Inner Speech and Its Impact on Teaching and Learning

Werani, Anke

doi:10.4324/9781315624747-9

Cited by 2 publications

(1 citation statement)

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“…Language, which functions as the most powerful mediational means in human social interaction (Vygotsky, 1978), allows the learner to negotiate and co-construct the knowledge with the expert (e.g., teacher) in writing conferences. Just as Werani (2018, p. 144) proposed, “the materialized process that teachers use empowers students to learn via external speech and trains them how to do so.” With the support of the expert (e.g., teacher) or capable person, the novice outperforms their current competence at the given task. To make writing conferences successful, experts need to have an understanding of the learner’s background, especially language competence, and adjust the way of assistance according to an ongoing assessment of the learner’s performance.…”

Section: Literature Reviewmentioning

confidence: 99%

Focus and Interaction in Writing Conferences for EFL Writers

Yang

2022

Sage Open

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It is widely recognized that writing conferences benefit second or foreign language writers for the immediacy and the potential to address their needs and provide tailored and individualized support. However, limited attention has been given to the foci and interaction between teacher and student in writing conferences longitudinally. To address this need, this study examined writing conferences between five university English-as-a-foreign-language (EFL) students and their instructor in an argumentative writing course over one semester in a key Chinese university. Multiple sources of data were collected, including conferences, students’ essay drafts and written reflections, and interviews with the students and the instructor. Data analyses show that the conferences covered a large variety of topics such as varied aspects about argumentative writing, learning habits, and expectations about the course, which were related to English proficiency and English writing ability of each student. Second, the instructor took different approaches to communicate with each student in writing conferences considering their difficulties and needs. Finally, the conferences contribute to a deliberative process critical to the process of learning to write argumentation. The students found conversations with the instructor helpful in their subsequent revisions whereas the instructor gained a better understanding of students’ difficulties in writing. This study suggests that more research is needed to examine the role of conferences in EFL writing instruction. This study supports that conferences, as an important aid, will facilitate EFL students in the process of learning to write in English in addition to teacher written feedback and peer review.

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Section: Literature Reviewmentioning

confidence: 99%