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A Theoretically-Informed Approach to Reflective Teaching Practices in an Online EAP Context: A Mixed Methods Action Research Study

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dc.contributor.advisorLawrence, Geoff
dc.contributor.authorJohnston, Kris Pierre
dc.date.accessioned2023-08-04T15:21:30Z
dc.date.available2023-08-04T15:21:30Z
dc.date.issued2023-08-04
dc.date.updated2023-08-04T15:21:30Z
dc.degree.disciplineLinguistics and Applied Linguistics (Applied Linguistics)
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractThe sudden transition to online instruction during the COVID-19 pandemic presented novel challenges for English for Academic Purposes (EAP) instructors employing collaborative pedagogies to provide important scaffolding to support academic writing instruction. Using a facilitating framework, such as the Community of Inquiry (CoI) framework, a model of online learning, can assist EAP instructors in course development by supporting EAP instructors' reflective teaching practices. The CoI informs decision-making when designing collaborative writing tasks and pedagogical approaches by providing useful heuristics that measure student learning experiences. This study explores an instructor's experience in implementing a Mixed Methods Action Research approach to reflective practice using the CoI framework and survey instrument to guide course development and collaborative writing task design in a year-long online EAP course. This study aims to understand to what extent the CoI supports reflective practice and to examine pedagogical issues that emerge that inform the use of the CoI for these purposes. Findings reveal that the CoI framework effectively guides reflective teaching practices and fosters meaningful learning experiences by breaking down the three constructs into actionable items, facilitating interactivity, discussion, and collaboration, and providing scaffolding for learners. However, findings also emphasize the need to use the CoI framework with caution and to develop a deeper understanding of pedagogical theory and practice to better address challenges in collaborative writing tasks. Overall, this study contributes to a deeper understanding of effective EAP pedagogy in online settings and has the potential to inform the design and delivery of future online EAP courses using the CoI as a facilitating framework.
dc.identifier.urihttps://hdl.handle.net/10315/41392
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectCurriculum development
dc.subjectEnglish as a second language
dc.subjectHigher education
dc.subject.keywordsOnline instruction
dc.subject.keywordsCOVID-19 pandemic
dc.subject.keywordsEnglish for Academic Purposes (EAP)
dc.subject.keywordsCollaborative pedagogies
dc.subject.keywordsAcademic writing instruction
dc.subject.keywordsCommunity of Inquiry (CoI) framework
dc.subject.keywordsOnline learning model
dc.subject.keywordsReflective teaching practices
dc.subject.keywordsCourse development
dc.subject.keywordsCollaborative writing tasks
dc.subject.keywordsPedagogical approaches
dc.subject.keywordsStudent learning experiences
dc.subject.keywordsMixed methods action research
dc.subject.keywordsSurvey instrument
dc.subject.keywordsInteractivity
dc.subject.keywordsDiscussion
dc.subject.keywordsCollaboration
dc.subject.keywordsScaffolding
dc.subject.keywordsPedagogical theory
dc.subject.keywordsEffective EAP pedagogy
dc.subject.keywordsOnline EAP courses
dc.subject.keywordsFacilitating framework
dc.titleA Theoretically-Informed Approach to Reflective Teaching Practices in an Online EAP Context: A Mixed Methods Action Research Study
dc.typeElectronic Thesis or Dissertation

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