Author

Seiko Hayashi

Date of Award

10-2019

Culminating Project Type

Thesis

Degree Name

English: Teaching English as a Second Language: M.A.

Department

English

College

College of Liberal Arts

First Advisor

James Robinson

Second Advisor

Choonkyong Kim

Third Advisor

James Heiman

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

academic writing, ESL writing courses, TA, belief, knowledge

Abstract

The purpose of this study is: (1) to develop a comprehensive model that describes TAs’ beliefs and knowledge about ESL writing courses in a categorized manner and (2) to examine the categories of TAs’ beliefs and knowledge and find the relations between them, with the goal of better harmonizing TAs’ beliefs and knowledge and consequently developing the ESL writing program in a university. The participants were nine TAs enrolled in the MA TESL program in the university. Data was gathered through one-on-one semi-structured interview, and a comprehensive model with nine categories of TAs’ beliefs and knowledge was developed. The model showed that seven of the categories were connected well with each other; however, the other two categories were not well connected to the others. In this paper, the TAs’ beliefs and knowledge is described according to the nine categories, and following this, the two disconnected categories are close looked at and the implications are considered.

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