Amira El-Soussi
Department: Graduate School of Education (EdD TESOL)
Discipline: Graduate School of Education
Research Centre/Unit: Graduate Research School
Project Summary
Project 1:
Teachers’ Perspectives on Motivational Challenges and Strategies in EFL Writing Classes in Higher Education Institutions in the UAE
Abstract
Even though there is a wealth of research on writing techniques as well as L2 motivation, research on writing motivation and motivational strategies remain underexplored (Bruning & Horn, 2000; Lee et al., 2018). Unfortunately, even the limited research on writing motivation focuses on exploring students’ views, paying little attention to teachers’ perspectives despite the central role they play in students’ learning experiences. To fill this important gap, this study investigates how teachers perceive their students’ writing motivation and the strategies they employ to enhance this motivation. In this exploratory study, semi-structured interviews were used to collect qualitative data from four English writing instructors at three private universities in the UAE. Findings show that, according to these instructors, most students experience low levels of writing motivation. Instructors report encountering several student motivational challenges related to student intrinsic motivation, cost of writing, value of writing, and self-efficacy, and expectancy. To address these motivational issues, the instructors ensure providing a pleasant and supportive atmosphere, stimulating and enjoyable writing, effective teaching, autonomous learning, and constructive feedback. More L2 motivation research should be done in writing contexts, considering teachers’ experiences in dealing with the complexities they encounter in their classrooms. Teachers’ perspectives and practices will provide a wider picture of learner motivation, indicate where support is needed, and become the base for new professional development experiences.
Project 2:
Doctoral Students at a Distance: Voicing their Challenges and Needs
Abstract
Distance education is expanding in current higher education systems as it offers a suitable approach for masses of degree-seeking students who cannot be present in a residential setting. However, despite the extensive work done by educational theorists to enhance the rigour and credibility of distance doctoral education, many students face issues of exclusion and inequity that affect their educational experience. Studies on distance doctoral education investigating students’ concerns and needs are scarce in the literature. To fill this important gap, this study aims to examine, from a critical perspective, what these students struggle with by allowing them to voice their concerns and propose some actions instrumental in enhancing their experiences. In this exploratory study, semi-structured interviews were used to collect qualitative data from five doctoral students residing in the UAE and pursuing their degrees in four well-established UK universities. Findings show that most students experience much frustration, a sense of isolation, and low levels of motivation due to issues related to their connectedness with their peers, supervisors, and university in addition to the legitimacy of their degrees. Results stress the need for educators to respond to the demands of distance doctoral students by establishing web-based communities with frequent contact with faculty and peers to support them as they deal with the complexity of research obligations and help enhance retention. More research is needed to uncover distance doctoral students’ challenges and needs to help indicate where support is needed and give more insights for educators and program designers to enhance the quality of distance education and make it more accessible, inclusive, and egalitarian.
Project 3:
The Shift from Face-to-Face to Online Teaching:
Its Impact on Higher Education Faculty's Professional Identity
Abstract
With the developments in distance education over the past two decades, research has been giving increasing attention to online learning. Most studies have mainly focused on researching online education from the students' point of view, while less attention has been paid to teachers' voices and their teaching practices and roles in the online environment. With the COVID- 19 outbreak in March, face-to-face education systems had to undergo an emergency shift to online education to ensure students receive their education under safe conditions. Immediate changes in restructuring classes to full-time online modes demanded fast learning of new technologies and the development of new professional identities in most cases. Moving from face-to-face to online teaching, teachers experience a completely different educational context which might impact their roles, beliefs and practices (Baran et al., 2013), and the way they handle this change is still unclear (Jonker et al., 2018). Given the scarcity of research on the impact of the shift from face-to-face to online teaching on teacher professional identity, it is time to incorporate teachers' voices and practices in the research process. To fill this important gap, this study examined teachers' views of how the move online affected their professional identity, namely their beliefs and roles. Semi-structured interviews were used to collect qualitative data from four faculty members working at different UAE universities. Findings showed teachers' professional identity underwent some phases of instability as tensions arose between the way they viewed themselves, their beliefs, and their practices in the online environment. In response to the ambiguity and challenges imposed by the new context, teachers adapted and adopted various pedagogical, managerial, and social roles and practices. Program designers may use the findings when planning online support programs to help teachers maintain coherent professional identities.
Supervisory Team
Project 1:
Prof. Dongbo Zhang. (University of Exeter)
Dr. Philip Durrant. (University of Exeter)
Project 2:
Dr. Salah Troudi. (University of Exeter)
Project 3:
Dr. Susan Riley (University of Exeter)
Authored Publications/Reports
AmiraEl-Soussi (2021) Teachers’ Perspectives on Motivational Challenges and Strategies in L2 Writing Classes at Higher Education Institutions in the UAE, THE JOURNAL OF ASIA TEFL, Volume 18 Number 1, Spring 2021, Pages 1-389, 57-75
