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Composition Teachers' Pedagogical Beliefs: Case Studies of Teacher Commentary on Multilingual Students' Writing = = 대학 영어작문 교수자의 교육학적 신념: 다중언어 구사 학생의 영어작문에 대한 교수자의 피드백 사례연구.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Composition Teachers' Pedagogical Beliefs: Case Studies of Teacher Commentary on Multilingual Students' Writing =/
Reminder of title:	대학 영어작문 교수자의 교육학적 신념: 다중언어 구사 학생의 영어작문에 대한 교수자의 피드백 사례연구.
Author:	Chae, Yoon Kyoung.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	373 p.
Notes:	Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
Contained By:	Dissertations Abstracts International83-04A.
Subject:	Teacher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28769561
ISBN:	9798460468256

Composition Teachers' Pedagogical Beliefs: Case Studies of Teacher Commentary on Multilingual Students' Writing = = 대학 영어작문 교수자의 교육학적 신념: 다중언어 구사 학생의 영어작문에 대한 교수자의 피드백 사례연구.
Chae, Yoon Kyoung.

Composition Teachers' Pedagogical Beliefs: Case Studies of Teacher Commentary on Multilingual Students' Writing =대학 영어작문 교수자의 교육학적 신념: 다중언어 구사 학생의 영어작문에 대한 교수자의 피드백 사례연구. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 373 p.

Source: Dissertations Abstracts International, Volume: 83-04, Section: A.

Thesis (Ph.D.)--Indiana University, 2021.

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

A teacher's response is a key element in students' motivation and achievement in college writing courses. The area of Written Corrective Feedback (Ferris, 1999; Truscott, 1996) has been extensively studied in second language (L2) writing scholarship, but that research, to date, has not elucidated why individual instructors respond to students' papers in the ways they do, and few researchers have addressed the question of the sources of those differences, as revealed in commentaries. To pursue this question, the present study is an investigation of teachers' beliefs to establish an epistemological base for understanding their responding practices and to expand the scope of research on teachers' belief systems.Drawing upon the acts of teachers' beliefs as filters, frames, or guides (Fives & Buehl, 2012) and multi-level contextual factors in an instructional system (Buehl & Beck, 2015) as conceptual frameworks, this multiple-case study is an examination of the pedagogical beliefs underlying college writing instructors' decisions in providing their comments to guide students' essay revisions. Specifically, the beliefs espoused by four teachers of college writing courses for multilingual students were explored in relation to their commenting practices, with reference to three teacher-related factors: their first language, their focus in guiding students' revision processes, and their instructional choices between text-based and screencast comments. Data sources included teachers' written and audio-visual comments on students' drafts and semi-structured interviews with teachers featuring stimulated recalls to investigate their self-reported beliefs and actual commenting practices.Findings reveal how the teachers' beliefs were manifested in their commentaries as they made strategic choices in terms of their first language, focus in providing guidance, and choice between mono-modal text-based and multimodal computer-mediated comments, suggesting an empirical model to explain the relationship between teachers' beliefs and practices in providing comments to L2 student writers. The study provides pedagogical implications for L2 writing teachers and teacher educators with emphasis on a holistic approach to writing teachers' reflective practices as well as theoretical implications for further research on writing teachers' pedagogical beliefs and practices and two modes of teacher commentary.

ISBN: 9798460468256Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Academic writing

Composition Teachers' Pedagogical Beliefs: Case Studies of Teacher Commentary on Multilingual Students' Writing = = 대학 영어작문 교수자의 교육학적 신념: 다중언어 구사 학생의 영어작문에 대한 교수자의 피드백 사례연구.
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100 1 $a Chae, Yoon Kyoung. $3 3689034
245 1 0 $a Composition Teachers' Pedagogical Beliefs: Case Studies of Teacher Commentary on Multilingual Students' Writing = $b 대학 영어작문 교수자의 교육학적 신념: 다중언어 구사 학생의 영어작문에 대한 교수자의 피드백 사례연구.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 373 p.
500 $a Source: Dissertations Abstracts International, Volume: 83-04, Section: A.
500 $a Advisor: Smith, Walter R.;Coronel-Molina, Serafin M.
502 $a Thesis (Ph.D.)--Indiana University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a A teacher's response is a key element in students' motivation and achievement in college writing courses. The area of Written Corrective Feedback (Ferris, 1999; Truscott, 1996) has been extensively studied in second language (L2) writing scholarship, but that research, to date, has not elucidated why individual instructors respond to students' papers in the ways they do, and few researchers have addressed the question of the sources of those differences, as revealed in commentaries. To pursue this question, the present study is an investigation of teachers' beliefs to establish an epistemological base for understanding their responding practices and to expand the scope of research on teachers' belief systems.Drawing upon the acts of teachers' beliefs as filters, frames, or guides (Fives & Buehl, 2012) and multi-level contextual factors in an instructional system (Buehl & Beck, 2015) as conceptual frameworks, this multiple-case study is an examination of the pedagogical beliefs underlying college writing instructors' decisions in providing their comments to guide students' essay revisions. Specifically, the beliefs espoused by four teachers of college writing courses for multilingual students were explored in relation to their commenting practices, with reference to three teacher-related factors: their first language, their focus in guiding students' revision processes, and their instructional choices between text-based and screencast comments. Data sources included teachers' written and audio-visual comments on students' drafts and semi-structured interviews with teachers featuring stimulated recalls to investigate their self-reported beliefs and actual commenting practices.Findings reveal how the teachers' beliefs were manifested in their commentaries as they made strategic choices in terms of their first language, focus in providing guidance, and choice between mono-modal text-based and multimodal computer-mediated comments, suggesting an empirical model to explain the relationship between teachers' beliefs and practices in providing comments to L2 student writers. The study provides pedagogical implications for L2 writing teachers and teacher educators with emphasis on a holistic approach to writing teachers' reflective practices as well as theoretical implications for further research on writing teachers' pedagogical beliefs and practices and two modes of teacher commentary.
520 $a 대학 영어작문 수업에서 교수자의 피드백은 학습자의 동기부여와 학업성취에 영향을 미치는 주요 요인이다. 서면 교정적 피드백 (written corrective feedback) (Ferris, 1999; Truscott, 1996)에 대한 연구는 제2언어 글쓰기 분야에서 널리 연구되어 왔으나, 주로 각각의 교수자가 학생들의 영작에 어떤 이유로 특정 피드백 유형을 선택하였는지에 대해 설명하지 못하고 있으며, 교수자의 피드백에서 나타나는 이러한 개인차의 원인을 다룬 연구자들은 많지 않다. 본 연구는 이 문제를 다루기 위해 영어 글쓰기 교수자가 제공하는 피드백을 이해하기 위한 인식론적 근거를 제시하고, 영어 글쓰기 피드백 연구 분야의 범위를 교수자의 신념 체제로 확장시킬 것을 제안한다.여과 (filters), 틀 (frames), 안내 (guides) 로서의 교수자 신념의 기능적 측면 (Fives & Buehl, 2012)과 다층구조적 문맥적 요인들로 구성된 교육체계 (Buehl & Beck, 2015)를 개념적 틀로 하여, 본 다중사례연구는 미국 대학생들의 글쓰기 수정 지도를 위해 영어 글쓰기 교수자들이 선택하는 피드백 방식에 내재된 그들의 근원적인 교육학적 신념에 대하여 다루었다. 구체적으로는, 다중언어 구사 학생들을 위한 대학 영어 작문 과정을 지도하는 네 명의 교수자들의 교수자 신념이 그들의 피드백 관행과 관련한 세 가지 교수자 관련 요인들 (즉, 교수자의 제1언어, 학생들의 글쓰기 수정지도를 위한 교수자의 중점목표, 그리고 서면 또는 시청각 방식의 피드백 제공에서의 교수자의 교육적 선택)을 토대로 연구하였다. 본 연구 데이터는 학습자들의 영어 글쓰기 초안에 대해 교수자들이 제공한 서면적 그리고 시청각적 피드백, 그리고 교수자들의 자기보고식 신념과 실제 피드백 관행 간의 관련성을 연구하기 위해 설계된 회상 자극기법을 동반한 반 구조적 인터뷰를 포함한다.본 연구는 교수자들의 제1언어, 영어 글쓰기 지도에서의 교육목표, 그리고 단일모드의 서면 피드백과 다중모드의 시청각 피드백 사이에서의 교육전략적 선택을 통해 어떻게 그들의 교수자로서의 신념이 나타내는지를 밝힌다. 결론적으로 제2언어 영어 글쓰기 지도를 위한 교수자들의 교육 신념과 실제로 실행하는 교수자의 피드백 관행 간의 관련성을 설명하는 실증적 모델을 제시한다. 본 연구는 제2언어로서의 영어 글쓰기 교수자들과 교사교육자들에게 전체론적 접근법으로서의 반성적 실천 (reflective practices)을 강조하는데 기여하고자 하며, 동시에 영어 글쓰기 교수자의 교수자 신념과 관행, 그리고 두 가지 모드의 피드백에 대한 추가 연구의 방향을 제안한다.
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