An autoethnographic study of a Mongolian English teacher’s journey in applying a task-based approach to an online English writing class for adult learners
dc.contributor.author | Damdin, Chuluuntumur | |
dc.contributor.supervisor | Julian Chen | en_US |
dc.contributor.supervisor | Paul Mercieca | en_US |
dc.contributor.supervisor | Sender Dovchin | en_US |
dc.date.accessioned | 2021-12-15T04:29:20Z | |
dc.date.available | 2021-12-15T04:29:20Z | |
dc.date.issued | 2021 | en_US |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/86775 | |
dc.description.abstract |
This study explores the trajectory of a Mongolian English teacher incorporating task-based language teaching (TBLT) in an online writing class. Through autoethnograpy, it deepens teacher’s pedagogical understanding of technology-mediated TBLT, grounded their first-hand experience and learner’s perceptions about this unique approach. The findings show the main challenges the teacher faced were teacher’s self-doubt and anxiety regarding TBLT, technology use and language proficiency. Overall, Mongolian learners perceived the lessons positively as it encouraged independent and reflective learning. | en_US |
dc.publisher | Curtin University | en_US |
dc.title | An autoethnographic study of a Mongolian English teacher’s journey in applying a task-based approach to an online English writing class for adult learners | en_US |
dc.type | Thesis | en_US |
dcterms.educationLevel | MPhil | en_US |
curtin.department | School of Education | en_US |
curtin.accessStatus | Open access | en_US |
curtin.faculty | Humanities | en_US |
curtin.contributor.orcid | Damdin, Chuluuntumur [0000-0001-9040-1315] | en_US |