Cultivating autonomy in writing through 21st Century literacy : "The digital noisis model" in Higher Education

Bougia, Anna (2018) Cultivating autonomy in writing through 21st Century literacy : "The digital noisis model" in Higher Education. PhD thesis, University of Bolton.

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Abstract

The purpose of this study was to cultivate students’ autonomy in second language writing with the use of cutting edge technology tools such as blogs wikis, Google docs and videos. Specifically, this thesis reports on an individual teacher action research that has been conducted over two academic semesters in 2 different cohorts of freshmen ESL students who study in a private higher Education college in Athens. I started the research with the aim to promote learners’ autonomy in writing by integrating new media tools in the ESL classroom to prepare them for the challenges of the digital writing era. Also, I aimed to explore students’ perceptions on the effectiveness of on-line peer-feedback and on-line reflection. Methodology: An individual-teacher action research methodology was adopted in this project. As a teacher-researcher, I made a diagnosis of learning problems, I planned, I observed, I acted and I reflected, following a two cycles action research model. A vast variety of measurement tools have been used during this longitudinal study: data from artifacts, researcher’s journal, semi-structured interviews. This study is also supplemented by the qualitative data obtained from students’ online portfolios and videos that have been used to present students’ reflections regarding their writing autonomy. Research findings: The qualitative data thematic analysis showed that the integration of wikis and blogs in cycle 1 encouraged collaboration, self - learning via technology and reflection in the writing class. Though instructor’s choices in training methods and tools impacted students’ engagement and autonomy in writing. Improvement in teaching methodology and change in technology tools in cycle 2 lead to the discovery of an effective writing model. Students reported gains from online peer feedback via Google Drive in cooperative skills, language awareness, task awareness and critical thinking. Also, self- assessment and critical thinking were cultivated via reflection in vlogs. Overall, students claimed that they have benefitted from autonomous learning by using modern technologies since they developed a collaborative culture, engaged in online writing in and out of class, developed their digital literacy and built their confidence in writing.

Item Type: Thesis (PhD)
Additional Information: Electronic version of the thesis submitted to the University of Bolton in partial fulfilment of the requirements for the PhD in Education. In association with New York College Athens
Divisions: University of Bolton Theses > Education
University of Bolton Theses > Off-campus Division
Depositing User: Tracey Gill
Date Deposited: 03 Jun 2019 08:20
Last Modified: 03 Jun 2019 08:20
URI: http://ubir.bolton.ac.uk/id/eprint/2281

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