Technology-Enhanced Socialisation into Disciplinary Writing in L2: Insights from the Perceptions of MA TEFL Students

Autor/in	Pitura, Joanna
Titel	Technology-Enhanced Socialisation into Disciplinary Writing in L2: Insights from the Perceptions of MA TEFL Students
Quelle	In: Computer Assisted Language Learning, 35 (2022) 9, S.2361-2390 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pitura, Joanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1880440
Schlagwörter	Masters Programs; Teacher Education Programs; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Masters Theses; Supervisor Supervisee Relationship; Writing Processes; Socialization; Writing Instruction; Student Attitudes; Graduate Students; Teacher Student Relationship; Peer Relationship; Feedback (Response); Foreign Countries; Technology Integration; Technological Literacy; Pedagogical Content Knowledge; Teaching Methods; Blended Learning; Computer Mediated Communication; Poland + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Socialisation; Sozialisation; Schreibunterricht; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland; Technisches Wissen; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Polen
Abstract	In order to obtain qualifications to teach English as a foreign language (TEFL), teacher candidates often need to commit themselves to writing a master's (MA) thesis. In efforts to shed light on how MA thesis supervisors can support supervisees in the writing process, drawing on the theoretical framework of language socialisation, this article presents part of an ongoing action research study, exploring how MA TEFL students perceived technology-enhanced socialisation, i.e., developments in their competence, beliefs and practices, into disciplinary writing in English. Six first-year Polish MA TEFL students enrolled in MA thesis-oriented courses reflected on the process of becoming more competent MA thesis writers by answering online survey open-ended questions. The study reveals that thesis writing in L2 can be an overwhelming process, during which the students struggle emotionally, but which they are determined to complete. The results suggest that MA supervisors can support the socialisation of MA TEFL students -- novice disciplinary L2 writers -- by mindfully providing the students with guidance on and access to relevant and quality materials, by allowing for regular writing opportunities, as well as making space for supervisor--students and student--student interaction and feedback. As digital tools mediate the relationship between individual students and their social-material learning environment, technology is an important element of this environment and course design needs to include blended learning experiences to enhance the process of socialisation into disciplinary writing in L2. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01