Expanding adaptive transfer in the provision of University writing support in non-Anglophone contexts: a qualitative study in Czech Republic

Aljoe, Shaana (2016) Expanding adaptive transfer in the provision of University writing support in non-Anglophone contexts: a qualitative study in Czech Republic. PhD thesis, University of Bolton.

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Abstract

This paper focuses on the provision of writing support for native English speaking and multilingual students attending an accredited, English-medium University located in a non-English-speaking country. The study is concerned with the expansion of the theoretical framework of adaptive transfer as it applies to institutional accreditation, writing support assessment, student motivation, reflective practice and alternative uses of technology in writing support. It expands the theoretical framework of adaptive transfer by education theorists Michael-John DePalma and Jeffrey M. Ringer (2012) to analyze themes on accreditation, assessment, student motivation, reflective practice and the use of technology, stemming from peer-reviewed, conference presented and published articles from 2014 to the present. The study concludes that because of the distinct contextual differences, issues and backgrounds of student and teaching faculty that are present in non-Anglophone locations, university level writing support facilities could serve students more effectively by modifying approaches employed at associate or parent institutions residing in Anglophone locations.

Item Type: Thesis (PhD)
Additional Information: Electronic version of the supporting commentary submitted in fulfillment of the requirements for the award of the degree of Doctor of Philosophy by Publication. University of Bolton, United Kingdom in association with The University of New York in Prague, Czech Republic.
Divisions: School of Education and Psychology > Education
Depositing User: Tracey Gill
Date Deposited: 15 Mar 2018 13:27
Last Modified: 16 Mar 2018 12:21
URI: http://ubir.bolton.ac.uk/id/eprint/1440

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