scholarly journals Reflective writing on English news video: Using Edmodo in an EFL college-level writing course

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Hsin-Chieh Kahlen Hsieh ◽  
Yu-Chih Doris Shih ◽  
Yi-Chun Sherri Wei
Keyword(s):  
Reflective Writing ◽  
College Level ◽  
Writing Course ◽  
News Video

scholarly journals Reflective Writing on an ESL Writing Course

2021 ◽  
pp. 38-56
Author(s):  
Anna Wärnsby ◽  
Asko Kauppinen ◽  
Damian Finnegan
Keyword(s):  
Curriculum Design ◽  
Education Programme ◽  
Reflective Writing ◽  
Assessment Practices ◽  
Esl Writing ◽  
Course Content ◽  
Complex Relation ◽  
Vernacular Language ◽  
Course Grades ◽  
Writing Course

Research shows that student reflective writing is a valuable window into student learning, particularly student metacognition; however, our knowledge of the challenges of accessing metacognition to inform curriculum design and assessment practices in the ESL (English as a Second Language) context is less robust. This paper reports two qualitative studies of student reflective writing on an ESL writing course within a teacher education programme. The studies investigate how student metacognition manifests itself in reflective papers and how mapping student metacognition can inform evidence-based curriculum design and assessment. The data comes from several iterations of an ESL writing course and is analysed using directed and conventional content analyses. Our results expose a complex relation between metacognition, curriculum design and assessment practices: 1) unless scaffolded by the curriculum design to use precise terminology, students resort to expressing their understanding of the course content in terms of everyday, vernacular language and 2) student reflective writing not only provides a more nuanced picture of their learning than the final course grades but is invaluable for developing scaffolding and assessment practices. Based on our results, we recommend integrating structured reflection as part of the regular curricula to gauge ESL student metacognition and monitor more precisely their uptake of course content.

Reengaging Texts, French, and Cultural Narratives

2016 ◽  
pp. 313-336
Author(s):  
Dane Stalcup
Keyword(s):  
College Students ◽  
Experiential Learning ◽  
Reflective Writing ◽  
First Year ◽  
College Level ◽  
Cultural Narratives ◽  
First Year College ◽  
First Year College Students ◽  
High Level ◽  
Global Travel

This chapter examines a course model through which first-year college students engage in advanced reflective communication (i.e. discussion, writing, field trip investigations) in order to embrace diverse voices, perspectives, and populations. To determine how freshmen can achieve a high level of multiculturalism and insightful expression at the same time, the author investigates the effectiveness of his freshman-only Reflective Tutorial, “Global Travel through Cultural Studies.” Drawing jointly from the Humanities and experiential learning, this course invites students to embrace conversations and research on global cultural narratives and to interact with spaces outside of the college classroom that both demonstrate and question these narratives. And by synthesizing reflective writing with experiential observation and analysis, the proposed course model promotes effective communication and awareness of diversity that will prepare students for the kind of crosscultural critical thinking that future experiences at the college level, but also the future itself will require.

Contextualizing Instruction for Struggling Writers

2021 ◽  
Vol 21 (1) ◽  
pp. 170-178
Author(s):  
Lisa Nienkark
Keyword(s):  
Developmental Education ◽  
Pilot Project ◽  
College Level ◽  
Writing In The Disciplines ◽  
Struggling Writers ◽  
Reading And Writing ◽  
The Past ◽  
Skills Lab ◽  
Writing Course ◽  
Version 2.0

During the past decade, much reform has taken place within reading and writing developmental education at community colleges. One area of reform has focused on reducing the number of developmental education credits taken while accelerating the students’ literacy growth. This article describes a pilot project where, instead of taking a developmental education reading and writing course, the students co-enrolled in a zero-credit social sciences skills lab and at least one college-level gateway course. The lab focuses on reading and writing in the disciplines. Using classroom examples, the article also outlines the pedagogical approaches used in the lab. This 2018–19 pilot was characterized as promising, using prescribed institutional success metrics; as a result, version 2.0 will be implemented for 2021–22.

scholarly journals Supporting English Language Learners’ Academic Writing Development Through a Systematized Assistance Model

Lenguaje ◽  
2019 ◽  
Vol 47 (2) ◽  
pp. 453-478
Author(s):  
Nora Lucía Marulanda Ángel ◽  
Juan Manuel Martínez García
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Academic Writing ◽  
English Language ◽  
Teacher Education Program ◽  
Writing Development ◽  
Metalinguistic Awareness ◽  
College Level ◽  
Common Error ◽  
Writing Course

Despite recent efforts to improve college-level students’ academic writing, the ways this skill develops continues to be vastly unexplored. Students do not meet the current literacy demands posed by higher education. These demands become more strenuous when students have to write in English, a language they do not master. The current study reports on the implementation of a systematized assistance model for writing in English as a Foreign Language in a Colombian public university’s bilingual teacher education program. Weekly tutoring sessions were provided to 16 students from an academic writing course in one semester. Common error patterns in their writing samples were identified and categorized with an analytical rubric and students’ reactions to the systematized assistance model were collected through a questionnaire. Results revealed that students benefited significantly from tutor support and professor’s feedback especially in terms of metalinguistic awareness, knowledge of the Process Approach to writing and accuracy in language convention use.

Using Taxonomies of Metacognitive Behaviors to Analyze Student Reflection and Improve Teaching Practice

2019 ◽  
Vol 19 (3) ◽  
pp. 433-454
Author(s):  
Thomas Trimble ◽  
Adrienne Jankens
Keyword(s):  
Undergraduate Students ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Reflective Writing ◽  
First Year ◽  
First Year Writing ◽  
Classroom Activities ◽  
Writing Course ◽  
Midwestern University ◽  
Distinguishing Features

Recent interest in reflective writing in the classroom is tied to the suggested links among reflection, metacognition, and learning transfer. There is still a limited understanding, however, about the distinguishing features of reflective writing and how teachers might identify and use these features to teach effective reflective practices and to interact with student reflective writing. This study uses Gorzelsky et al.’s (2016) taxonomy of metacognitive behaviors to examine the end-of-semester reflective essays of undergraduate students enrolled in a first-year writing course at a large midwestern university. The authors identify and describe a feature of student reflective writing involving the use of emotional language and, working from their findings, suggest a teaching strategy and set of classroom activities aimed at leveraging students’ emotive expressions in ways that foster metacognitive awareness.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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