Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541539
Title: Authentic activity, perceived values and student engagement in an EFL composition course
Author: Cholewinski, Michael Gerard
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2011
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Abstract:
Module 3 presents the culmination of Module 1 and 2 research into learning environments modeled upon constructivist and self-determinist principles (authentic learning environments), the goal of which is to develop an understanding of factors that influence Japanese learners’ perceived values about learning environments and their propensity to engage in them. The study’s more specific goals are to ascertain the values learners assign to authentic learning environments (ALEs) and the reasons why they ascribe them; to ascertain the values these learners assign to instructor and peer relationships; to ascertain the relationships that exist between the values these learners assign to ALEs and the learners’propensity for engagement; and, to bring to light what potential such knowledge might hold for educators in Japan and beyond in the attempt to develop more functional curricula for learners. As the final installment of this modular dissertation, Module 3 will present the methodology used in the study, the results of the analyses of the collected data, a discussion of the findings and implications from those analyses, and recommendations for further research.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.541539  DOI: Not available
Keywords: LB Theory and practice of education ; LB2300 Higher Education ; P Philology. Linguistics
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