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A Qualitative Study of Out-of-class Learning Opportunities among First Year ESL Freshmen in a College Town

Lee, Yin Lam
http://rave.ohiolink.edu/etdc/view?acc_num=osu1339531130

Abstract Details

2012, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This dissertation describes a five-month qualitative study of how five ESL learners and their twenty two native speaking peers socially constructed learning opportunities in out-of-class settings in a college town in the Midwest in the 2009/10 academic year The study was driven by a gap in the literature about college level ESL learners’ social interaction and its relationship to their ESL learning. The core participants were five ESL freshmen at the college level: two from China, two from Japan, and one from Honduras. The non-core participants were twenty-two native speaking peers of the core participants, ranging from freshman to senior level at the college. The theoretical framework was built upon interactional sociolinguistics. The research design was based on ethnographic inquiry. The corpus of data included fieldnotes, interviews, diaries written by the participants, artifacts collected from the participants, and participant observations, which consisted of both audio and video recordings of the participants’ social interactions apart from class time. Microethnographic discourse analysis was used to analyze the transcriptions of participant observation, which formed the major part of the data corpus. The empirical findings of this study serve as a rich data corpus about the kinds and nature of out-of-class social events engaged by college level ESL learners. A structural pattern emerged from the discourse analysis of the participant observations, i.e., initiation, negotiation, uptake/acknowledgement (INU/A). In addition, a new framework capturing out-of-class learning opportunities was also generated through grounded theorizing. The new framework contributes to the fields of TESOL and literacy education both theoretically and empirically. On the theoretical level, it highlights that out-of-class learning is a dialogic, dialectic, and discursive process. On the empirical level, it serves as a rich data corpus documenting the out-of-class social interactions among ESL learners from January 2009 to May 2010.
Alan Hirvela, PhD (Advisor)
David Bloome, PhD (Advisor)
Caroline Clark, PhD (Committee Member)
320 p.
Education

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Citations

  • Lee, Y. L. (2012). A Qualitative Study of Out-of-class Learning Opportunities among First Year ESL Freshmen in a College Town [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339531130

    APA Style (7th edition)

  • Lee, Yin Lam. A Qualitative Study of Out-of-class Learning Opportunities among First Year ESL Freshmen in a College Town. 2012. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1339531130.

    MLA Style (8th edition)

  • Lee, Yin Lam. "A Qualitative Study of Out-of-class Learning Opportunities among First Year ESL Freshmen in a College Town." Doctoral dissertation, Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1339531130

    Chicago Manual of Style (17th edition)

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© 2012, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.