This study investigates the relationships between ESL teachers' beliefs about writing instruction and their use of computer technology in the first-year composition classroom. Utilizing a sociocultural approach, the study analyzes the connections between ESL teachers' instructional beliefs and the technological practices that emerge as a result of these beliefs and decisions. Qualitative research was conducted, and data was collected through classroom observations, teacher interviews, and course materials.
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- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 161-168)Note typebibliography
- Field of study: English