English for Academic Purposes (EAP) teachers' use of e-learning technology: acquisition, attitudes and approaches

随着技术在教育中的使用越来越广泛，现在人们期望EAP的学生和教师熟悉并定期使用新技术。然而，对EAP教师掌握数字技能和使用电子学习工具的研究还不够深入。在拟议的研究中，“电子学习”将被用来涵盖与电子学习有关的各种术语，因为这是大多数教师所熟悉的一个术语。这项博士建议的基本原理是侧重于EAP教师在使用电子学习技术时获得和发展熟悉度的方式，他们对使用它的态度，以及在课堂上使用的方法。文献表明，关于在EAP教学中使用技术的研究正在发展中(Gilbert，2013；Walker&White，2013；Timmis，2015；Barrett&Liu，2016)。然而，关于EAP教师在发展他们对网络学习技术的熟悉和实际应用方面的看法的研究却很少。最近，人们关注EAP从业者的具体角色、他们的身份和他们的工作范围(Martin，2014；Campion，2016；Charles&Pecorari，2016；Ding&Bruce，2017)，因此这项研究将有助于这一新兴领域。我与英国国内外EAP部门的许多工作人员都有联系，我可以要求他们参与这项研究。研究的目的、目的和贡献研究的目的是调查：-英语教师如何使用电子学习技术以及他们认为它的教学价值是什么？-英语教师对在他们的教学中使用电子学习技术有什么看法/态度？-英语教师进行了哪些非正式和正式的专业发展，以支持他们使用电子学习技术进行会话教学？这项研究的目的是对EAP教学实践领域和EAP从业者的身份进行深入探讨。调查专业发展的影响将通过确定最佳做法来支持教师。研究方法本研究的认识论和本体论基于建构主义范式，即“个体寻求对他们生活和工作的世界的理解”和“寻找观点的复杂性”(Creswell，2014：8)。由于EAP教师对网络学习技术的态度和经历是需要研究的，作为研究者，我的意图是从现实生活和生活的多个角度来解读数据。因此，将采用一种混合方法，收集定量和定性数据。定量调查将使我能够从广泛的参与者那里获得信息，还将进行课堂观察和访谈，以获得详细的见解并对数据进行三角划分。时间数据收集应在研究的第一年和第二年的夏季月份的EAP学前课程之前和期间进行。这一纵向办法将允许采用所有数据收集方法，并收集关于在这段时间内进行的任何专业发展的影响的信息。由于暑假通常是EAP教师最忙的时期，我意识到教师参加的时间有限，因此将在更早的阶段建立联系。在收集任何数据之前，应征得机构和参与者的同意，以确保遵守道德程序。调查项目和面试问题也将在最初一年进行试用期。在第二年收集数据后，将在第三年对结果进行整理和记录。

As the use of technology within education has become more widespread, there is now an expectation that EAP students and teachers are conversant in new technologies and use them on a regular basis. However, a focus on the acquisition of digital skills and use of e-learning tools by EAP teachers is under researched. Within the proposed research, 'e-learning' will be used to encompass the various terms related to electronic learning on the basis that this is the one with which most teachers are familiar. The rationale of this PhD proposal is to focus on the ways in which EAP teachers acquire and develop conversancy in using e-learning technology, their attitudes towards using it and also the approaches used within the classroom. The literature indicates there is a developing body of research on the use of technology within EAP teaching (Gilbert, 2013; Walker & White, 2013; Timmis, 2015; Barrett & Liu, 2016). However, there is a paucity of studies regarding EAP teachers' views on their development of conversancy in, and actual application of e-learning technology. There has been a recent focus on the specific role of the EAP practitioner, their identity and their working remit (Martin, 2014; Campion, 2016; Charles & Pecorari, 2016; Ding & Bruce, 2017) and this research therefore will contribute to this emerging field. I have contacts with numerous staff in EAP departments within the UK and also abroad, who I can request to participate in the study. Aims, objectives and contributionThe aim of the research is to investigate: - how do EAP teachers use e-learning technology and what do they consider to be its pedagogical value?- what are EAP teachers' views / attitudes towards using e-learning technology in their teaching? - what informal and formal professional development have EAP teachers undertaken to support their conversancy teaching using e-learning technology?This research will aim to provide an in-depth exploration to the field of EAP teaching practice and the identity of an EAP practitioner. Investigation into the impact of professional development will support teachers through the identification of best practice. MethodologyThe epistemology and ontology of the research is based on the constructivist paradigm whereby 'individuals seek understanding of the world in which they live and work' and 'look for the complexity of views' (Creswell, 2014:8). As the attitudes and experiences of EAP teachers in relation to e-learning technology are to be studied, my intention as researcher is to interpret the data from multiple real life and lived perspectives. As such a mixed methods approach, collecting both quantitative and qualitative data, will be employed. A quantitative survey will enable me to access information from a wide range of participants, classroom observations and interviews will also be undertaken to gain detailed insights and triangulate the data. TimetableData collection is due to take place prior to and also during EAP pre-sessional courses in the summer months during the first and second years of the study. This longitudinal approach will allow for all data collection methods to take place and also gather information on the impact of any professional development undertaken within the time period. As the summer is generally the busiest period for EAP teachers, I am conscious of time constraints for teachers to participate and therefore will establish contact at an earlier stage. Institutional and participant consent will be obtained prior to any data collection to ensure ethical procedures are followed. The survey items and interview questions will also undergo a trial period in the initial year. Following data collection in the second year, the results will be collated and written up during the third year.