The purpose of this dissertation is to provide an adapted framework for developing self-efficacy in designing and teaching online academic writing courses for international students for whom English is an additional language; this framework, based on Casanave’s (2017) three broad categories for decision-making in teaching second language writing (aka, L2 writing), is informed by an exploration of instructor beliefs and assumptions of teaching L2 writing online, their knowledge of the relevant issues, and the practical realities and constraints of their local online teaching contexts. The findings of the exploratory study of instructor and student perceptions of their online writing courses also informed the adapted framework to reflect the unique requirements and expectations of these stakeholders in the online learning environment. Writing program administrators, online course designers and especially novice online instructors may find the framework as described in the context herein a useful tool in helping them (re)conceptualize their own L2 online writing courses in their local contexts and develop the self-efficacy to design their own online academic writing courses. Primary findings from instructor perceptions of their online writing courses indicated that the instructors felt overwhelmed with the pre-designed course they were required to use, experiencing a lack of agency which affected their satisfaction in teaching the course. In addition, the instructors did not consider language instruction a core component of the course for the international L2 students, or it was assumed these students would have a higher level of English language proficiency in taking the online course. Two of the three instructor participants did not believe that writing should be taught online mainly because of the inability to engage students face-to-face in the online learning environment. However, primary findings from student perceptions indicated that L2 students, in particular, believed they improved their writing and learned useful writing skills that they could use in their other courses and that students persevered in the course even though the course was sometimes challenging. L2 students also valued the reallocation of their time afforded by taking the online course for strategic and pragmatic reasons, such as having access to other students’ writing and instructor feedback in the learning management system. Students were generally satisfied with their online writing courses and the amount and type of interaction they had with the instructor. Both students and instructors considered the amount of online coursework overwhelming, though, especially in the accelerated courses.
|Advisor:||Tardy, Christine M.|
|Commitee:||Gilmore, Perry, Reinhardt, Jonathan|
|School:||The University of Arizona|
|Department:||Second Language Acquisition & Teaching|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Linguistics, Higher education, Language arts, Creative writing, Educational administration, International Relations, Curriculum development|
|Keywords:||Academic writing, Instructor perceptions, Multilingual writers, Online writing instruction, Self-efficacy, Student perceptions|
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