Exploring an EAP writing teacher's adaptive expertise and adaptive teaching practices from a CDST perspective
Xiaoting Xiang1,2, Pengyun Chang3, Baohua Yu1,4
1Department of English Language Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China.
Frontiers in Psychology
|October 17, 2022
Summary
Teachers' adaptive expertise (TAE) and adaptive teaching practices (ATP) are complex and interconnected, evolving with cognitive and affective components. This study shows TAE and ATP significantly enhance English as a foreign language (EFL) learners' motivation and efficiency in academic writing.
Area of Science:
- Linguistics
- Education
- Psychology
Background:
- Teachers' adaptive expertise (TAE) is increasingly recognized in English as a foreign language (EFL) teaching.
- Existing literature rarely examines TAE in conjunction with adaptive teaching practices (ATP) during ongoing classes.
Purpose of the Study:
- To explore the complexity of TAE and ATP in an EAP writing teacher within academic writing courses.
- To analyze these phenomena from a Complex Dynamic Systems Theory (CDST) perspective.
Main Methods:
- Mixed-method design with data triangulation.
- Semi-structured interviews, classroom observations, and questionnaires.
- Thematic analysis and SPSS for data analysis.
Main Results:
- TAE and ATP exhibit non-linearity, interconnectedness, and self-organization, consistent with CDST.
- TAE comprises intertwined meta-cognitive, cognitive, affective, and social components influencing ATP.
- TAE-facilitated ATP significantly boosted EFL learners' academic writing motivation and learning efficiency.
Conclusions:
- TAE and ATP are complex, dynamic systems crucial for effective EFL academic writing instruction.
- Findings support further research on TAE and ATP within diverse contexts from a CDST viewpoint.
- Detailed examination of ATP offers pedagogical insights for tertiary EAP writing development.
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