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Understanding Reflective Practice Among Postsecondary (EFL) Instructors Through the Sociocultural Lens of Cultural-Historical Activity Theory.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Understanding Reflective Practice Among Postsecondary (EFL) Instructors Through the Sociocultural Lens of Cultural-Historical Activity Theory./
作者:	Alzahrani, Mohammed S.
面頁冊數:	1 online resource (121 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	English as a second language. -
電子資源:	click for full text (PQDT)
ISBN:	9798379727642

Understanding Reflective Practice Among Postsecondary (EFL) Instructors Through the Sociocultural Lens of Cultural-Historical Activity Theory.
Alzahrani, Mohammed S.

Understanding Reflective Practice Among Postsecondary (EFL) Instructors Through the Sociocultural Lens of Cultural-Historical Activity Theory. - 1 online resource (121 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2023.

Includes bibliographical references

Reflective practice is extensively discussed in the field of teacher education, and it is rapidly increasing in the field of teaching English to speakers of other languages (TESOL). However, reflective practice is still underrepresented in the literature of English as a foreign language (EFL) instruction. The purpose of this study is to understand ways, affordances, and constraints of reflective practice among postsecondary EFL instructors in the preparatory-year program (PYP) at King Abdulaziz University in Jeddah, Saudi Arabia. Cultural-historical activity theory (CHAT) was adopted as a theoretical framework that undergirds a qualitative case study design and thematic analysis. Data was purposefully collected from five experienced postsecondary EFL instructors through a series of semistructured interviews, classroom observations, and document reviews. It was found that instructors engage in diverse ways of reflective practice inside the classroom using intuitive, dialogic and translingual actions. However, they engage in limited ways outside the classroom using online surveys and formal professional meetings. Instructors' long teaching experience, sociocultural awareness, and reconceptualization were major affordances for instructors to engage in reflective practice. Course reports and technical PD were major constraints that limit instructors' engagement in reflective practice. CHAT was an effective framework to analyze reflective practice in the bound system of the PYP. This study contributes to add knowledge about reflective practice in the literature of TESOL and applied linguistics and fills a methodological gap using CHAT as a framework. The findings of this study provide practical and research implications for postsecondary EFL education in Saudi Arabia and TESOL programs in general.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379727642Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

Cultural-historical activity theoryIndex Terms--Genre/Form:

554714
Electronic books.

Understanding Reflective Practice Among Postsecondary (EFL) Instructors Through the Sociocultural Lens of Cultural-Historical Activity Theory.
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