Degree Type

Dissertation

Date of Award

2017

Degree Name

Doctor of Philosophy

Department

English

Major

Applied Linguistics and Technology

First Advisor

Carol Chapelle

Second Advisor

Bethany Gray

Abstract

This project formulated pedagogical principles for designing teaching materials on source use for students in college-level writing courses through major stages of materials development and evaluation. The pedagogical design principles in the development stage were theoretically informed by Systemic Functional Linguistics, Corpus Linguistics including the hypotheses in the data-driven language learning approach, and the Noticing Hypothesis in Second Language Acquisition. In the evaluation stage, the theory of action framework, which integrated the four criteria in Chapelle’s (2011) CALL task appropriateness framework into the linear logic model by Patton (2008), was used to investigate how the materials on source use that I designed and developed helped the college students in a college-level writing course at a Midwestern land-grant university improve their source use skills.

The evaluation focuses on the appropriateness of the materials on source use in the study context. A total of eight classes under the instruction of four instructors were recruited to participate in the evaluation of the materials. Both quantitative and qualitative analyses were conducted on a number of sources of data. The triangulation of the findings from the quantitative and qualitative analyses showed that the design characteristics of the materials prompted the students to focus on and notice features of source use which led to learning gains in source use although the quantitatively summarized learning gains were not statistically significant. The results also provided positive evidence of the effectiveness of the intended characteristics of the teaching materials in the students’ construction of meaning about source use in documented essays. The findings of learner fit showed most of the users’ positive perceptions of the difficulty, student engagement, and usefulness of the materials, but mixed results were also found on the guided induction approach used in the teaching materials. The quantitative and qualitative analyses of the survey and interviews revealed the positive impacts of the experiences with the materials on both the instructors and the students. Based on these findings, several implications for pedagogical principles of materials design and implementation for students in college-level composition courses, and future CALL evaluation study are given at the end of the dissertation.

Copyright Owner

Huong Thi Tram Le

Language

en

File Format

application/pdf

File Size

410 pages

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