Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend

“It Feels Like a Performance When I Teach Online”: Autoethnography of Tensions in Teacher Identity

“…Nonetheless, while insightful, this study is limited in terms of offering a singular perspective of the tensions experienced by shifting a class online. Perhaps a more nuanced discussion can be achieved by involving multiple subjectivities, i.e., inviting critical friends to participate in the reflection (see Loo & Sairattanain, 2021). Despite this limitation, I believe this study exemplifies the valuable potential of reflecting upon one's reflections through autoethnography or other qualitative means.…”

“…As seen through the reflections, tensions arose primarily from the mismatch between the perceptions of my role as an English academic writing teacher of graduate students and the teaching and learning situation, including the students' responses and perceptions towards the online teaching practices. Furthermore, I realized that certain pedagogical practices promoted for an English for academic purposes classroom were not supportive of the circumstances of the students, such as the value of integrating discussions and the provision of brief feedback that prompt students to take action (Chun, 2009;Loo & Sairattanain, 2021). Moreover, the efforts to create proximity despite having online remote lessons were not necessarily successful, as my students were not receptive.…”

The Language Ecology of Graduate Students: An Exploration through Vocabulary Contribution

“…Hence, inviting students to share some aspects of their learning ecology in an EAP/ESP setting offers the possibility of a more coherent picture of the learning trajectories of students, especially those pursuing their graduate degrees. This is vital, considering such pedagogical efforts remain at dismal levels (Peters & Romeo, 2019), as there is still a strong preference for the tradition of teacher-directed teaching, especially in the case of EAP/ESP (Loo & Sairattanain, 2021). It is hoped that this study presents an alternative teaching method for academic vocabulary that others may consider, given that it has the potential of ensuring the relevance of materials.…”

“…The process of academic socialisation is further complicated by the need for students to meet university requirements and to cope with the disciplinary expectations of a developing scholar (Seloni, 2012). Unfortunately, opportunities for graduate students to engage in learning processes supportive of their disciplinary socialisation may be restricted due to the prevailing deficient approach in the teaching of English for academic purposes (EAP) (Belcher, 2006;Loo & Sairattanain, 2021;Wingate & Tribble, 2012). This could be partially due to the prevailing gaps in knowledge regarding the language experiences of graduate students in their studies, especially informal learning experiences (Tobbell & O'Donnell, 2013).…”

Interpretive frameworks for narrative inquiry studies of English language teaching in Asia: Displacing the research context?

“…What Ferguson did in his study, is what we think others should consider adapting, that is, to take on local meanings from the context to the level of theoretical frameworks for the interpretation of narratives. With Ferguson’s study as an example to aspire to, we believe that narrative inquiry studies in English language teaching can finally acknowledge the tensions or vulnerabilities that arise from the teaching of a global communication tool (see also Loo and Sairratanain, 2021; Day et al, 2021). Doing so will destabilize the implicit obligation to comply with standards defined by imperial scholarship (Iftikar and Museus, 2018).…”