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Reflective Teaching Practices in ESL First-Year Composition Courses: Examining Teacher Beliefs and Implementation of Technology

Abstract This study investigates the relationships between ESL teachers' beliefs about writing instruction and their use of computer technology in the first-year composition classroom. Utilizing a sociocultural approach, the study analyzes the connections between ESL teachers' instructional beliefs and the technological practices that emerge as a result of these beliefs and decisions. Qualitative research was conducted, and data was collected through classroom observations, teacher interviews, and course materials. Data analysis reveals that regardless of teachers' differing beliefs about writing instruction, they use computer technology when it enhances their teaching and students' learning. It also reveals that factors such as ... (more)
Created Date 2004
Contributor Erdem, Ebru (Author) / Van Gelderen, Elly (Advisor) / Nilsen, Don (Committee member) / James, Mark (Committee member) / Arizona State University (Publisher)
Subject Higher education
Type Doctoral Dissertation
Extent 190 pages
Language English
Reuse Permissions All Rights Reserved
Note Doctoral Dissertation English 2004
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis