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Beninese High School English Teachers' Prior English Writing Experiences : = Implications for Teaching Writing in English.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Beninese High School English Teachers' Prior English Writing Experiences :/
Reminder of title:	Implications for Teaching Writing in English.
Author:	Ylonfoun, Awouignandji Leopold Ebenezer.
Description:	1 online resource (214 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9798379421809

Beninese High School English Teachers' Prior English Writing Experiences : = Implications for Teaching Writing in English.
Ylonfoun, Awouignandji Leopold Ebenezer.

Beninese High School English Teachers' Prior English Writing Experiences :Implications for Teaching Writing in English. - 1 online resource (214 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ph.D.)--Indiana University of Pennsylvania, 2023.

Includes bibliographical references

This dissertation explored Beninese English teachers' prior experience in writing in English and its implications for teaching writing in English in the Benin Republic. Grounded in a social constructionist paradigm, this dissertation used a qualitative research approach with initial survey, autobiographical narrative essay, and interviews to collect and analyze data. Five high school English teachers were investigated. Analysis and interpretation of the data sources were completed narratively and thematically, highlighting how high school teachers' prior experiences in writing in English shaped their perception of writing and teaching writing in English in Benin EFL context. Findings from this study revealed that teachers' prior experiences in writing in English shaped their views of writing and writing instruction, as well as their instructional vision and instructional practices.This dissertation was divided into five chapters. Chapter One introduced the background of English education in Benin, presented the statement of the problem, the research questions, the purpose statement, and the theoretical framework, as well as the significance of the study. Chapter Two presented the historical context of Benin educational system and discussed the existent literature about teachers' prior experiences and perception of writing and teaching writing, as well as the key concepts associated to this dissertation topic. Chapter Three described methodological approaches and research design employed in this study for data collection, data interpretation, and data analysis. Chapter Four presented the findings of the study, mainly the thematic analysis of five high school English teachers' responses regarding the nature of prior experience in writing and the influence of prior writing experience on teachers' perception of writing and writing instruction. Finally, Chapter Five discussed three relevant themes that emerged from the coding system. These included a) the lack of exposure to explicit English writing instruction b) teachers' capitalization on high school writing experiences during the formulation of their perception, instructional vision, and instructional practices, and c) dispositions to teach certain writing genres as related to genre alignment. Chapter five also offered a conclusion with the study limitations and the study implications which included critical implications and implications for future research.

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

Mode of access: World Wide Web

ISBN: 9798379421809Subjects--Topical Terms:

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

Influence of prior experienceIndex Terms--Genre/Form:

554714
Electronic books.

Beninese High School English Teachers' Prior English Writing Experiences : = Implications for Teaching Writing in English.
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520 $a This dissertation explored Beninese English teachers' prior experience in writing in English and its implications for teaching writing in English in the Benin Republic. Grounded in a social constructionist paradigm, this dissertation used a qualitative research approach with initial survey, autobiographical narrative essay, and interviews to collect and analyze data. Five high school English teachers were investigated. Analysis and interpretation of the data sources were completed narratively and thematically, highlighting how high school teachers' prior experiences in writing in English shaped their perception of writing and teaching writing in English in Benin EFL context. Findings from this study revealed that teachers' prior experiences in writing in English shaped their views of writing and writing instruction, as well as their instructional vision and instructional practices.This dissertation was divided into five chapters. Chapter One introduced the background of English education in Benin, presented the statement of the problem, the research questions, the purpose statement, and the theoretical framework, as well as the significance of the study. Chapter Two presented the historical context of Benin educational system and discussed the existent literature about teachers' prior experiences and perception of writing and teaching writing, as well as the key concepts associated to this dissertation topic. Chapter Three described methodological approaches and research design employed in this study for data collection, data interpretation, and data analysis. Chapter Four presented the findings of the study, mainly the thematic analysis of five high school English teachers' responses regarding the nature of prior experience in writing and the influence of prior writing experience on teachers' perception of writing and writing instruction. Finally, Chapter Five discussed three relevant themes that emerged from the coding system. These included a) the lack of exposure to explicit English writing instruction b) teachers' capitalization on high school writing experiences during the formulation of their perception, instructional vision, and instructional practices, and c) dispositions to teach certain writing genres as related to genre alignment. Chapter five also offered a conclusion with the study limitations and the study implications which included critical implications and implications for future research.
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