PhD Candidature · Griffith University
Pedagogical readiness for mobile-assisted language learning is not a trait teachers either possess or lack -- it is a capacity they actively construct and regulate in response to real constraints. This doctoral research, conducted at Griffith University, investigates the metacognitive processes through which ESL teachers plan, monitor, and evaluate their use of Telegram to design formative assessment tasks in low-resource contexts. The framework it develops is language-agnostic and platform-independent -- built to travel.
Writing
Method
A critical examination of what Telegram offers ESL teachers that other messaging platforms do not -- and what that difference reveals about the relationship between tool design and formative assessment practice.
Problem
Mobile-assisted language learning has generated substantial research on learner outcomes -- but the metacognitive work teachers do to make that learning possible remains largely invisible.
Concept
Reframing teacher preparedness for digital learning environments as a dynamic, regulated capacity rather than a fixed set of competencies -- and why that distinction matters for practice.
Framework
An accessible account of the theoretical architecture underpinning this research -- what each lens contributes, where they overlap, and why metacognition holds the frame together.
Practice
What it looks like in practice when a teacher metacognitively redirects a consumer messaging app toward formative ends -- and what that act tells us about teacher cognition in digitally constrained environments.
Extension
A discussion of how a theoretical architecture built around ESL and Telegram applies to other languages, other platforms, and other low-resource contexts -- including Persian as a second and foreign language.
Reflection
On the particular epistemic position of studying teacher cognition as a practising teacher yourself -- what it affords, what it risks, and what it demands of the researcher.
Key sources
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Collaboration, academic discussion, or questions about this research.