An exploratory multiple-case study of Master’s Level TESOL students in the UK

Abstract

In this longitudinal multiple-case study, I looked at the learning experiences of four international Asian students – two novice and two in-service teachers – during their journey through a full-time Master’s Level programme for Teaching English to Speakers of Other Languages (ML TESOL), in a university in the UK. The aim was to explore the cognition development of TESOL teachers studying at a Master’s Level programme. This was achieved by exploring their cognitive processes (Badger, 2018) through a focus on knowledge, beliefs, and identity which together form the model of cognition used in the current study, as set out by Borg (2003, 2009, 2015). This model is situated within the framework of Vygotsky’s Sociocultural Theory (SCT) that is widely used in this type of context. This longitudinal research was conducted over the period of 13 months, using in-depth semi-structured interviews; reflective diaries; classroom observation; and post-recall interview. The exploration was conducted while the students were enrolled in the ML TESOL programme, but also followed one of them (who volunteered) after she had finished the programme, to note its impact on her cognition when she was engaged in TESOL teaching in her home country. The study was underpinned by the interpretivist paradigm and took an ethnographic stance in collecting and analysing the data, which were analysed thematically following Braun and Clarke (2006), Bazeley (2020), and Saldaña’s (2013) guidelines. The ethnographic perspective adopted helped me as the researcher to explore the participants’ cognitive state, providing a wider perspective on their experiences, and the power and capacity of their learning. The research question addressed in this study is: what is the impact of the ML TESOL programme on the teachers’ cognition? It was answered by examining the 4 experiences of the participants. Although each participant lived a unique experience, they all showed some indicators of changes and development in knowledge about TESOL, and the influence of the programme on their professional identities; whereas obvious changes in their beliefs were limited. The findings revealed unexpected aspects of the participants’ wellbeing, as well as the impact of the Covid-19 pandemic outbreak on the students’ lives. The unique contribution of this research is that it brings to the fore the importance of the affective, emotional aspect of international ML TESOL students, through observing the change and/or development of their knowledge, beliefs, and identity, as well as their wellbeing during the programme. This was particularly salient because of using reflective journals. The findings demonstrate the significance of expanding existing cognitive models to include the affective domain when studying teachers’ knowledge, beliefs, and identity during ML TESOL programmes, as well as teacher education/preparation programmes, classroom practice, and other intensive professional development opportunities.