By the book (or not): A case study exploring the relationship between teacher cognition and teaching materials and resources

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  • While various models of language teacher cognition (e.g. Borg, 2003, 2006; Woods, 1996) have focused on the internal factors (teacher beliefs and knowledge) of teacher decision-making and in-class practices, little research has zeroed in on the effects of external factors on these decisions. Contextual factors, such as student engagement, culture and learning materials, while acknowledged, have rarely been explored in depth. ESL and EFL teachers, both in Canada and abroad, were asked to complete a questionnaire, then interviewed, to create a more complete picture of the influence that resources and learning materials have on how teachers make decisions about teaching, both in and out of the classroom. Findings suggest contextual issues such as employment contexts and working conditions, issues of control, and levels of established knowledge can significantly affect the decisions teachers make about classroom dynamics, the learning/teaching materials they choose to use, and the classroom culture they establish/promote.

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Rights Notes
  • Copyright © 2017 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner.
Date Created
  • 2017


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