Teaching English Academic Writing in a Global Online Course: Lessons From Reflective Practice.
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| Title: | Teaching English Academic Writing in a Global Online Course: Lessons From Reflective Practice. |
|---|---|
| Authors: | Cotos, Elena1 (AUTHOR) ecotos@iastate.edu, Walton, Amy1 (AUTHOR) acwalton@iastate.edu, Davis, Sarah S.1 (AUTHOR) ssavage@iastate.edu |
| Source: | Writing & Pedagogy. Jun2026, Vol. 16 Issue 3, p322-348. 27p. |
| Subject Terms: | *Teacher development, *English language education, *Online education, *Student-centered learning, *Reflective learning, *Academic discourse, *Adult education, *Curriculum planning |
| Abstract: | The Developing and Teaching Academic Writing (DATAW) Global Online Course (GOC) is a teacher professional development course for writing educators in diverse contexts. The DATAW GOC was designed to employ a flexible, learner-centered pedagogy that combines Backward Design principles, foundational concepts of academic writing, andragogical strategies, and sheltered English instruction standards to create optimal learning activities for a highly heterogeneous group of adult learners with different language skills and teaching experience. It also integrates modeling and scaffolding of teaching strategies, experiential learning tasks, project-based activities, and application of knowledge to GOC participants' teaching contexts and their students' needs. In this reflection article, we make connections between our DATAW course design decisions and our observations from course delivery. Teaching the GOC across 8 terms to 850 participants from 103 countries revealed significant variation in teaching contexts, class size, workload, pedagogical practices, educational systems, and English language proficiency. These insights guided our iterative revisions at the end of each term, which allowed for continued tailoring and improvement of materials and tasks in response to the contextual possibilities and inhibitors in participants' global contexts. By balancing theory and research-based best practices with participants' real-life needs, the DATAW GOC provided a flexible, responsive platform for educators to improve their teaching practices, ultimately cascading their pedagogical knowledge to positively impact academic writing instruction in a globalized educational landscape. [ABSTRACT FROM AUTHOR] |
| Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194419207 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Teaching English Academic Writing in a Global Online Course: Lessons From Reflective Practice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cotos%2C+Elena%22">Cotos, Elena</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ecotos@iastate.edu</i><br /><searchLink fieldCode="AR" term="%22Walton%2C+Amy%22">Walton, Amy</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> acwalton@iastate.edu</i><br /><searchLink fieldCode="AR" term="%22Davis%2C+Sarah+S%2E%22">Davis, Sarah S.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ssavage@iastate.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. Jun2026, Vol. 16 Issue 3, p322-348. 27p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student-centered+learning%22">Student-centered learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education%22">Adult education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The Developing and Teaching Academic Writing (DATAW) Global Online Course (GOC) is a teacher professional development course for writing educators in diverse contexts. The DATAW GOC was designed to employ a flexible, learner-centered pedagogy that combines Backward Design principles, foundational concepts of academic writing, andragogical strategies, and sheltered English instruction standards to create optimal learning activities for a highly heterogeneous group of adult learners with different language skills and teaching experience. It also integrates modeling and scaffolding of teaching strategies, experiential learning tasks, project-based activities, and application of knowledge to GOC participants' teaching contexts and their students' needs. In this reflection article, we make connections between our DATAW course design decisions and our observations from course delivery. Teaching the GOC across 8 terms to 850 participants from 103 countries revealed significant variation in teaching contexts, class size, workload, pedagogical practices, educational systems, and English language proficiency. These insights guided our iterative revisions at the end of each term, which allowed for continued tailoring and improvement of materials and tasks in response to the contextual possibilities and inhibitors in participants' global contexts. By balancing theory and research-based best practices with participants' real-life needs, the DATAW GOC provided a flexible, responsive platform for educators to improve their teaching practices, ultimately cascading their pedagogical knowledge to positively impact academic writing instruction in a globalized educational landscape. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194419207 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/wap-2025-0017 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 27 StartPage: 322 Subjects: – SubjectFull: Teacher development Type: general – SubjectFull: English language education Type: general – SubjectFull: Online education Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Reflective learning Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Adult education Type: general – SubjectFull: Curriculum planning Type: general Titles: – TitleFull: Teaching English Academic Writing in a Global Online Course: Lessons From Reflective Practice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cotos, Elena – PersonEntity: Name: NameFull: Walton, Amy – PersonEntity: Name: NameFull: Davis, Sarah S. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17565839 Numbering: – Type: volume Value: 16 – Type: issue Value: 3 Titles: – TitleFull: Writing & Pedagogy Type: main |
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