Toward better English for research publication purposes practices through the lens of activity theory: A case study of a cross-disciplinary graduate writing course in Taiwan

2021 ◽  
pp. 233-256
Keyword(s):  
Activity Theory ◽  
Research Publication ◽  
Writing Course

scholarly journals An English for Research Publication Purposes Course: Gains, Challenges, and Perceptions

2019 ◽  
Vol 18 ◽  
pp. 198-219 ◽  
Author(s):  
Frank Giraldo
Keyword(s):  
Language Proficiency ◽  
Academic Writing ◽  
Holistic Approach ◽  
Positive Perception ◽  
Research Publication ◽  
Research Attention ◽  
Considerable Research ◽  
Depth Interview ◽  
Writing Course

Academic writing for scholars wanting to publish in English has gained considerable research attention in academic writing circles. This article reports the findings of a case study on the gains, challenges, and perceptions about writing in English that a group of scholars had while taking an academic writing course. Two questionnaires, an in-depth interview, and a teacher-researcher’s journal were used for data collection. The findings emphasize gains emerging from genre-based pedagogy as a holistic approach to academic writing and usefulness of teaching strategies for writing. The study reports time, discipline, and language proficiency as challenges to overcome. Finally, the participants report differing views towards peer feedback and a predominantly positive perception of English as the language for scientific writing.

Open and Distance Learner Engagement with Online Mediation Tools: An Activity Theory Analysis

Open Praxis ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 469
Author(s):  
Judy Corinne Noeline Pullenayegem ◽  
K. Radhika M. De Silva ◽  
Buddhini Gayathri Jayatilleke
Keyword(s):  
Activity Theory ◽  
Process Approach ◽  
Learning Context ◽  
Theory Analysis ◽  
Learner Engagement ◽  
Distance Learner ◽  
Log Files ◽  
Writing Course ◽  
Open And Distance Learning ◽  
Theory Framework

This paper presents the results of a study conducted to ascertain the extent to which participants studying in an open and distance learning context utilized the mediation tools provided in an Advanced Writing Skills course, conducted in a blended-learning mode in Sri Lanka. Sixty-four participants engaged in the online component of the writing course using the Process Approach. The course consisted of seven sessions; four addressing the stages of the Process Approach to writing an essay, and three practice sessions. Data were gathered from log-files of the Learning Management System, questionnaires, and interviews related to five mediation tools provided to learners. The data were analyzed utilizing Engeström’s activity theory framework (1987); with focus on the contradictions that emerged in the use of each tool. First, the contradictions that emerged in participants’ engagement with the tools is presented, secondly, the factors that need to be taken into account to ensure greater engagement.

scholarly journals A framework to study learning in a complex learning environment

2013 ◽  
Vol 12 (1) ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Environment ◽  
Activity Theory ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Experience ◽  
Complex Learning ◽  
Complex Computer

This paper presents a framework for analysing variations in the ways in which students experience learning in complex, computer-supported environments. It involves an application of phenomenography extended to encompass the content of the learning as well as its context. Concepts from activity theory are drawn upon to enlarge the scope of phenomenography. By applying this framework, researchers, as well as course organisers, may gain insights into how courses are experienced by the participants and can thus develop these in a way that will be perceived as improvement by the course participants. Within this predominantly phenomenographic approach, the focus is upon the content of the learning experience, giving the ability to relate learning outcomes to the experience of the learning environment. Hence, insights can be gained that can help to improve learning environments and thereby outcomes. A case study illustrating the kinds of results than can be obtained when using the framework is provided.DOI: 10.1080/0968776042000211539

Developing a Writing Course for State Employees: A Case Study

1982 ◽  
Vol 12 (2) ◽  
pp. 103-114 ◽  
Author(s):  
William J. Rothwell
Keyword(s):  
Federal Agency ◽  
Course Development ◽  
Writing Program ◽  
Writing Course ◽  
The Future ◽  
State Employees

Government writing has often been called gobbledygook—vague, windy, and pretentious prose thrust on unwilling readers [1]. Nowhere, it seems would a writing course hold such rich promise as in a state or a federal agency. While many of these programs have been conducted [2], there is little in print on designing them or on dealing with the management or course development problems unique to them.1 This case study will document the effort to design and conduct such an in-house writing program. It will provide resource materials and strategies for those who, in the future, will be faced with developing and delivering such courses.

scholarly journals A CHAT Approach to Understand Framing in Digital Service Innovation

2019 ◽  
Vol 1 (1) ◽  
pp. 3031-3040
Author(s):  
Nick Sturkenboom ◽  
Ehsan Baha ◽  
Rebecca Price ◽  
Maaike Kleinsmann ◽  
Dirk Snelders
Keyword(s):  
Reflective Practice ◽  
Activity Theory ◽  
Service Innovation ◽  
Third Wave ◽  
Design Practice ◽  
Digital Service ◽  
The Third ◽  
Activity Awareness ◽  
Cultural Historical Activity

AbstractWithin the third wave of digital service innovation, framing is becoming increasingly complex. Accordingly, design practice finds itself in a transition from designing single service solutions that are shared, to designing systemic solutions that are shareable. We report a case study in which we use Cultural Historical Activity Theory (CHAT) to analyze the framing process that a designer went through when designing a digital service for a Connected Care startup. Results show the importance of the designer's activity awareness and the challenge of dealing with relational complexity when framing the digital service innovation. With this work, we hope to inspire researchers and practitioners with the potential that CHAT has to offer for the reflective practice in digital service innovations.

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