Coventry University: E-Journals
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Rising to the Challenge: Ireland’s Pharmacy Education Practice-Based Learning Response to the COVID-19 Pandemic
Get PDFLegal and criminal prosecution of disinformation in Spain in the context of the European Union
Get PDFWriting for Architecture and Civil Engineering: Comparing Czech and Italian Students’ Needs in ESP
Get PDFThis study is an investigation into the perceived ESP writing needs of students of architecture and civil engineering in two European Universities where English has become the language to promote internationalization, namely, the University of Pavia and Brno University of Technology. The research presented is done in the framework of an EU-funded project – Becoming A Digital Global Engineer, BADGE, aimed at improving the quality of language and communication skills of engineering students in Europe. It is also done with reference to the Global Engineers Language Skills Framework, GELS, an adapted version of CEFR language proficiency levels for engineers. Results contributed information about written genres and the digital technology used by students for writing, pointing to preferred genres in the engineering/architecture fields and the impact of digital tools on students’ writing habits. The results are discussed as an opportunity to reflect on the students’ needs, both specific to the individual teaching contexts and across them, and make suggestions for ESP writing pedagogy
Review of What is Good Academic Writing eds. Whong & Godfrey
No full textThis is a book review of What is Good Academic Writing? Insights into Discipline-Specific Student Writing by Michèle le Roux.
Simulation-based Learning Experiences in Stuttering Management Delivered Online: What Do Students, Clinical Educators and Simulated Patients Think?
Get PDFSpeech pathology students are required to demonstrate competency across a range of practice areas. There are, however, limited opportunities for students to access clinical placements in the area of stuttering. Simulation-based learning (SBL) activities have proven to be effective in increasing students’ clinical experience in this area. Due to the COVID-19 pandemic, the delivery of in-person SBL programs was not feasible, resulting in a shift to online provision. The aim of this study was to investigate the perceptions of students, clinical educators and simulated patients who participated in an online adult stuttering SBL experience. Ten first-year graduate entry Masters program speech pathology students participated in the study alongside four clinical educators and four simulated patients. The experience involved two online SBL sessions and one online tutorial via videoconferencing from separate locations. Each participant group engaged in focus group interviews exploring their perceptions of the online SBL activity. Thematic network analysis of the focus group interview data was conducted. Overall interpretation of the data from the perspectives of students, clinical educators and simulated patients revealed an overarching global theme that online SBL offers a positive, comfortable and comparable experience to enable students to build client-centred, clinical and telepractice skills. The positive outcomes of this study suggest that together with in-person clinical experiences, online SBL has an important role in the education of speech pathology students.
Using a Literacy Tutor's Reflexive Journaling for Addressing L1 Literacy Gaps in a Central Asian EMI University
Get PDFLiteracy support in an EMI university in Central Asia (CA) helps students with the challenging linguistic demands of tertiary study in a second (foreign) language (L2). As Kazakhstan's post-Soviet education system (Yassukova, 2020) lacks significant first-language (L1) reading-to-write education (Keck, 2014; Friedman, 2019), English L2-literacy development has become even more difficult when compared to other regions of the world. Students’ literacy capabilities need to be investigated by L2-literacy tutors in order to scaffold learning better. Questions emerge as to whether it would help that the tutor had developed her L1 literacy through the same (but chronologically-earlier) system. To unpack this question, research can draw on perspectives in language socialisation (LS) (Duff, 2012), which sees learning environments as dynamic socially/culturally situated processes. To this end, this study looks at one L2-English literacy tutor's (author 2) experiences in a tertiary Foundation writing course. The goal was to see how the tutor’s interpretations of classroom literacy problems could inform the teaching of low L1-literacy students’ writing and metalanguage. For this purpose, we studied the reflective journaling (Burton, 2005) of the tutor who wrote reflective journals during a semester-long course in early 2020. The findings indicate that reflexivity can help a tutor find solutions, and that a similarity of background seems to help a local literacy tutor understand, and respond to, many of their students’ needs
Academic Writing in Times of Crisis: Refashioning Writing Tutor Development for Online Environments
Get PDFThis paper builds on a discussion launched by the EATAW 2021 conference panel, ‘Writing Tutor Development: Challenges and Opportunities in the Current State of the Art’. As a critical discussion of the panel’s themes, the paper engages with academic writing in times of crises by zooming in on infrastructures of writing support, namely the complex system in which Academic Writing Tutoring takes place, contextualised within the Centre for Academic Writing (CAW) at Coventry University, UK. Beginning with a consideration of what constitutes a ‘writing tutor’ in contemporary contexts and at CAW, the paper outlines a range of academic writing support identities and roles, unravels the institutional drivers that shape them, and offers perspectives on reconciling apparently disparate roles. Next, the paper addresses the issue of agency in terms of the challenges of enculturating writing tutors into communities of practice, discourse communities, and research networks. This is done with a view to reflecting on the practices in CAW and beyond, thus demonstrating the need for varied development and support pathways to facilitate the move towards online delivery amid, and after, a time of global crisis, namely, the COVID-19 pandemic. The discussion centres on how challenges can be overcome through sustained professional development, focusing on the role of technology in not only refashioning academic writing support, but also the roles and practices of Academic Writing Tutors at CAW. Issues of digital pedagogies, technologies, and digital literacies permeate this discussion of the online pivot and crisis pedagogies, offering analysis, reflections, and questions to guide future directions in (online) Academic Writing Tutor development and Academic Writing (crisis) Pedagogies research