國立虎尾科技大學 |

Autobiographical Writing for Adult Newcomer English Language Learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Autobiographical Writing for Adult Newcomer English Language Learners./
作者:	Zhang, Yiran.
面頁冊數:	1 online resource (333 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380837705

Autobiographical Writing for Adult Newcomer English Language Learners.
Zhang, Yiran.

Autobiographical Writing for Adult Newcomer English Language Learners. - 1 online resource (333 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

Includes bibliographical references

Motivated by the Language Instruction for Newcomers to Canada (LINC) program's autobiography component, which asked newcomer learners to share their life stories, this study investigates the impact of practicing autobiographical writing on adult newcomer learners' English learning and their identities and self-reflections. Using a multi-staged action research design, this study involved a six-week autobiographical writing class I taught to eight volunteer learners, using lesson plans informed by interviews I had conducted with experienced English language instructors. This study includes the following data: instructor participant interviews (n=8), lesson plans and revision documents, learner pre- (n=8) and post-course interviews (n=4), learners' written work produced in the course, and my reflections as the researcher, designer of the curriculum, and instructor of the course. Qualitative analysis of the data and the case studies of the focal learners reveal that autobiographical writing can support adult newcomers' English learning and positively influence their identities and self-reflections. The findings in this dissertation call into question the LINC program's decision to eliminate autobiography as a required component since it can help amplify learner voices and support their self-expression. As such, this study advocates for complementary research to engage more participants and various stakeholders to further examine the impact of autobiographical writing on language learners.

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

Mode of access: World Wide Web

ISBN: 9798380837705Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Autobiographical writingIndex Terms--Genre/Form:

554714
Electronic books.

Autobiographical Writing for Adult Newcomer English Language Learners.
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500 $a Advisor: Kerekes, Julie.
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504 $a Includes bibliographical references
520 $a Motivated by the Language Instruction for Newcomers to Canada (LINC) program's autobiography component, which asked newcomer learners to share their life stories, this study investigates the impact of practicing autobiographical writing on adult newcomer learners' English learning and their identities and self-reflections. Using a multi-staged action research design, this study involved a six-week autobiographical writing class I taught to eight volunteer learners, using lesson plans informed by interviews I had conducted with experienced English language instructors. This study includes the following data: instructor participant interviews (n=8), lesson plans and revision documents, learner pre- (n=8) and post-course interviews (n=4), learners' written work produced in the course, and my reflections as the researcher, designer of the curriculum, and instructor of the course. Qualitative analysis of the data and the case studies of the focal learners reveal that autobiographical writing can support adult newcomers' English learning and positively influence their identities and self-reflections. The findings in this dissertation call into question the LINC program's decision to eliminate autobiography as a required component since it can help amplify learner voices and support their self-expression. As such, this study advocates for complementary research to engage more participants and various stakeholders to further examine the impact of autobiographical writing on language learners.
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