About my Ed D (TESOL)

Professional doctorate

At UC, we’re committed to world-class research that has a practical and relevant impact. We’ve developed our professional doctorate programs as advanced study, designed specifically for industry and professionals.

The four-year (full-time equivalent) doctoral-level program combines research and coursework, and culminates in the submission of a dissertation (your thesis).

To improve your professional practice, we’ve designed a rigorous, industry-connected program. In addition to your coursework and research, there may be some elements of professional work or industry experience required.

A professional doctorate at UC will give you a distinct professional advantage because:

• our course is completely focused on your industry

• it builds on your professional expertise by exposing you to leadership and challenging ideas in your field

• the research you’ll undertake will be highly applicable and focused on leading improvements in your workplace or professional context.

Source: https://www.canberra.edu.au/future-students/study-at-uc/research-students/research-degrees

My Doctoral Thesis

Promoting critical thinking in language learning through computer-mediated collaborative learning : a preliminary investigation

Thadphoothon, J. (Author). 2005

Student thesis: Professional Doctorate

https://researchprofiles.canberra.edu.au/en/studentTheses/promoting-critical-thinking-in-language-learning-through-computer

                                                                                                                              Abstract

This thesis proposed a framework for conceptualizing critical thinking in language learning. A learning environment where collaborative learning and network technology were combined - computer-mediated collaborative learning (CMCL) - was set up. The main aim was to study the potential of the learning environment in promoting critical thinking (CT) in language learning. The proposed framework of CT in language learning had three aspects: (1) communication,(2) reasoning, and (3) self-reflection. The study was a qualitative one that took place between June 2003 and January 2004. Three case studies were undertaken that involved up to 90 participants, comprising students, teachers, volunteers, and the researcher. All were members of an online learning community, the Bamboo Enterprise. Students worked in groups that investigated environmental problems. The student projects were grouped into three case studies: (1) Using Collaborative Environmental Projects to Promote Communicative Language Learning and Computer Skills,(2) Using Environmental Themes in Computer-Supported Cooperative Learning to Prepare ESL Students for Academic Study in the Australian University Environment,(3) Promoting Communicative Language Learning Through Computer-Supported Cooperative Learning. Findings were based on analyses of five sources of data: (1) interviews with the student participants; (2) teachers' comments and opinions; (3) questionnaires; (4) students' overall group work; and (5) online discussions. The investigation found that, overall, the CMCL environment with its particular framework had the potential to promote CT in language learning. However, it had both strengths and weaknesses. The strengths were that it promoted the communicative use of English, encouraged critical thinking in action, and extended the students' potential to learn a second language. It also encouraged the appropriate use of technology. More importantly, this CMCL environment showed itself to be a viable method of learning and one in which both students and teachers can be empowered. However, along with these advantages, some avenues for improvement were evident. The study found that the students' grammatical accuracy was low, despite their rich vocabulary and ability to use complex language structures. Some students found working in groups challenging and some never acquired the necessary web skills. Access to the Internet was not always adequate for this type of project. In sum, the students needed more support, especially at the task level, when using this method of language learning.

Date of Award

2005

Original language

English

Awarding Institution

• University of Canberra

Supervisor

Jeremy Jones (Supervisor), Kate Wilson (Supervisor), Jacobs George, (Supervisor) & Felicia Zhang (Supervisor)

A TESOL Doctoral Degree

Walker, J. (2001). Client views of TESOL service: expectations and perceptions. International Journal of Educational Management, 15, 187-196.

Abstract

TESOL (the teaching of English to speakers of other languages) institutions, although inherently educational in character, are essentially service operations. Commercial success may depend on the word‐of‐mouth recommendations of satisfied clients. This study used focus group methodology to explore TESOL client expectations and perceptions of the service they received in New Zealand English language schools and thus to identify major determinants of client satisfaction with the service. The findings appear to confirm the key service role of the ESOL teacher in the minds of TESOL clients, not only as a classroom professional but also as a coach, counsellor and mentor. Other significant factors influencing client satisfaction included the nature of the English language school milieu and the homestay, as well as the quality of client feedback systems, service‐scape, and language school communication with the client. Tentative recommendations are offered for TESOL managers.

 

Walker, J. (2001), "Client views of TESOL service: expectations and perceptions", International Journal of Educational Management, Vol. 15 No. 4, pp. 187-196. https://doi.org/10.1108/09513540110394438