Language learners around the world have had to switch to an online remote teaching mode almost overnight due to the unprecedented COVID-19 global pandemic. Hence, they may experience higher levels of L2 speaking anxiety in their language learning process related to their use of new technologies in online learning environments. This research study provides by language educators with some practical suggestions to help their EFL learners reduce their L2 speaking anxiety levels by analyzing the challenges of emergency remote teaching and investigating the effects of online debate on pre-service English language teachers’ L2 speaking anxiety. The study pursued a mixed method research design. Two sources of data collection were used to explore the participants’ L2 speaking anxiety levels and their perceptions of online debating, including a quantitative review of students’ speaking anxiety levels before and after the online debate sessions, and an open-response questionnaire. The research population included 33 EFL freshmen students (15 males and 18 females), between the ages of 18 and 21, in ELT department at a state university in Turkey. Based on the quantitative and qualitative findings, some pedagogical implications are proposed in the end.
{"title":"Emergency Remote Teaching and the Effects of Online Debate on L2 Speaking Anxiety: Pre-service English Language Teachers’ Perspectives","authors":"Muhammed Özgür Yaşar, Derin Atay","doi":"10.56498/423262022","DOIUrl":"https://doi.org/10.56498/423262022","url":null,"abstract":"Language learners around the world have had to switch to an online remote teaching mode almost overnight due to the unprecedented COVID-19 global pandemic. Hence, they may experience higher levels of L2 speaking anxiety in their language learning process related to their use of new technologies in online learning environments. This research study provides by language educators with some practical suggestions to help their EFL learners reduce their L2 speaking anxiety levels by analyzing the challenges of emergency remote teaching and investigating the effects of online debate on pre-service English language teachers’ L2 speaking anxiety. The study pursued a mixed method research design. Two sources of data collection were used to explore the participants’ L2 speaking anxiety levels and their perceptions of online debating, including a quantitative review of students’ speaking anxiety levels before and after the online debate sessions, and an open-response questionnaire. The research population included 33 EFL freshmen students (15 males and 18 females), between the ages of 18 and 21, in ELT department at a state university in Turkey. Based on the quantitative and qualitative findings, some pedagogical implications are proposed in the end.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124191513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concern of this descriptive survey research was to exploratory Teachers’ Beliefs and purposes of L1 use and Its Effects on Students’ Oral English Improvement in Selected Primary Schools. To collect the data, classroom observation and interview were used. The classroom observation data were collected through checklist and the results were counted and recorded as Afan Oromo (L1) and English utterances of teachers and then changed into frequency and percentages. Similarly, the interview was presented to eight teachers and the data were recorded, transcribed, and then thematically analyzed. The findings revealed that the participant EFL teachers have favorable beliefs about use of L1 in EFL classes. However, they used more L1utterances than English utterances. For example, they made 1152 utterances among which 564/1152=49% were L1 and 588/1152=51% were English utterances. That means participant teachers used almost the same amount of L1 and English which implies that teachers over used L1 which has a negative effect on students’ oral English improvement. Therefore, teachers are recommended to be good models for their students by practicing more TL than L1 to improve their students’ oral English.
{"title":"Teachers’ Beliefs and Purposes of L1 Use and Its Effects on Students’ Oral English Improvement in Selected Primary Schools","authors":"Tamiru Olana","doi":"10.56498/421262022","DOIUrl":"https://doi.org/10.56498/421262022","url":null,"abstract":"The concern of this descriptive survey research was to exploratory Teachers’ Beliefs and purposes of L1 use and Its Effects on Students’ Oral English Improvement in Selected Primary Schools. To collect the data, classroom observation and interview were used. The classroom observation data were collected through checklist and the results were counted and recorded as Afan Oromo (L1) and English utterances of teachers and then changed into frequency and percentages. Similarly, the interview was presented to eight teachers and the data were recorded, transcribed, and then thematically analyzed. The findings revealed that the participant EFL teachers have favorable beliefs about use of L1 in EFL classes. However, they used more L1utterances than English utterances. For example, they made 1152 utterances among which 564/1152=49% were L1 and 588/1152=51% were English utterances. That means participant teachers used almost the same amount of L1 and English which implies that teachers over used L1 which has a negative effect on students’ oral English improvement. Therefore, teachers are recommended to be good models for their students by practicing more TL than L1 to improve their students’ oral English.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132444839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
University students studying English as a Foreign Language (EFL) are required to read and write specialised academic genres. Genre-based pedagogy, developed from Systemic Functional Linguistics (SFL), teaches lexicogrammar and structure of these genres in context. The present study taught the structural staging of exposition and discussion genres to 17 students over a ten-week program, using the Gradual Release of Responsibility (GRR) framework. Pre- and post-instruction essays were collected. Results show that, post-intervention, students preferred the structurally complex discussion genre when responding to a short essay question. There was a small improvement in the use of main genre stages, while the use of generic sub-stages showed the most improvement. Students’ pre-instruction use of main staging suggested some familiarity with argument genres from previous EFL learning, although incidences of sub-stage crossovers and repeated sub-stages in the pre-instruction essays showed a lack of detailed understanding of the genres’ structure. Post-intervention, such crossovers reduced significantly and, regardless of the genre of the final essay, use of sub-stages was appropriate and accurate. The results suggest that a targeted, short-term program helped students understand and use appropriate persuasive generic structures in short academic essays suitable for standardised English tests. Implications for future studies and teaching programs are discussed.
{"title":"Using Genre-based Pedagogy to Teach Structural Staging of Short Persuasive Essays in a Japanese University Context","authors":"Emily Morgan, Vinh To, Angela Thomas","doi":"10.56498/422262022","DOIUrl":"https://doi.org/10.56498/422262022","url":null,"abstract":"University students studying English as a Foreign Language (EFL) are required to read and write specialised academic genres. Genre-based pedagogy, developed from Systemic Functional Linguistics (SFL), teaches lexicogrammar and structure of these genres in context. The present study taught the structural staging of exposition and discussion genres to 17 students over a ten-week program, using the Gradual Release of Responsibility (GRR) framework. Pre- and post-instruction essays were collected. Results show that, post-intervention, students preferred the structurally complex discussion genre when responding to a short essay question. There was a small improvement in the use of main genre stages, while the use of generic sub-stages showed the most improvement. Students’ pre-instruction use of main staging suggested some familiarity with argument genres from previous EFL learning, although incidences of sub-stage crossovers and repeated sub-stages in the pre-instruction essays showed a lack of detailed understanding of the genres’ structure. Post-intervention, such crossovers reduced significantly and, regardless of the genre of the final essay, use of sub-stages was appropriate and accurate. The results suggest that a targeted, short-term program helped students understand and use appropriate persuasive generic structures in short academic essays suitable for standardised English tests. Implications for future studies and teaching programs are discussed.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115451982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: This study investigates the selection and design of authentic material in EFL textbooks from primary to secondary school years in Hong Kong. The analysis of authenticity included three aspects of content choice, namely, choice of topics, text types, and types of interaction. Analysis of the 19 textbooks from Primary 1 to Secondary 4-6 showed that topic choices shift from family to school life at the primary level, then from the school to local society, and finally to global issues at the secondary level. The change in domains of experience is co-instantiated by the change in text types from describing things to recounting experiences, and then to expressing opinions, as well as by the increase of authentic photos and incomplete speech bubbles in simulated interactions. The textbooks were considered well designed in this regard as the ontogenetic changes are generally in accordance with students’ cognitive abilities and contribute to their acquisition of knowledge. However, the analysis also showed several points that arguably need further consideration, such as the inadequacy of non-local themes throughout the school years, and the high ratio of opinion texts and the limited number of visual characters at the primary level.
{"title":"Changing Authenticity in English Language Textbooks in Hong Kong: An Ontogenetic Analysis","authors":"W. Feng","doi":"10.56498/424262022","DOIUrl":"https://doi.org/10.56498/424262022","url":null,"abstract":": This study investigates the selection and design of authentic material in EFL textbooks from primary to secondary school years in Hong Kong. The analysis of authenticity included three aspects of content choice, namely, choice of topics, text types, and types of interaction. Analysis of the 19 textbooks from Primary 1 to Secondary 4-6 showed that topic choices shift from family to school life at the primary level, then from the school to local society, and finally to global issues at the secondary level. The change in domains of experience is co-instantiated by the change in text types from describing things to recounting experiences, and then to expressing opinions, as well as by the increase of authentic photos and incomplete speech bubbles in simulated interactions. The textbooks were considered well designed in this regard as the ontogenetic changes are generally in accordance with students’ cognitive abilities and contribute to their acquisition of knowledge. However, the analysis also showed several points that arguably need further consideration, such as the inadequacy of non-local themes throughout the school years, and the high ratio of opinion texts and the limited number of visual characters at the primary level.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125116235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Dynamics of a Social Language Learning Community: Beliefs, Membership and Identity (2020)","authors":"Marilyn Lewis","doi":"10.56498/425262022","DOIUrl":"https://doi.org/10.56498/425262022","url":null,"abstract":"Reviewed by Marilyn Lewis,Honorary Fellow, Auckland UniversityReview Received: 5th June, 2022Review Accepted: 16th August, 2022","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122275465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The metacognitive approach to listening is drawing increasing attention in the field of second language learning (Vandergrift & Goh, 2012). Nevertheless, the findings of the effects of the metacognitive approach on metacognitive knowledge and listening comprehension are inconclusive, and the impact of language proficiency on how much metacognition intervenes is not certain yet (Vandergrift & Baker, 2018). This study investigates the impact of language proficiency on metacognition in implementing the metacognitive approach and examines whether language proficiency has the same impact on different aspects of metacognition as measured by the Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Tafaghodtari & Mareschal, 2006). One hundred twelve non-English majors in a university in China participated in this study. Results showed that the listening performance of the experimental group improved significantly compared with that of the control group. This might be attributed to the holistic nature of the metacognitive approach. However, the lower language proficiency may have constrained learners’ engagement in metacognitive activities as the participants had trouble in using some real-time strategies successfully due to their lower language proficiency. Overall, the findings provide support for and shed light on implementing the metacognitive approach.
{"title":"Metacognitive Instruction in Second Language Listening: Does Language Proficiency Matter?","authors":"Qi Li, Limei Zhang, Christine C. M. Goh","doi":"10.56498/3922652022","DOIUrl":"https://doi.org/10.56498/3922652022","url":null,"abstract":"The metacognitive approach to listening is drawing increasing attention in the field of second language learning (Vandergrift & Goh, 2012). Nevertheless, the findings of the effects of the metacognitive approach on metacognitive knowledge and listening comprehension are inconclusive, and the impact of language proficiency on how much metacognition intervenes is not certain yet (Vandergrift & Baker, 2018). This study investigates the impact of language proficiency on metacognition in implementing the metacognitive approach and examines whether language proficiency has the same impact on different aspects of metacognition as measured by the Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Tafaghodtari & Mareschal, 2006). One hundred twelve non-English majors in a university in China participated in this study. Results showed that the listening performance of the experimental group improved significantly compared with that of the control group. This might be attributed to the holistic nature of the metacognitive approach. However, the lower language proficiency may have constrained learners’ engagement in metacognitive activities as the participants had trouble in using some real-time strategies successfully due to their lower language proficiency. Overall, the findings provide support for and shed light on implementing the metacognitive approach.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"327 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123315257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Listening anxiety in English as a foreign language (EFL) learning will reduce Chinese language learners’ academic performance, particularly in a formal listening test. In order to explore the effects of listening anxiety on EFL learners and how they cope, this article seeks to investigate my personal narratives and experiences as the first author to explicate challenges and seek solutions. Thus, this article focuses on my exploration of four vignettes, which identify crucial points in unraveling stories of how I could improve listening performance by reducing listening anxiety. This autoethnographic study is inspired by information processing (IP) theory and Schunk’s self-regulated learning (SRL) model. The former reveals how listening materials can be received by learners from an objective view. The latter, based on a subjective angle, highlights three aspects: motivational orientation, self-efficacy, and self-regulation, which collectively affect listening anxiety. Based on the analysis of my stories, findings suggest that anxiety can negatively impact EFL learners’ information processing abilities, thereby leading to poor listening performance. Findings also highlight a need to deal with listening anxiety, identifying and emphasizing three approaches, namely, a mastery-oriented goal, higher self-efficacy and appropriate self-regulation.
{"title":"Listening Anxiety in EFL learning in China: An Autoethnographic Study","authors":"Chenyang Zhang, Ha Nguyen","doi":"10.56498/3932652022","DOIUrl":"https://doi.org/10.56498/3932652022","url":null,"abstract":"Listening anxiety in English as a foreign language (EFL) learning will reduce Chinese language learners’ academic performance, particularly in a formal listening test. In order to explore the effects of listening anxiety on EFL learners and how they cope, this article seeks to investigate my personal narratives and experiences as the first author to explicate challenges and seek solutions. Thus, this article focuses on my exploration of four vignettes, which identify crucial points in unraveling stories of how I could improve listening performance by reducing listening anxiety. This autoethnographic study is inspired by information processing (IP) theory and Schunk’s self-regulated learning (SRL) model. The former reveals how listening materials can be received by learners from an objective view. The latter, based on a subjective angle, highlights three aspects: motivational orientation, self-efficacy, and self-regulation, which collectively affect listening anxiety. Based on the analysis of my stories, findings suggest that anxiety can negatively impact EFL learners’ information processing abilities, thereby leading to poor listening performance. Findings also highlight a need to deal with listening anxiety, identifying and emphasizing three approaches, namely, a mastery-oriented goal, higher self-efficacy and appropriate self-regulation.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125862629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While research on language teachers’ identity construction has grown exponentially, little is known about the comparative analysis of language-school and university teachers’ identity construction. This study investigated the identity construction tensions of Afghan English language teachers in two different contexts: language schools and universities. Data were collected from 16 language-school and university teachers through extensive semi-structured interviews. Data analyses indicated similar and different tensions across the two contexts in influencing the teachers’ professional identity construction. Language-school teachers mentioned tensions such as nepotism, low teacher autonomy, and low communication between teachers and policymakers, and university teachers referred to tensions such as large heterogeneous classes, heavy workload, and segregated education. Additionally, both groups lamented over various socio-educational tensions such as the negative impact of war on English learning conceptions, biased perceptions about Afghan teachers, and lack of parental involvement in educational functioning. The study concludes with implications for addressing EFL teachers’ identity tensions.
{"title":"English Teacher Professional Identity Tensions across Language Schools and Public Universities","authors":"Jawad Golzar, Mir Abdullah Miri, Mostafa Nazari","doi":"10.56498/3912652022","DOIUrl":"https://doi.org/10.56498/3912652022","url":null,"abstract":"While research on language teachers’ identity construction has grown exponentially, little is known about the comparative analysis of language-school and university teachers’ identity construction. This study investigated the identity construction tensions of Afghan English language teachers in two different contexts: language schools and universities. Data were collected from 16 language-school and university teachers through extensive semi-structured interviews. Data analyses indicated similar and different tensions across the two contexts in influencing the teachers’ professional identity construction. Language-school teachers mentioned tensions such as nepotism, low teacher autonomy, and low communication between teachers and policymakers, and university teachers referred to tensions such as large heterogeneous classes, heavy workload, and segregated education. Additionally, both groups lamented over various socio-educational tensions such as the negative impact of war on English learning conceptions, biased perceptions about Afghan teachers, and lack of parental involvement in educational functioning. The study concludes with implications for addressing EFL teachers’ identity tensions.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123682101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this study, we examined the relationships among students’ self-efficacy of oral English competency, oral English environment in college, English class instruction, and motivation. The participants were 1,045 non-English-major freshman and sophomore students from a tier-one university in central China. Hypotheses were tested with a structural equation model (SEM), which controlled for gender, age, major, the score of English college entrance examination, and extra time spent on oral English learning. The overall model yielded a good fit with the data (CFI = .95, TLI = .94 RMSEA = .05, and χ2(230) = 796.50, p< .01). The results showed that students’ self-efficacy positively mediated the effects of college oral English learning environment in predicting students’ oral English motivate on. The significant positive effects of the environmental and instructional factors on motivation via self-efficacy suggest that students will benefit from school activities and instructional approaches that foster their expected English learning goals. Policy recommendations to motivate university students in English-foreign-language contexts are provided based on the findings.
{"title":"Effects of School Environment, Classroom Instruction, and Self-efficacy on Chinese Students’ Motivation for Oral English","authors":"Bizhu He, Shiyu Guo, Qian Chen, Hector Rivera","doi":"10.56498/3662642022","DOIUrl":"https://doi.org/10.56498/3662642022","url":null,"abstract":"In this study, we examined the relationships among students’ self-efficacy of oral English competency, oral English environment in college, English class instruction, and motivation. The participants were 1,045 non-English-major freshman and sophomore students from a tier-one university in central China. Hypotheses were tested with a structural equation model (SEM), which controlled for gender, age, major, the score of English college entrance examination, and extra time spent on oral English learning. The overall model yielded a good fit with the data (CFI = .95, TLI = .94 RMSEA = .05, and χ2(230) = 796.50, p< .01). The results showed that students’ self-efficacy positively mediated the effects of college oral English learning environment in predicting students’ oral English motivate on. The significant positive effects of the environmental and instructional factors on motivation via self-efficacy suggest that students will benefit from school activities and instructional approaches that foster their expected English learning goals. Policy recommendations to motivate university students in English-foreign-language contexts are provided based on the findings.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132859945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study reports findings about an assessment design, with embedded reflective practices tied to feedback, and its capacity to enable conceptual change for professional learning in a Master of TESOL in Australia. The assessment design was initially developed to respond to the lack of supervised field experience. The majority of students in the course were future teachers of EFL in Asia. The study used Gunstone and Northfield’s (1994/2007) phases in conceptual change in combination with Farrell’s (2018) stages of reflection and assessment as its theoretical framing. Data gathered from past and current students included interviews, unsolicited student emails and posts, and extracts from a final assessment task. Findings suggest that the embedding of reflective practices develops reflection for professional learning beyond the course. However, the assessment tasks need to be designed with a specific set of design features for real conceptual change to occur. They need to: 1) be centrally focused on interaction; 2) recognize the need for students to gain from the diverse experiences and backgrounds of peers through collaborative, real world assessment tasks that also develop their professional English language; 3) explicitly model and make reflection a criterion for assessment; 4) permit professional and personal application of learning beyond the course through optional opportunities such as presenting at professional conferences so that collegial mentoring can continue; and 5) allow students to develop a (digital) professional portfolio in which they collate the completed assessment tasks and activities to present at interviews.
{"title":"Embedding Reflective Practice in a Feedback Focused Assessment Design in a Master of TESOL Program","authors":"Anna Filipi","doi":"10.56498/3672642022","DOIUrl":"https://doi.org/10.56498/3672642022","url":null,"abstract":"This study reports findings about an assessment design, with embedded reflective practices tied to feedback, and its capacity to enable conceptual change for professional learning in a Master of TESOL in Australia. The assessment design was initially developed to respond to the lack of supervised field experience. The majority of students in the course were future teachers of EFL in Asia. The study used Gunstone and Northfield’s (1994/2007) phases in conceptual change in combination with Farrell’s (2018) stages of reflection and assessment as its theoretical framing. Data gathered from past and current students included interviews, unsolicited student emails and posts, and extracts from a final assessment task. Findings suggest that the embedding of reflective practices develops reflection for professional learning beyond the course. However, the assessment tasks need to be designed with a specific set of design features for real conceptual change to occur. They need to: 1) be centrally focused on interaction; 2) recognize the need for students to gain from the diverse experiences and backgrounds of peers through collaborative, real world assessment tasks that also develop their professional English language; 3) explicitly model and make reflection a criterion for assessment; 4) permit professional and personal application of learning beyond the course through optional opportunities such as presenting at professional conferences so that collegial mentoring can continue; and 5) allow students to develop a (digital) professional portfolio in which they collate the completed assessment tasks and activities to present at interviews.","PeriodicalId":332189,"journal":{"name":"English as a Foreign Language International Journal","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114906618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：