Looking into the Role of the Exploratory Action Research (EAR) in Developing an Autonomous Learning Academic Writing Course

In the context of curriculum development, action research has been argued to be not only an effective method of systematic inquiry into teaching practices but also a relevant tool for their improvement. The authors present their project that uses the EAR model to develop, implement, and evaluate an autonomous learning (AL) computer-assisted academic writing (English) course. To implement this course, we build on our experience of teaching and evaluating academic writing courses. The teaching methodology for our AL course is informed through task-based process writing instruction and learner autonomy.

The paper reports the results of the exploratory stage of the project and its effects on both teachers and students. The goal of this stage is to gain an in-depth understanding of the teaching situation, students’ needs, and a changed role of a teacher to refine a research question and envision further exploratory cycles. At this stage, we used the following course-embedded evaluation techniques: course registration survey, student opinion survey, follow-up interviews, and teachers’ reflections. Results elicit the beneficial nature of teacher-student dialogue about the course, increased reflectivity and awareness of the learning and writing processes, and increased empowerment – all reported by both students and teachers. The EAR model is a promising tool for the development of innovative writing courses at the departments of foreign languages of European universities.

Referent/in - Presenter/s

  • Tetyana Müller-Lyaskovets (TU Dortmund)
  • Meni Syrou (TU Dortmund)
  • Olena Horner (University of Minnesota-Twin Cities, USA)

Zeit / Time

  • Samstag / Saturday, 2.3.2019
  • 12:15 - 12:50 Uhr

Raum / Room

GW2 B3.770

Sprache / Language

Englisch / English