آمار
| تعداد نشریات | 5 |
| تعداد شمارهها | 116 |
| تعداد مقالات | 1,350 |
| تعداد مشاهده مقاله | 1,360,317 |
| تعداد دریافت فایل اصل مقاله | 1,307,981 |
Transition to PhD Program in TEFL: A Cross-Sectional Account of Students' Concerns | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 7، دوره 7، شماره 2 - شماره پیاپی 14، آذر 2019، صفحه 83-98 اصل مقاله (327.83 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2019.26672.1148 | ||
| نویسندگان | ||
| Javad Gholami* 1؛ Mahsa Alinasab2؛ Saeed Ayiewbey2؛ Mohammad Nasimfar3 | ||
| 1Associate Professor of TESOL, Urmia University, Urmia, Iran | ||
| 2PhD Candidate of TEFL, Urmia University, Urmia, Iran | ||
| 3PhD Candidate in TEFL, Urmia University, Urmia, Iran | ||
| چکیده | ||
| Nowadays, studying in higher education is not as uncomplicated as it seems to be, particularly in PhD programs. Given the complex interplay of multiple variables affecting one’s experience in such programs, there is a mounting need for probing more into the ways in which PhD students’ lives are affected by these factors, and how their transition trajectories emerge. The present study explored the elements which shape PhD students’ lives, and how they interact with each other. Employing an ecological model framework, this cross-sectional study investigated how present as well as graduate students’ lives were affected in different phases of the program. To this end, ten PhD students or graduates of Teaching English as a Foreign Language (TEFL), representing early, mid, and completion phases of the program, were interviewed to qualitatively elicit the views they harbor toward the program. The findings emanating from the content analysis of the interview transcripts revealed that multiple factors in tandem mold students’ perceptions of the program. The most notable extracted themes embraced dissatisfaction with academic procedures, satisfaction with university professors, and challenges related to the students’ private lives. | ||
| کلیدواژهها | ||
| Ecological model؛ Experiences؛ PhD students؛ TEFL؛ Transition | ||
| مراجع | ||
|
Anderson, V. (2014). ‘World-travelling’: A framework for re-thinking teaching and learning in internationalized higher education. Higher Education, 68(5), 637–652.
Gayle, V., & Lowe, J. (2007). Exploring the work/life study balance: the experience of higher education students in the Scottish Further Education College. Journal of Further and Higher Education, 31(3), 225-238.
Hansen, W. G., &Herrman, J. K. (2016). Does external funding push doctoral supervisors to be more directive? A large-scale Danish study. Higher Education, 1-120. doi:10.1007/s10734-016-0052-6.
Hartley, M., Gopaul, B., Savintayeva, A., &Apergenova, R. (2015).Learning autonomy: Higher education reform in Kazakhstan.Higher Education, 72(3), 277-289.
Jiani, A. M. (2016). Why and how international students choose Mainland China as a higher education study abroad destination. Higher Education, 1-17.
Landis, J. R., & Koch, G.G. (1977).The measurement of observer agreement for categorical data. Biometrics, 33(1), 159–174.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, England: Cambridge University Press.
McDermott, R. (1999). Learning across teams: How to build communities of practice in team-based organizations. Knowledge Management Review, 8, 32-36.
O’Donnell, V.,&Tobbell, J. (2007). The transition of adult students to higher education: Legitimate peripheral participation in a community of practice? Adult Education Quarterly, 57(4), 312-328.
O’Donnell, V., Tobbell, J., Lawthom, R., &Zammit, M. (2009). Transition to postgraduate study: Practice, participation and the widening participation agenda. Active Learning in Higher Education, 10(1), 26-40.
Reed‚ E. S. (1996). Encountering the world: Toward an ecological psychology. New York: Oxford University Press.
Roska, J., Trolian, L. T., Blaich, C., & Wise, K. (2016). Facilitating academic performance in college: Understanding the role of clear and organized instruction. Higher Education, 1-18. Doi: 10.1007/s10734-016-0048-2.
Seeto, W. T., Homewood, J., Thogersen, J., Trawoger, J. C., Manathunga, C., Reid, A., & Holbrook, A. (2014). Doctoral supervision in a cross-cultural context: Issues affecting supervisors and candidates. Higher Education Research & Development, 33(3), 610- 626.
Shank, M. D., Walker, M., & Hayes, T. (1995). Understanding professional service expectations: Do we know what our students expect in a quality education? Journal of Professional Services Marketing, 13(1), 71-83.
Son, B. J., & Park, S. S. (2015). Academic experiences of international PhD students in Australian higher education: From an EAP program to a PhD program. International Journal of Pedagogies and Learning, 9(1), 26-37.
Tobbell, J., O’Donnell, V., &Zammit, M. (2010). Exploring transition to postgraduate study: Shifting identities in interaction with communities, practice and participation. British Educational Research Journal, 36(2), 261-278.
Tobbell, J.,& O’Donnell, V. (2013). Transition to postgraduate study: Postgraduate ecological systems and identity. Cambridge Journal of Education, 43(1), 123-138.
Turner, G. (2015).The research student journey.Higher Education Academy.Retrieved from https://www.heacademy.ac.uk/sites/default/files/pres_2015.pdf.
Van Lier, L. (2002). An ecological-semiotic perspective on language and linguistics. In C. Kramsch (Ed.), Language acquisition and language socialization: Ecological perspectives(pp. 140-164). London/New York: Continuum.
Van Lier, L., (2004). The ecology and semiotics of language learning: A sociocultural perspective. Norwell: Kluwer Academic Publishers.
Wenger, E. (1998). Communities of practice. Cambridge, England: Cambridge University Press.
West, A. (2012). Formative evaluation of the transition to postgraduate study for Counselling and Psychotherapy training: Students’ perceptions of assignments and academic writing. Counselling and Psychotherapy Research, 12(2), 128-135. | ||
|
آمار تعداد مشاهده مقاله: 931 تعداد دریافت فایل اصل مقاله: 584 |
||