EdD Thesis – another success: Investigating the Efficacy of Online Text Reconstruction Exercises

Congratulations to PostGraduate Researcher,  David Gann (2023) for the successful completion of his EdD thesis.

Investigating the Efficacy of Online Text Reconstruction Exercises for Facilitating the Use of Metadiscourse Markers in First-Year Japanese University Students’ Argumentative Writing. EdD thesis The Open University.

Abstract

Photo by <a href="https://unsplash.com/ja/@maxchen2k?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Max Chen</a> on <a href="https://unsplash.com/photos/lud4OaUCP4Q?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText">Unsplash</a>
  This thesis examines pedagogical merits of online text reconstruction exercises (OTREs) and examines their efficacy in teaching argumentative writing (AW) and students’ experience of learning through them. It looks at a specific type of OTRE called WebSequiturs and that application’s unique pedagogical affordances. Key research questions ask to what extent OTREs can influence EFL university students to use select metadiscourse markers (MDMs)
in written argument; and to what extent those exercises can guide students to use those MDMs appropriately. A third research question asks about students’ perceptions of their experiences completing OTREs. This study was conducted at Tokyo University of Science and involved nine students in a first-year undergraduate compulsory English course. This study strives for an interpretive understanding of participants’ experiences. Hence, I pursue this topic through action research. I also take a mixed-methods approach, using both quantitative and qualitative data. Quantitative data shows that following OTRE sessions, frequency of the use of selected MDMs in participants’ writing increased. The variety of MDMs having similar meanings likewise increased. There was also an increase in the range of communicative functions across which MDMs were used. Moreover, the unique uses of select MDMs also increased. Finally, there was an increase in appropriacy of use. Qualitative data showed that during the OTREs participants sometimes reached metalinguistic levels of awareness, as evidenced by their utterances. These utterances were frequently followed by increased levels of appropriacy of MDM use in participants’ writing. During semi-structured interviews, participants responded, evincing the view that OTREs had played an important role in their developing use of MDMs in their AW. The findings of this study suggest that OTREs are helpful in influencing English learners to become autonomous users of selected MDMs and that they can also guide learners to use MDMs appropriately. The findings also show that participants understood the purpose of the OTREs and valued the exercises for their linguistic instruction and for their collaborative qualities. In my conclusion, I recommend that universities implement programs using similar OTREs and train their teachers in how to maximise their efficacy in teaching.

You can read David’s abstract here: THESIS(GANN)C8846053.pdf (open.ac.uk)

 

 

Hot off the Press: EdD Thesis

Relationships, Assets and Social Capital: A Case Study Review of Youth Mentoring

by Dr Catherine Comfort

Abstract

Youth mentoring, where young people (mentees) work with adult mentors to achieve change, is a popular government and third sector intervention. Past research, concentrating on quantitative analysis of US programmes, concludes that mentoring achieves significant but modest change. Such research assumes that changes from mentoring can be externally identified and measured, often without hearing the views of those involved.

This study investigates the experiences and expectations of mentoring from the perspective of mentees, mentors, referring agencies and programme coordinators. Using social capital theory (Bourdieu, 1986; Coleman, 1988; Putnam, 2000), the study explores how mentoring relationships are built and their role in bringing about change.

A local authority youth mentoring programme in the UK formed the case study for investigating experiences of mentoring and perceptions of change. To allow nuanced exploration of views, an interpretive, qualitative approach was taken. Data were collected from mentors, mentees, referring agencies and coordinators via semi-structured interviews, survey, diaries, focus groups and programme feedback. Data collection and thematic analysis were informed by social capital theory.

Findings indicated that mentees actively participating in the mentoring process benefitted most. Mentees experienced unusual levels of equality in the purposeful and trusting mentoring relationship. Drawing on the relationship’s social capital, mentees enhanced their assets and enjoyed emotional support, learning and challenge. Collaborating with mentors, mentees achieved previously inaccessible outcomes. Assets developed could be used in other relationships.

The study also concludes that social capital and asset acquisition provide a theoretical basis for understanding the mentoring process. By encouraging asset and social capital exchange, mentoring develops mentees’ self-awareness, agency, and confidence, increasing the likelihood of resilience. This knowledge may be transferable to other programmes and relationships. Supporting young people’s knowledge of their needs and strengths through mentoring may contribute to their wellbeing post 2019 Covid pandemic.

You may read the full thesis here: http://oro.open.ac.uk/87092/ 

Catherine Comfort | OU people profiles (open.ac.uk)

Engaging Distance Learners in an Academic Community: Student Hub Live

Photo by Ingo Joseph from Pexels

Congratulations to Dr Karen Foley for successfully competing her doctoral thesis. You can read it here: Engaging Distance Learners in an Academic Community: Student Hub Live – Open Research Online

This is the abstract.

Abstract

In higher education (HE), studies of effective practice relating to student retention, progression and attainment suggest that student engagement is a major factor in terms of success, and this involves a sense of belonging to a community. Studies have identified initiatives that have proved successful in traditional HE contexts, however ideas of belonging and community are problematic when translated to distance-learning contexts. Many distance-learning students, who are often mature and part-time learners, appear to be successful in their studies without identifying as a student or interacting socially with others, which calls into question the way in which belonging is conceptualised in distance-learning settings. The focus of this research was to identify the value of attending specific, live, online, interactive events at Student Hub Live (SHL) which were designed by the Open University to facilitate academic community and to provide a space outside of the curriculum for students to socialise and perform other aspects of student identity that require interaction with others. Using an ethnographic approach and grounded theory methods, chatlogs of four SHL events were analysed and the emergent themes informed semi-structured interviews which were carried out with six participants, all of whom had attended SHL events. Both sets of findings were combined and further analysed using thematic network maps. The finding was that communities of practice with shared repertoires enabled students to feel a sense of belonging through participating in discussions which created a conducive learning environment to develop skills, share experiences and feel validated. Community and belonging enabled students to deeply apply learning to their studies through sharing the experience and their experiences with others. In this sense, belonging and community matter to distance-learning students but for different reasons than for face-to-face students. The findings are relevant to other distance and face-to-face HE providers who are keen to engage students in virtual extracurricular spaces to support learning and facilitate community.