English for Academic Purposes (EAP) teachers' use of e-learning technology: acquisition, attitudes and approaches

As the use of technology within education has become more widespread, there is now an expectation that EAP students and teachers are conversant in new technologies and use them on a regular basis. However, a focus on the acquisition of digital skills and use of e-learning tools by EAP teachers is under researched. Within the proposed research, 'e-learning' will be used to encompass the various terms related to electronic learning on the basis that this is the one with which most teachers are familiar. The rationale of this PhD proposal is to focus on the ways in which EAP teachers acquire and develop conversancy in using e-learning technology, their attitudes towards using it and also the approaches used within the classroom. The literature indicates there is a developing body of research on the use of technology within EAP teaching (Gilbert, 2013; Walker & White, 2013; Timmis, 2015; Barrett & Liu, 2016). However, there is a paucity of studies regarding EAP teachers' views on their development of conversancy in, and actual application of e-learning technology. There has been a recent focus on the specific role of the EAP practitioner, their identity and their working remit (Martin, 2014; Campion, 2016; Charles & Pecorari, 2016; Ding & Bruce, 2017) and this research therefore will contribute to this emerging field. I have contacts with numerous staff in EAP departments within the UK and also abroad, who I can request to participate in the study.

Aims, objectives and contribution
The aim of the research is to investigate:
- how do EAP teachers use e-learning technology and what do they consider to be its pedagogical value?
- what are EAP teachers' views / attitudes towards using e-learning technology in their teaching?
- what informal and formal professional development have EAP teachers undertaken to support their conversancy teaching using e-learning technology?
This research will aim to provide an in-depth exploration to the field of EAP teaching practice and the identity of an EAP practitioner. Investigation into the impact of professional development will support teachers through the identification of best practice.

Methodology
The epistemology and ontology of the research is based on the constructivist paradigm whereby 'individuals seek understanding of the world in which they live and work' and 'look for the complexity of views' (Creswell, 2014:8). As the attitudes and experiences of EAP teachers in relation to e-learning technology are to be studied, my intention as researcher is to interpret the data from multiple real life and lived perspectives. As such a mixed methods approach, collecting both quantitative and qualitative data, will be employed. A quantitative survey will enable me to access information from a wide range of participants, classroom observations and interviews will also be undertaken to gain detailed insights and triangulate the data.

Timetable
Data collection is due to take place prior to and also during EAP pre-sessional courses in the summer months during the first and second years of the study. This longitudinal approach will allow for all data collection methods to take place and also gather information on the impact of any professional development undertaken within the time period. As the summer is generally the busiest period for EAP teachers, I am conscious of time constraints for teachers to participate and therefore will establish contact at an earlier stage. Institutional and participant consent will be obtained prior to any data collection to ensure ethical procedures are followed. The survey items and interview questions will also undergo a trial period in the initial year. Following data collection in the second year, the results will be collated and written up during the third year.