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The Role of Writing in International Undergraduate Education Students' Learning Experience.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Role of Writing in International Undergraduate Education Students' Learning Experience./
作者:	Zhang, Junxian.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	151 p.
附註:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
標題:	Genre. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29276584
ISBN:	9798841570899

The Role of Writing in International Undergraduate Education Students' Learning Experience.
Zhang, Junxian.

The Role of Writing in International Undergraduate Education Students' Learning Experience. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 151 p.

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2022.

This item must not be sold to any third party vendors.

The present study explores the role of writing in undergraduate education students' learning experiences in the United States. It focuses on how writing about previously significant experiences in the forms of narratives and journal entries transforms international education students' perceptions and identities and provides them with the space for changed course of actions through imagined future teaching. The participants in this study are three female undergraduate students from the College of Education in a large university in the Northeastern United States who are majoring in either early childhood education or educational policy. Two of the participants are from South Korea, and one is from China. All of them completed their K-12 education in their home countries where English-language writing is mostly exam-oriented "fake writing" (interviewee #1, April 27, 2017)) and fundamentally different from the extensive writing they have experienced in their undergraduate academic programs.In analyzing these students' experiences, I adopt Mezirow's transformative learning theory (1991), paying special attention to the changes the students have experienced due to the act of writing. Drawing upon this theory, I consider how writing facilitates or hinders changes in participants' learning and whether these changes are transformative. More specifically, I answer three questions: (a) What is the role of writing in the learning experiences of Asian international education students who are pursuing undergraduate degrees in the United States? (b) What, if any, changes do these preservice teachers experience due to the practice of writing? and (c) How, if at all, are journal writing and the writing of narratives particularly important to the changes described in the second question?Afterwards, the three research questions are briefly explained to the participants, and then they are invited to share the writings they have done during the academic years. Ultimately, I collect 39 pieces of writing: 18 from the first student, 20 from the second, and 11 from the third. The pieces of writing cover major courses they took in their specific areas from their sophomore to senior years. Following the email, each participant is invited for a half-hour interview. The foci of the interviews are the students' histories of English-language writing, the changes they have perceived, and their perceptions of themselves as writers.Given the uniqueness of each participant's educational background, the present study adopts the case-study method. One advantage of this method is that it captures the rich background information that each participant brings to the study and thus allows me to treat each participant as an independent case. Another advantage is that this method enables me to make cross-references and draw conclusions by comparing and contrasting the three independent cases. Therefore, I first investigate the changes each participant has experienced due to the act of writing, then discuss whether these changes count as transformative learning, and finally consider the similarities and differences among the three cases through a cross-analysis.In analyzing these cases, I adopt reflexive thematic analysis (Braun & Clarke, 2012, 2019) to search for emerging themes. Braun and Clarke used the method of looking for minimum meaning clusters while looking for emerging themes. I find this method particularly useful for my study because it enables me to capture each writer's original intention but avoid redundancy. I adapt this method by using Nvivo for Mac to search for nodes rather than manually writing them down. While using Nvivo, I first use the minimum meaning cluster method to mark nodes; I then look for meaning clusters that contain similar nodes. Finally, I put these clusters into different patterns under the guidance of transformative learning theory.The most significant finding is that transformative learning mainly happens when writing stimulated the writers to critically reflect on significant past experiences and allowed them space to imagine changed course of actions in their future teaching. Another important finding is that writing assignments, particularly those that led to negative feedback from instructors, had a traumatic effect on the writers. While the writers publicly identified these writing assignments as "difficult," the writers lost confidence in their writing, erose their hidden wish for changed, and eventually they might reflect such desire for change in their imagined future teaching.

ISBN: 9798841570899Subjects--Topical Terms:

2191767
Genre.

The Role of Writing in International Undergraduate Education Students' Learning Experience.
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520 $a The present study explores the role of writing in undergraduate education students' learning experiences in the United States. It focuses on how writing about previously significant experiences in the forms of narratives and journal entries transforms international education students' perceptions and identities and provides them with the space for changed course of actions through imagined future teaching. The participants in this study are three female undergraduate students from the College of Education in a large university in the Northeastern United States who are majoring in either early childhood education or educational policy. Two of the participants are from South Korea, and one is from China. All of them completed their K-12 education in their home countries where English-language writing is mostly exam-oriented "fake writing" (interviewee #1, April 27, 2017)) and fundamentally different from the extensive writing they have experienced in their undergraduate academic programs.In analyzing these students' experiences, I adopt Mezirow's transformative learning theory (1991), paying special attention to the changes the students have experienced due to the act of writing. Drawing upon this theory, I consider how writing facilitates or hinders changes in participants' learning and whether these changes are transformative. More specifically, I answer three questions: (a) What is the role of writing in the learning experiences of Asian international education students who are pursuing undergraduate degrees in the United States? (b) What, if any, changes do these preservice teachers experience due to the practice of writing? and (c) How, if at all, are journal writing and the writing of narratives particularly important to the changes described in the second question?Afterwards, the three research questions are briefly explained to the participants, and then they are invited to share the writings they have done during the academic years. Ultimately, I collect 39 pieces of writing: 18 from the first student, 20 from the second, and 11 from the third. The pieces of writing cover major courses they took in their specific areas from their sophomore to senior years. Following the email, each participant is invited for a half-hour interview. The foci of the interviews are the students' histories of English-language writing, the changes they have perceived, and their perceptions of themselves as writers.Given the uniqueness of each participant's educational background, the present study adopts the case-study method. One advantage of this method is that it captures the rich background information that each participant brings to the study and thus allows me to treat each participant as an independent case. Another advantage is that this method enables me to make cross-references and draw conclusions by comparing and contrasting the three independent cases. Therefore, I first investigate the changes each participant has experienced due to the act of writing, then discuss whether these changes count as transformative learning, and finally consider the similarities and differences among the three cases through a cross-analysis.In analyzing these cases, I adopt reflexive thematic analysis (Braun & Clarke, 2012, 2019) to search for emerging themes. Braun and Clarke used the method of looking for minimum meaning clusters while looking for emerging themes. I find this method particularly useful for my study because it enables me to capture each writer's original intention but avoid redundancy. I adapt this method by using Nvivo for Mac to search for nodes rather than manually writing them down. While using Nvivo, I first use the minimum meaning cluster method to mark nodes; I then look for meaning clusters that contain similar nodes. Finally, I put these clusters into different patterns under the guidance of transformative learning theory.The most significant finding is that transformative learning mainly happens when writing stimulated the writers to critically reflect on significant past experiences and allowed them space to imagine changed course of actions in their future teaching. Another important finding is that writing assignments, particularly those that led to negative feedback from instructors, had a traumatic effect on the writers. While the writers publicly identified these writing assignments as "difficult," the writers lost confidence in their writing, erose their hidden wish for changed, and eventually they might reflect such desire for change in their imagined future teaching.
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