Following Stenhouse's view that evaluation should serve 'curriculum betterment' (1975),this article reports on an action research project which evaluated a pedagogic model for EAP at a UK university: the 'oral presentation sandwich' was a curriculum innovation aimed at developing L2 students' argumentation through a process writing approach. The
innovation introduced an oral presentation between the first and second drafts. Theevaluation drew on Crabbe's construct of quality in ELT which views learning opportunities from theoretical, cultural, and management perspectives (2003). Data from student questionnaires, a student focus group, interviews with lecturers, notes from staff meetings,and an ethnographic case study of one student's experience of the model were triangulated and the learning opportunities it presented were examined. Findings reveal that the students' take-up of learning opportunities did not match those intended in the design, suggesting a lack of congruence between students' and lecturers' value systems: first, while lecturers viewed the oral presentation as a vehicle for developing argumentation,
students viewed it as a performance-based assessment; second, while lecturers focussed on argumentation in feedback on drafts, students focussed on accuracy in their revisions. I propose changes to the model, and discuss implications for teaching argumentation, developing EAP and course design.

This article considers how course design accommodates the adaptation of L2 students into the early stages of the master's dissertation (Social Sciences and Humanities) at a UK university. I present a contrastive process-oriented analysis of two students' experiences on different courses, extracted from a 13-month ethnographic study in which students' self-reports (journals; interviews) were triangulated with their assignments, interviews with lecturers and classroom observation. I identify two ‘literacy events’ in the early stages: discussing the topic and preparing the proposal. In order to make visible these events, I deploy Lave and Wenger's Community of Practice model, while taking a post-structuralist view of learning as a dynamic between language, identities, power relations, affordances and agency. Findings show unequal support for these events on the two courses; I argue that this exemplifies significantly different ideologies relating to the accommodation of L2 students, and discuss implications for course design.

ABSTRACT This paper views classroom interaction as integral to the production of academic writing. It presents a situated account of how two L2 master’s students’ experienced spoken interaction on two different courses, extracted from a small-scale 13-month ethnographic study which drew on Bourdieu’s concept of symbolic capital (1991), and Goffman’s participation framework (1981). Triangulation of classroom observation data with student interviews reveals how interaction is framed by the two research participants’ courses and to what extent interactive events are tied to specific goals related to written assignments. Findings echo existing research that language proficiency, familiarity with norms, and power relations intersect in rendering interaction problematic. I discuss recommendations for enhancing interaction in course design and pedagogy; rather than trans-contextual solutions, constructivist evaluation studies of specific courses are needed which reflect voices of all participants.

This thesis explores the nature of Self-Directed Professional Development (SDPD) pursued by university English as a Foreign Language (EFL) teachers in Saudi Arabia with a special emphasis on investigating the impact of one model of SDPD ‘Virtual Community of Practice’ (VCoP) through WhatsApp on teaching practice. Due to the exploratory nature of this study, an interpretive epistemological stance was adopted informing two designs in two stages. In the first stage, a sequential mixed-methods design with two phases was implemented, starting with a quantitative phase employing online questionnaires, followed by a qualitative phase using semi-structured interviews to gain a comprehensive understanding of the nature of SDPD at the macro-level of the EFL context in public universities, in terms of its models, type of activities and reasons behind pursuing this form, as well as the challenges that inhibit teachers form practising it. A total of 260 participants from 13 Saudi universities completed the questionnaire and 14 of them participated in interviews. Quantitative data were analysed through SPSS to get descriptive data, and qualitative data were analysed thematically. In the second stage, a holistic case-study design was adopted to gain deep insights into the micro-level of SDPD through investigating the nature and impact of one model of SDPD, ‘a self-directed VCoP’, via WhatsApp on EFL university teachers’ teaching practice in one Saudi university. Participant online observation was carried out for six months followed by semi- structured interviews with nine participants. Qualitative data from both methods were analysed thematically. The findings of the mixed-methods stage revealed that although EFL university teachers employed both individual and collaborative SDPD, they tended to favour individual rather than collaborative activities. The findings also showed that SDPD enhances teachers’ autonomy, self-empowerment, motivation, confidence and professional identity. Moreover, key reasons (e.g. personal, academic, administrative) for pursuing SDPD were identified, as well as the challenges and limitations of both types of offline and online SDPD. The findings of the case study showed that self-directed VCoP via WhatsApp positively impacted on teachers’ practice, themselves and their students. Most importantly, using an informal medium of communication e.g. the first language of teachers, ‘Arabic’, demonstrated a significant impact on EFL teachers’ learning and communication. Revealing the effectiveness of SDPD as an alternative approach to teacher’s PD, the thesis concludes by indicating a need to devote equal attention to SDPD (as both a term and a concept) as an aspect of the formally acknowledged form of in-service PD. It also makes a number of significant recommendations, and highlights implications, to improve the policy and practice of SDPD for policymakers, teachers and researchers.

Following Stenhouse's view that evaluation should serve 'curriculum betterment' (1975),this article reports on an action research project which evaluated a pedagogic model for EAP at a UK university: the 'oral presentation sandwich' was a curriculum innovation aimed at developing L2 students' argumentation through a process writing approach. The
innovation introduced an oral presentation between the first and second drafts. Theevaluation drew on Crabbe's construct of quality in ELT which views learning opportunities from theoretical, cultural, and management perspectives (2003). Data from student questionnaires, a student focus group, interviews with lecturers, notes from staff meetings,and an ethnographic case study of one student's experience of the model were triangulated and the learning opportunities it presented were examined. Findings reveal that the students' take-up of learning opportunities did not match those intended in the design, suggesting a lack of congruence between students' and lecturers' value systems: first, while lecturers viewed the oral presentation as a vehicle for developing argumentation,
students viewed it as a performance-based assessment; second, while lecturers focussed on argumentation in feedback on drafts, students focussed on accuracy in their revisions. I propose changes to the model, and discuss implications for teaching argumentation, developing EAP and course design.

This article considers how course design accommodates the adaptation of L2 students into the early stages of the master's dissertation (Social Sciences and Humanities) at a UK university. I present a contrastive process-oriented analysis of two students' experiences on different courses, extracted from a 13-month ethnographic study in which students' self-reports (journals; interviews) were triangulated with their assignments, interviews with lecturers and classroom observation. I identify two ‘literacy events’ in the early stages: discussing the topic and preparing the proposal. In order to make visible these events, I deploy Lave and Wenger's Community of Practice model, while taking a post-structuralist view of learning as a dynamic between language, identities, power relations, affordances and agency. Findings show unequal support for these events on the two courses; I argue that this exemplifies significantly different ideologies relating to the accommodation of L2 students, and discuss implications for course design.