Exploring Pre-service EFL Teachers’ Learning of Reflective Writing from a Multimodal Composing Perspective: From Inter-semiotic Complementarity to the Learning Transfer of Genre Knowledge

2021 ◽  
pp. 125-144
Author(s):  
Ming-i Lydia Tseng
Keyword(s):  
Learning Transfer ◽  
Reflective Writing ◽  
Multimodal Composing ◽  
Efl Teachers ◽  
Genre Knowledge

scholarly journals Constructing and validating a questionnaire on barriers to EFL learners’ reflective writing

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Fariba Salahi ◽  
Majid Farahian
Keyword(s):  
Factor Analysis ◽  
Foreign Language ◽  
Educational System ◽  
Reflective Writing ◽  
The Other ◽  
Item Pool ◽  
Alpha Coefficient ◽  
Efl Learners ◽  
Related Literature ◽  
Efl Teachers

AbstractThe purpose of the current study was to develop and validate a scale to assess the inhibitors to reflective writing of Iranian English as a Foreign Language (EFL) teachers. The other aim of this study was to assess the reliability of the questionnaire. To prepare the first item pool of the questionnaire, the researchers reviewed the previous related literature and prepared the first item pool with 62 items. At the next stage, based on the judgments of some experts in the field regarding the items of the questionnaire, 31 items were deleted and the next draft included 31 items. Then, 265 EFL teachers were invited to fill out the questionnaire. As the next step, exploratory factor analysis (EFA) was conducted to investigate the construct validity of the scale. Based on the results of EFA, 10 items were deleted. The final draft of the questionnaire included 21 items with three factors including ‘teachers’ issues’, ‘students’ issues’, and ‘institutions and educational system issues’. In addition, a Cronbach’s alpha coefficient was run to measure the internal consistency of the scale and the findings indicated a satisfactory level of reliability. The findings have implications for pedagogy as well as further research.

scholarly journals Using reflective writing to enhance student engagement, inquiry, critical thinking, and learning

2016 ◽  
Vol 8 ◽  
Author(s):  
Lisa Lister
Keyword(s):  
Critical Thinking ◽  
Student Engagement ◽  
Learning Transfer ◽  
Reflective Writing ◽  
Research Writing ◽  
Writing Assignments ◽  
Lifelong Learners ◽  
Student Reflection ◽  
Writing Class

Student engagement is often touted as a key component of enhancing student’s ability to learn and helping students becomes lifelong learners. But engaging students, helping them invest in the class, making their learning more visible, and helping them see how various course components connect can be challenging, particularly in active learning classes. One approach is to implement more reflection and reflective writing throughout our courses and assignments.This session will explore a range of strategies for integrating student reflection throughout complex writing assignments or long-term projects and throughout the course to enhance engagement and intrinsic motivation, facilitate critical thinking, help students be more aware and in control of their learning and learning processes, and facilitate learning transfer. While focused on practices developed in composition and literature classes, particularly in a Students as Scholars based research-writing class, these strategies can be successfully implemented in any course. 

INVESTIGATING EFL TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY AT DONG THAP UNIVERSITY

2018 ◽  
Vol 127 (6B) ◽  
pp. 5
Author(s):  
Anh Thanh Nguyet Le
Keyword(s):  
Language Education ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Teachers Perceptions ◽  
Local Contexts ◽  
Efl Teachers ◽  
University Life

<p><em>Learner autonomy is currently one of the central themes in language education. </em><em>Autonomous learning plays an important role not only in university life but also throughout life for learners.</em><em> Exploring teachers’ perceptions and practices regarding learner autonomy is necessary, especially in local contexts, to provide more insights of this field. The present study was conducted with 20 EFL teachers at Dong Thap University through interview. The findings showed that all of them had positive understandings in related aspects and levels of learner autonomy. In practice, they made significant attempts to cultivate students’ autonomy. However, they faced certain problems shared by EFL teachers elsewhere.  </em></p><p><em></em><em><br /></em></p>

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