Off-campus WSU users: To download campus access dissertations, please use the following link to log into our proxy server with your WSU access ID and password, then click the "Off-campus Download" button below.
Non-WSU users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
Access Type
WSU Access
Date of Award
January 2020
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Curriculum and Instruction
First Advisor
Sandra Gonzales
Abstract
The study aims to investigate the impact of post-modern curriculum frameworks on adult ESL classroom discourse. In particular, this research documents any changes in the quality of student-to-student and student-to-teacher verbal communication in a group and dyad, respectively, as well as teacher-students interpretive discussion. A class of 15 students at a high intermediate level knowledge of English language and their teacher participated in this study. The study features a mixed-methods approach. The qualitative methods involve class observations, individual in-depth interviews and focus groups. All interviews and focus groups are recorded and transcribed for the analysis. Qualitative analysis is done using Microsoft Office tools, primarily Excel. Statistical Packages for Social Sciences (SPSS 25) software is used to analyze quantitative data collected for the study. The discussion of results and implications portray both qualitative and quantitative evidence, interpretation and connections to the literature.
Key Terms: adult ESL class, William Doll, 4 Rs, post-modern curriculum, classroom discourse, mixed-methods approach, data triangulation
Recommended Citation
Ramadan, Aisha, "The Impact Of Doll's Post-Modern Curriculum Frameworks On Adult Esl Classroom Discourse" (2020). Wayne State University Dissertations. 2423.
https://digitalcommons.wayne.edu/oa_dissertations/2423