regarding disciplinary specific writing assignments, they valued instructor feedback and considered important focusing on logical flow and coherent organizational structure in addition to appropriate use of such linguistic elements as word choice, vocabulary and grammar. The results of this case study of embedding intensive writing in a disciplinary course shed important pedagogical insights on how to strike balance between teaching subject matter content and ‘writing to learn’ as well as ‘learning to write’.
목차
Abstract
Introduction
Literature Review
Teaching Writing in Disciplinary Courses
Previous Studies on ESP Writing
Methods
Participants
Context and Process of Teaching a Writing-intensive Online Subject Matter Course
Recorded PPT lecture and synchronous online class
Weekly TPs and instructor and peer feedback
Online discussion activities
Data Collection
Data Analysis
Results
Recursive Writings and Feedback in Class
Participants’ Engagements in Discussion Activities
Participants’ Views on the Course in the Mid-term Evaluation
Learner expectations on the course
Change of views on teaching and learning
Contents to be learned further
Likes and dislikes in course work
Perceived improvement and need of improvement in writing
Suggestions for the course
Participants’ Views on the Course in the Final Survey
Student response on course effectiveness and participation
Helpfulness of course activities
Overall improvement in the course
Improvement made and need of improvement in writing
Advantages and disadvantages of online class
Discussion and Conclusion
The Author
References
키워드
process-oriented writing disciplinary specific writing teacher & peer feedback online course action research저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.18 No.2
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