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Reinforcing Writing in the Disciplines Courses with Collaborative Instructional Mode: An Exploratory Study

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Title: Reinforcing Writing in the Disciplines Courses with Collaborative Instructional Mode: An Exploratory Study
Language: English
Authors: Wei Yan Li (ORCID 0000-0002-1803-8088), Fang Ping Yeh (ORCID 0000-0002-0925-343X)
Source: SAGE Open. 2024 14(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, English (Second Language), Content Area Writing, Tutors, Collaborative Writing, Teacher Collaboration, English for Academic Purposes, Adjunct Faculty, Writing Instruction, Student Attitudes, Teacher Attitudes
Geographic Terms: Taiwan
DOI: 10.1177/21582440241237842
ISSN: 2158-2440
Abstract: This study examines the effectiveness of classroom-based student writing tutors with discipline-specific backgrounds as adjunct collaborators in supporting non-native English-speaking writing teachers in the disciplines. In this qualitative study, the participants' perceptions of this collaborative instructional model were evaluated through a thematic analysis of semi-structured interviews with the participating students, in-class writing tutors, and writing instructors from two discipline-specific writing courses. The findings highlighted the perceived benefits of this collaborative teaching with discipline-specific tutors and their involvement as the "pedagogical bridge" to overcome language teachers' insufficiency of disciplinary content knowledge. The findings also pointed to pedagogical challenges concerning writing variations within the same discipline and students' need for linguistic knowledge rather than discipline-specific content knowledge. Based on these findings, this study concludes with a discussion of the pedagogical implications for the effective training of discipline-based tutor collaboration and the future implementation of discipline-based writing curricula across disciplines.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440767
Database: ERIC
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  Data: Reinforcing Writing in the Disciplines Courses with Collaborative Instructional Mode: An Exploratory Study
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  Data: <searchLink fieldCode="AR" term="%22Wei+Yan+Li%22">Wei Yan Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1803-8088">0000-0002-1803-8088</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fang+Ping+Yeh%22">Fang Ping Yeh</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0925-343X">0000-0002-0925-343X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22SAGE+Open%22"><i>SAGE Open</i></searchLink>. 2024 14(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Area+Writing%22">Content Area Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22English+for+Academic+Purposes%22">English for Academic Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22Adjunct+Faculty%22">Adjunct Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
– Name: DOI
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  Data: 10.1177/21582440241237842
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  Data: 2158-2440
– Name: Abstract
  Label: Abstract
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  Data: This study examines the effectiveness of classroom-based student writing tutors with discipline-specific backgrounds as adjunct collaborators in supporting non-native English-speaking writing teachers in the disciplines. In this qualitative study, the participants' perceptions of this collaborative instructional model were evaluated through a thematic analysis of semi-structured interviews with the participating students, in-class writing tutors, and writing instructors from two discipline-specific writing courses. The findings highlighted the perceived benefits of this collaborative teaching with discipline-specific tutors and their involvement as the "pedagogical bridge" to overcome language teachers' insufficiency of disciplinary content knowledge. The findings also pointed to pedagogical challenges concerning writing variations within the same discipline and students' need for linguistic knowledge rather than discipline-specific content knowledge. Based on these findings, this study concludes with a discussion of the pedagogical implications for the effective training of discipline-based tutor collaboration and the future implementation of discipline-based writing curricula across disciplines.
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Higher Education
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      – SubjectFull: English (Second Language)
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