Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

Systemic functional linguistics (SFL) theory focuses on developing language learners’ meta-linguistic understanding of the interrelation among linguistic form (grammar/vocabulary), meaning, and context. Guided by SFL when using a mandatory textbook and open educational resources, this study investig...

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Autor principal:	Xiaodong Zhang
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	material adoption mandatory textbook OER systemic functional linguistics language teaching Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ea7fa6d3da9f4f1fb1b003db6aba270e
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spelling	oai:doaj.org-article:ea7fa6d3da9f4f1fb1b003db6aba270e2021-12-02T19:25:20ZConnecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption10.19173/irrodl.v19i2.34791492-3831https://doaj.org/article/ea7fa6d3da9f4f1fb1b003db6aba270e2018-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3479https://doaj.org/toc/1492-3831Systemic functional linguistics (SFL) theory focuses on developing language learners’ meta-linguistic understanding of the interrelation among linguistic form (grammar/vocabulary), meaning, and context. Guided by SFL when using a mandatory textbook and open educational resources, this study investigates how exposure to this blended teaching and learning context may impact English-as-a-foreign-language (EFL) learners’ adjustment to materials used in their learning, as well as their learning practices. By drawing on the written documents of four students written, and on interviews conducted with these students over an academic semester in an EFL writing course, this qualitative study, through content analysis and discourse analysis, shows that the SFL theory-based material adoption did a good job of supporting EFL students in their internalization of language knowledge from both open educational resources and traditional textbooks, while also enabling students to use materials flexibly instead of passively following along with the content in the mandatory textbook. The flexibility of the students participating in the study was particularly reflected by their ability to construct principled knowledge informed by SFL and to independently apply such knowledge to effectively navigate literacy practices (e.g., critical construction and deconstruction of discourses). Xiaodong ZhangAthabasca University Pressarticlematerial adoptionmandatory textbookOERsystemic functional linguisticslanguage teachingSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 2 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	material adoption mandatory textbook OER systemic functional linguistics language teaching Special aspects of education LC8-6691
spellingShingle	material adoption mandatory textbook OER systemic functional linguistics language teaching Special aspects of education LC8-6691 Xiaodong Zhang Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption
description	Systemic functional linguistics (SFL) theory focuses on developing language learners’ meta-linguistic understanding of the interrelation among linguistic form (grammar/vocabulary), meaning, and context. Guided by SFL when using a mandatory textbook and open educational resources, this study investigates how exposure to this blended teaching and learning context may impact English-as-a-foreign-language (EFL) learners’ adjustment to materials used in their learning, as well as their learning practices. By drawing on the written documents of four students written, and on interviews conducted with these students over an academic semester in an EFL writing course, this qualitative study, through content analysis and discourse analysis, shows that the SFL theory-based material adoption did a good job of supporting EFL students in their internalization of language knowledge from both open educational resources and traditional textbooks, while also enabling students to use materials flexibly instead of passively following along with the content in the mandatory textbook. The flexibility of the students participating in the study was particularly reflected by their ability to construct principled knowledge informed by SFL and to independently apply such knowledge to effectively navigate literacy practices (e.g., critical construction and deconstruction of discourses).
format	article
author	Xiaodong Zhang
author_facet	Xiaodong Zhang
author_sort	Xiaodong Zhang
title	Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption
title_short	Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption
title_full	Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption
title_fullStr	Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption
title_full_unstemmed	Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption
title_sort	connecting oer with mandatory textbooks in an efl classroom: a language theory–based material adoption
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/ea7fa6d3da9f4f1fb1b003db6aba270e
work_keys_str_mv	AT xiaodongzhang connectingoerwithmandatorytextbooksinaneflclassroomalanguagetheorybasedmaterialadoption
_version_	1718376592411983872

Connecting OER With Mandatory Textbooks in an EFL Classroom: A Language Theory–Based Material Adoption

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