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Facilitator Satisfaction with Cultiv...

Kentera, Vera.

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Facilitator Satisfaction with Cultivating Synchronous and Asynchronous English Proficiency Levels: A Qualitative Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Facilitator Satisfaction with Cultivating Synchronous and Asynchronous English Proficiency Levels: A Qualitative Study./
Author:	Kentera, Vera.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	115 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10155673
ISBN:	9781369107449

Facilitator Satisfaction with Cultivating Synchronous and Asynchronous English Proficiency Levels: A Qualitative Study.
Kentera, Vera.

Facilitator Satisfaction with Cultivating Synchronous and Asynchronous English Proficiency Levels: A Qualitative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 115 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2016.

The aim of this interpretive qualitative study was to provide information advantageous in upgrading professional practice by exploring current teaching and learning methodologies implemented in English for special purposes (ESP) and in English as a second language (ESL) synchronous and asynchronous courses. The study explored individual practices in higher educational academic settings and the elements that contribute to or inhibit satisfaction with authentic ESP and ESL Internet content sources as an enhancement of learner proficiency levels. The lengthy process towards the desired cognitive levels required for entering American synchronous and asynchronous academic programs can take international learners up to a decade. The focus of this qualitative study has been on the exploration of ESP and ESL facilitators' perceptions of implementing the Internet as a content source by means of flexible opportunities to interact with authentic content in a collaborative learning environment that is linguistically challenging in an academic context. Data were collected from 27 ESP and ESL facilitators at two different educational settings in the northeastern United States; 35% facilitators employed at the university setting and 33% employed at the training center offering personalized English language instruction voluntarily participated. The participants were interviewed F2F, via Skype, telephone, or email and had the opportunity to contribute detailed information that will possibly help reach a greater understanding of ESP and ESL facilitators' implementation of the Internet in academic settings. ATLAS.ti was used to help analyze the collected data. The findings lead to strong evidence of satisfaction with Internet content implementation. Facilitators from both academic settings were moderately satisfied with their teaching experiences using the assigned textbooks. While they were clear that the textbooks did not meet their expectations, all found the Internet content supplementary material for the textbooks.

ISBN: 9781369107449Subjects--Topical Terms:

516208
English as a second language.

Facilitator Satisfaction with Cultivating Synchronous and Asynchronous English Proficiency Levels: A Qualitative Study.
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