Exploring the Linguistic and Institutional Contexts of Writing Instruction in <scp>TESOL</scp>

Ruecker, Todd; Shapiro, Shawna; Johnson, Erik N.; Tardy, Christine M.

doi:10.1002/tesq.165

Cited by 11 publications

(5 citation statements)

References 21 publications

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“…Ruecker, Shapiro, Johnson, and Tardy (2014) examine the role of English in different contexts around the world, focusing on the assessment of L2 writing (as well as the importance and challenges of teaching L2 writing); they note that little research has been done to investigate these matters. Their findings point to a variety of context-related issues that affect teachers such as the availability of resources, teachers' workloads, the place of writing in English in different contexts, and institutional mandates about how writing is taught and assessed.…”

Section: Teaching Contextmentioning

confidence: 99%

Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices

2016

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Section: Teaching Contextmentioning

confidence: 99%

Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices

2016

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“…On the other hand, Ruecker et al [4] and Asraf [3] draws into attention some considerations related to specific cultures by investigating the main purpose of learning language according to the language teaching's discussion in the last few decades as to communicate appropriately in the target society. Teachers therefore can familiarize learners with what is linguistically and socio-culturally appropriate.…”

Section: Anticipated Problems In Introducing Western Bana Methodologymentioning

confidence: 99%

“…a learner-centred approach) and many educational bodies around the globe recommend its instructors to use CLT despite its possible inappropriateness and unsuccessfulness to the local educational contexts. Ironically, one of CLT's shortcomings as highlighted by Rueker et al [4], and Bax [5] is its failure in observing the local contexts as a significant factor of teaching successfulness. This paper addresses these cultural, administrative, economic and social differences and tries to come to terms with modern Western methodologies and theories that influence different aspects of language learning/teaching in non-Western contexts including teaching methods, teacher training programmes, curricula, classroom interaction, and classroom management.…”

Section: Introductionmentioning

confidence: 99%

Appropriating BANA Teaching Approaches to Suit TESEP Contexts: A Case Study in a Saudi University

Grami

Alshenqeeti

Alsamdani

2020

JESBS

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This article briefly looks at the practice of appropriating Western teaching methodologies into the Arab world. It accounts for recent and historical attempts to do so and evaluates the success or otherwise of such practice. The paper adopts Adrian Holliday's (1994) distinction between British, Australian and North American (BANA) context and Tertiary, Secondary, and Primary English language education (TESEP) where the context of the current study fits. The paper argues that appropriating Western methodologies risks alienating the culture from which these teaching approaches come. Since one reason for learning a language is to become familiar with its culture, one may question the need for adapting its teaching methodologies by simply separating it from its cultural values in the first place. The question is that shall one protect his or her cultural identity by dismissing the cultures of other dominant languages? This is a conundrum that cannot be easily saved but one that needs looking at nonetheless. The paper looks at a widely used series of textbooks in a TESEP context and attempts to see if adapting Grami et al.; JESBS, 33(1): 24-32, 2020; Article no.JESBS.54409 25 teaching methodologies is attainable and practical. By comparing the stated goals of both the institute and the textbook, we can better define how local contexts can shape BANA methodologies. Original Research Article

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“…Regardless the teachers awareness that assessment is fundamental in any writing classroom and is essentially crucial to the learners' improvement academically (White, 2009), a variety of context-related issues can affect teachers in giving assessment to students' writing. The issues were further identified by (Ruecker et al, 2014) as the availability of resources, the place of writing in English in different contexts, institutional mandates about how writing is taught and assessed, and teachers' workloads. The emergence of the issues may cause an ununiformed assessment that can lead to the loss for students in some aspects including motivation, and confidence.…”

Section: Hamamah Hapsari Emaliana Degeng Integrated Academic Writing… 1042mentioning

confidence: 99%

Integrated Academic Writing Assessment Model to Support The Implementation of OBE Curriculum

Hamamah

Hapsari

Emaliana

et al. 2020

Jur.Pend.Teo.Pen.Peng.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Implementation of outcome-based Education (OBE) in Indonesia has been urged since 2019. It primes to the need of some adjustments in the higher education curriculum. In Academic writing classes in which English is served as a foreign language, implementation of OBE principles imposes issues as assessment must measure all abilities, skills, and knowledge targeted in the learning outcomes. The challenge escalate with large size classes that lead to a less optimum assessment given to learners’ writing. The need of writing assessment model that obeys OBE principles and facilitates academic writing teachers in coping with complication in providing quality assessment to scads of students in Indonesia is of a paramount importance. Yet, studies aimed at meeting the need are barely conducted. This research, therefore, designs writing assessment model which can (1) measure the expected learning outcomes, (2) monitor student’s abilities, skills and knowledge with regard to their individual learning pace, (3) assist the teachers of writing classes to comprehensively provide rigorous assessment to lots of students. ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model is employed to reach the research objectives. As the whole process is still on going, this article presents the Analysis and Design stages of the study. It elaborates underlying considerations of the proposed assessment model by reviewing previous studies related to writing assessment and OBE assessment in writing. The descriptions of the illustrated assessment model are presented to provide vivid view of how the assessment model works.</p><p><strong>Abstrak:</strong> Implementasi Pendidikan Berbasis Hasil (OBE) di Indonesia telah digalakkan sejak tahun 2019. Hal tersebut didorong oleh perlunya beberapa penyesuaian dalam kurikulum pendidikan tinggi. Dalam kelas menulis akademik dimana bahasa Inggris disajikan sebagai bahasa asing, penerapan prinsip-prinsip OBE memberlakukan masalah karena penilaian harus mengukur semua kemampuan, keterampilan, dan pengetahuan yang ditargetkan dalam hasil pembelajaran. Tantangan meningkat dengan kelas berukuran besar yang mengarah pada penilaian yang kurang optimal yang diberikan pada hasil tulisan peserta didik. Perlunya model asesmen menulis yang menganut prinsip OBE dan memfasilitasi guru kepenulisan akademik dalam menghadapi kesulitan dalam memberikan asesmen berkualitas kepada siswa di Indonesia menjadi sangat penting. Namun, studi yang ditujukan untuk memenuhi kebutuhan tersebut hampir tidak pernah dilakukan. Oleh karena itu, penelitian ini merancang model penilaian menulis (1) mengukur hasil belajar yang diharapkan, (2) memantau kemampuan, keterampilan dan pengetahuan siswa terkait dengan kecepatan belajar individu mereka, (3) membantu guru kelas menulis untuk memberikan penilaian yang cermat secara komprehensif kepada siswa. banyak siswa. Model ADDIE (<em>Analysis, Design, Development, Implementation, and Evaluation</em>) digunakan untuk mencapai tujuan penelitian ini. Karena keseluruhan proses masih berlangsung, artikel ini menyajikan tahapan Analisis dan Desain dari studi tersebut. Tulisan ini menguraikan pertimbangan yang mendasari model penilaian yang diusulkan dengan meninjau penelitian sebelumnya terkait dengan penilaian menulis dan penilaian OBE secara tertulis. Deskripsi model asesmen bergambar disajikan untuk memberikan gambaran yang jelas tentang cara kerja model asesmen.</p></td></tr></tbody></table></div>

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Exploring the Linguistic and Institutional Contexts of Writing Instruction in TESOL

Cited by 11 publications

References 21 publications

Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices

Writing assessment literacy: Surveying second language teachers’ knowledge, beliefs, and practices

Appropriating BANA Teaching Approaches to Suit TESEP Contexts: A Case Study in a Saudi University

Integrated Academic Writing Assessment Model to Support The Implementation of OBE Curriculum

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