Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589355
Title: Collaborative learning integration in the ESP classroom and curriculum : teachers' and students' perceptions and practices
Author: Tsouris, Constantinos
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2013
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Abstract:
The main purpose of this thesis was to study university students' and teachers' perceptions and practices of a collaborative pedagogy in an English for Specific Purposes (ESP) context at the University of Cyprus. The ensuing case study employed a qualitative research design, using group and individual interviews, questionnaires and a reflective journal. Inductive thematic analysis was used for data analysis. A number of advantages and disadvantages pertaining to collaborative learning (CL) and collaborative technologies (CT) integration in the ESP context have been documented, with various links to teaching and learning practices and curriculum development. Similarly, numerous implications have been discussed, regarding Vygotsky's Zones of Proximal Development and scaffolding, assessment in collaborative contexts, group dynamics, how CL can effectively cater to the specific ESP needs, and how student and teacher perceptions compare. The study is not without limitations, mainly regarding coding, analysis and interpretation subjectivity. This research has an original scope and viewpoint. The components under study have not been researched before in tandem, either internationally or in the Cypriot context. Directly comparing student and teacher perceptions on ESP curricular and pedagogical issues is also an innovation. The thesis has provided a deeper understanding and insight into the workings of a collaborative pedagogy within a specific tertiary ESP context. It does not make generalizability claims but does offer advanced empirical knowledge on practices. Additionally, the implications drawn can inform policymakers, teachers and curriculum developers and form the basis for further research. The thesis has also contributed to theory by exploring the application of a collaborative pedagogy in a tertiary ESP context within a social constructivist framework, providing a novel theoretical perspective within that framework by relating the ZPD construct to tertiary ESP. Overall, this study has value in and of itself and has made valuable contribution in the related research literature.
Supervisor: Lamb, Terry Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.589355  DOI: Not available
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