A Phenomenographic Exploration of Female Arab Second Language Writers' Experiences with Information in an EAP Writing Course

Autor/in	Kocatepe, Mehtap
Titel	A Phenomenographic Exploration of Female Arab Second Language Writers' Experiences with Information in an EAP Writing Course
Quelle	In: Journal of College Reading and Learning, 50 (2020) 4, S.220-243 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kocatepe, Mehtap)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2019.1582373
Schlagwörter	Females; Arabs; Undergraduate Students; English for Academic Purposes; Academic Language; Second Language Learning; Semitic Languages; Writing Instruction; Information Literacy; Credibility; Concept Formation; Student Experience; Cultural Background; Behavior Standards; Social Behavior; World Views; Context Effect; Foreign Countries; United Arab Emirates (Abu Dhabi) + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Arab; Araber; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Zweitsprachenerwerb; Arabisch; Hebräisch; Schreibunterricht; Informationskompetenz; Glaubwürdigkeit; Concept learning; Begriffsbildung; Studienerfahrung; Social behaviour; Soziales Verhalten; World view; Weltanschauung; Ausland
Abstract	Information literacy is a context-driven social practice that refers to the ways individuals experience information and create meanings regarding this experience. While much has been reported on information literacy in language learning contexts, not much has been written about how information is experienced. This paper reports on a phenomenographic study of how tertiary level female Arab EFL (English as a Foreign Language) learners conceptualize and engage with information in an undergraduate EAP (English for Academic Purposes) writing course. Working with the assumption that experience refers to the internal relationship between an individual and the world, the study investigated the variation in the meanings students assigned to information as they participated in the course. Data collected via interviews and learner reflective journals over 16 weeks suggested that students experienced information in three ways: as an already existing entity, as legitimizing academic voices, and as creating connections between self and other. The study found that students' experiences of information were grounded in familiar local Discourses as well as the assumptions and practices which the course made available. Students were information literate within the context of this particular writing course, adopting the identities and engaging in the practices that the course presented as desirable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01