Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675396
Title: Exploring teacher-student classroom feedback interactions on EAP writing : a grounded theory approach
Author: Unlu, Zuleuha
ISNI:       0000 0004 5371 1885
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2015
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Abstract:
This thesis reports an investigation/exploration of one-to-one teacher-student feedback interactions inside EAP classrooms about learners’ academic writing at a higher education institution in England. It is constructivist, and a single case study with embedded units. It also draws on the inquiry traditions of grounded theory. Interviews with EAP teachers and students as well as classroom observations/field notes and supplementary audio recordings as methods of data collection were utilized. Informed by the hypothesis-generation procedure of grounded theory, the study first followed the stages of open, selective and theoretical coding to present a holistic account of one-to-one classroom feedback interactions between teachers and students in the complete data. After developing the theory, the components of the theory were compared and contrasted (within when possible, and) across case units. The analysis of classroom observations revealed three patterns of teacher-student relationship in the feedback interactions. These relationship patterns were collaborative relationship, normative relationship and subordinated relationship. It was also revealed that teachers and students constructed these relationship patterns by utilizing certain actions. In collaborative relationship, teachers utilized actions of diagnosis, suggestion, stimulation, and warning. Learner actions in this relationship were initiation, clarification, suggestion, verification/confirmation, surmise, and challenge. In normative relationship, teachers utilized actions of arbitership and evaluation while learners used conforming and withdrawal. In subordinated relationship, teachers utilized deferral, and learners used adducing. The interview data revealed learners’ and teachers’ institutional-self as the possible influencing factor on how relationship patterns were constructed. Likewise, learners’ critical awareness of academic writing was found as one of the potential consequences of those relationship patterns. No possible consequence was revealed for teachers. The study contributes by presenting an analytical framework to analyse classroom feedback interactions inside EAP classes while foregrounding EAP classroom setting as an underexplored area to understand diverse controversial issues in the field of EAP.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.675396  DOI: Not available
Keywords: LB Theory and practice of education
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