{"id":{"repo_id":"unlv","oai_identifier":"oai:oasis.library.unlv.edu:rtds-2500"},"canonical_url":"https://search.dev.ndltd.org/etd/unlv/oai:oasis.library.unlv.edu:rtds-2500","repository":{"repo_id":"unlv","name":"University of Nevada - Las Vegas","base_url":"https://oasis.library.unlv.edu/do/oai/"},"display":{"title":"The zone of proximal development in an online Esl composition course","abstract":"This qualitative study investigated the Zone of Proximal Development (ZPD) in an online ESL composition course. The study analyzed the correspondence between three Koreans and one Russian participant with their instructor that occurred through the WebCT computer-mediated communication (CMC) software tools of asynchronous e-mail and discussion boards and synchronous chat. The results indicated that, (1) personal background issues, (2) personal views of the instructor, and (3) motivation, attitude, and personal awareness of tool utilization impacted the participants' use of the CMC tools and this in turn impacted the ZPD. The implications of the study are discussed in terms of the impact of the ZPD in relation to the students, tools, materials, and instructor in the online second language classroom.","abstract_html":"This qualitative study investigated the Zone of Proximal Development (ZPD) in an online ESL composition course. The study analyzed the correspondence between three Koreans and one Russian participant with their instructor that occurred through the WebCT computer-mediated communication (CMC) software tools of asynchronous e-mail and discussion boards and synchronous chat. The results indicated that, (1) personal background issues, (2) personal views of the instructor, and (3) motivation, attitude, and personal awareness of tool utilization impacted the participants' use of the CMC tools and this in turn impacted the ZPD. The implications of the study are discussed in terms of the impact of the ZPD in relation to the students, tools, materials, and instructor in the online second language classroom.","abstract_has_math":false,"creators":["Paver, Jennifer Ann"],"institution":"University of Nevada, Las Vegas","degree_name":"Master of Science (MS)","degree_level":"Thesis","degree_discipline":"Curriculum and Instruction","degree_department":null,"school":null,"contributors":["Steven G. McCafferty"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-01-01T08:00:00Z","date_published":"2003-01-01T08:00:00Z","updated_at":"2026-07-24T05:25:33Z","subjects":[],"languages":["English"],"rights":["IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://oasis.library.unlv.edu/rtds/1501"],"render_values":[{"text":"https://oasis.library.unlv.edu/rtds/1501","href":"https://oasis.library.unlv.edu/rtds/1501","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.25669/75d6-juqy","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Steven G. 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The results indicated that, (1) personal background issues, (2) personal views of the instructor, and (3) motivation, attitude, and personal awareness of tool utilization impacted the participants' use of the CMC tools and this in turn impacted the ZPD. The implications of the study are discussed in terms of the impact of the ZPD in relation to the students, tools, materials, and instructor in the online second language classroom."]},{"key":"dc:format","label":"Dc Format","values":["pdf"]},{"key":"dc:title","label":"Title","values":["The zone of proximal development in an online Esl composition course"]}]}],"canonical_facts":{"dc:contributor":["Steven G. McCafferty"],"dc:creator":["Paver, Jennifer Ann"],"dc:description.abstract":["This qualitative study investigated the Zone of Proximal Development (ZPD) in an online ESL composition course. The study analyzed the correspondence between three Koreans and one Russian participant with their instructor that occurred through the WebCT computer-mediated communication (CMC) software tools of asynchronous e-mail and discussion boards and synchronous chat. The results indicated that, (1) personal background issues, (2) personal views of the instructor, and (3) motivation, attitude, and personal awareness of tool utilization impacted the participants' use of the CMC tools and this in turn impacted the ZPD. The implications of the study are discussed in terms of the impact of the ZPD in relation to the students, tools, materials, and instructor in the online second language classroom."],"dc:format":["pdf"],"dc:identifier":["10.25669/75d6-juqy","https://oasis.library.unlv.edu/rtds/1501","https://oasis.library.unlv.edu/context/rtds/article/2500/viewcontent/uc.pdf"],"dc:language":["English"],"dc:publisher":["University of Nevada, Las Vegas"],"dc:rights":["IN COPYRIGHT. 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