Innovations in teaching L2 writing: How changes in teachers' SCK and PCK impact learners’ perceptions and writing outcomes

Shi, Leimin; Baker, Amanda Ann

doi:10.1016/j.system.2022.102788

Cited by 4 publications

(3 citation statements)

References 42 publications

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“…Berdasarkan hal tersebut, upaya peningkatan kompetensi pengajar BIPA dalam mengajarkan menulis karya ilmiah perlu dilakukan. Pengajar bahasa kedua yang memiliki kompetensi mengajar menulis karya ilmiah akan berdampak pada output kompetensi komunikatif pelajar bahasa kedua terhadap bahasa target yang dipelajari (Shi and Baker, 2022). Senada dengan sebelumnya, (Leksono and Tiawati, 2020) menunjukkan bahwa para guru BIPA memiliki pengetahuan yang rendah tentang pengorganisasian gagasan, penggunaan tata bahasa yang buruk, dan rentang kosa kata yang sangat terbatas, dan pemanfaatan teknologi dalam menulis karya ilmiah.…”

Section: Pendahuluan Analisis Situasiunclassified

Peningkatan Kompetensi Penulisan Karya Ilmiah Bagi Pengajar Bipa Di Yala Rajabath University Thailand

Andajani,

Pratiwi,

Syahri

et al. 2023

jam

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Teachers are required to have various competencies in the process of transferring knowledge to their students, as are BIPA teachers. Quality teaching competency is an important aspect in the successful achievement of student competency. Therefore, discussions on teacher competence are important as supporting the success of second language learning, in the context that will be carried out, namely the competence of BIPA teachers in writing scientific papers. This is done because writing skills are skills that are difficult to learn and teach. Additionally, consider BIPA which is increasingly popular for non-native speakers to follow. The objectives of this PKM are (1) to provide training in an effort to increase the competency in writing scientific papers of BIPA teachers, (2) to provide insight related to the use of technology in writing scientific papers. This activity was carried out at Yala Rajabhat University, Thailand. This location was chosen because it held BIPA learning and there were problems regarding inadequate insight in writing scientific papers in the context of Indonesian language and culture.The solution offered is to provide academic writing material (1) paraphrasing and quoting skills, (2) word or lexical variations, (3) active and inactive sentences, (4) thinking processes which include ability to understand written information, (5) structure and development of arguments in micro and macro stages. In addition, to achieve the second goal, provide insights related to the use of Mendeley, Vos Viewer, and Sciendiret and Scihub. It is hoped that these two indicators will be able to solve the problems faced by BIPA teachers

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Section: Pendahuluan Analisis Situasiunclassified

Peningkatan Kompetensi Penulisan Karya Ilmiah Bagi Pengajar Bipa Di Yala Rajabath University Thailand

Andajani,

Pratiwi,

Syahri

et al. 2023

jam

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“…Third, examining teachers' PCK leads to the development of professional development program that aims to improve teaching practices (Magnusson et al, 2015). Fourth, investigating teachers' PCK is a crucial factor that contributes in the enhancement of the students' outcomes (Blomeke et al, 2014;Hill et al, 2008;Shi & Baker, 2022). Park and Chen (2012) asserted that quality of teacher's PCK is dependent on the interconnection between its components and the strength of each component individually.…”

Section: Introductionmentioning

confidence: 99%

Investigating the Classroom Implementation of Mandarin Teachers' Pedagogical Content Knowledge (PCK): Exploring Effective Strategies and Practices for Teaching Chinese as a Foreign Language in the Philippines

Pamintuan

2024

ijole

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This mixed-methods explanatory sequential research investigated the Pedagogical Content Knowledge (PCK) cognitions and practices of Filipino high school teachers of Mandarin. The PCK framework highlights the crucial interplay between pedagogical and content knowledge, aiding educators in selecting the most suitable teaching techniques to effectively present the subject matter. This study combined both quantitative and qualitative data from self-assessment reports, semi-structured interviews, and classroom observations, providing a clear picture of the participants’ PCK. Using descriptive statistics and thematic analysis, this study fully captured the participants’ PCK. The qualitative data revealed that the participants' confidence level on their pedagogical content knowledge was considered high. While the qualitative data uncovered the participants’ eighteen PCK practices, and their cognitions on the significance of using appropriate techniques to maintain motivation, achieve lesson’s objectives, cater students’ needs, and bridge challenges in teaching Chinese Mandarin. Lastly, anchored from the findings, this study provided recommendations such as deepening the participants’ understanding of the PCK framework and strengthening each professional knowledge, contributing to improving the participants’ capability to effectively teach Mandarin.

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“…Various areas of research in writing have been explored extensively, including writing motivation (Guay, Gilbert, Falardeau, Bradet, & Boult, 2020;Ling et al, 2021;Wang, 2021), writing challenges (Jou, 2017;Lin & Morrison, 2021;Maagerø, Siljan, & Veum, 2021), and strategies and approaches to teaching writing (Azkarai & Kopinska, 2020;Yu, Jiang, & Zhou, 2020;Zhai, 2021). Besides the complexity of writing task (Golparvar & Rashidi, 2021;Hsu, 2020;Masrom, Nik Mohd Alwi, & Mat Daud, 2015;Ruiz-Funes, 2015), other predictors of students' writing behaviour include learning environment factors (Jiang & Zhang, 2020;Li & Mak, 2022;Nabiryo & Sekiziyivu, 2019), teacher factors (Dhanya & Alamelu, 2019;Meissel, Yao, & Meyer, 2022;Shi & Baker, 2022;Wang, Lee, & Park, 2020), and learner factors (Dhanya & Alamelu, 2019;Qiu & Lee, 2020;Teng, Wang, & Zhang, 2022). This paper focuses on learner factors, particularly psychological state, confidence, and attitudes toward writing.…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Academic Writing Behaviour Among Undergraduates

Mohamad¹,

Anuar²,

Daud³

2022

IJELE

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Writing is a crucial skill for university students to succeed in the current content-driven era. However, many students are reported to be intimidated by writing as they find the task daunting, thus affecting their participation in writing activities. Students also rarely show encouraging writing behaviour, which leads to unsatisfactory written work. This study aimed to examine factors that contribute to their writing behaviour. A quantitative research method by means of a survey design was employed for data collection. A 43-item questionnaire was distributed randomly using a Google Form link to 84 undergraduate students who were undertaking various fields of study at a public university. Section A of the questionnaire queries the students’ demographic profile, whereas Section B, C, and D seek responses on their psychological state, confidence, and attitudes, respectively. Section E queries their writing behaviour. Descriptive analysis was performed on each factor, and Pearson’s correlation was used to analyse the relationship between the factors and the students’ writing behaviour. Finally, a stepwise multiple regression was employed to discover the factor most contributing to the students’ writing behaviour. The findings indicate that confidence and attitude factors have a significant relationship with the students’ writing behaviour, but the relationship between psychological state factors and writing behaviour was not significant. This finding enhances the understanding of the essentiality of attitude in facilitating students’ writing mastery.

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Innovations in teaching L2 writing: How changes in teachers' SCK and PCK impact learners’ perceptions and writing outcomes

Cited by 4 publications

References 42 publications

Peningkatan Kompetensi Penulisan Karya Ilmiah Bagi Pengajar Bipa Di Yala Rajabath University Thailand

Peningkatan Kompetensi Penulisan Karya Ilmiah Bagi Pengajar Bipa Di Yala Rajabath University Thailand

Investigating the Classroom Implementation of Mandarin Teachers' Pedagogical Content Knowledge (PCK): Exploring Effective Strategies and Practices for Teaching Chinese as a Foreign Language in the Philippines

Factors Influencing Academic Writing Behaviour Among Undergraduates

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