Korean University Readers’ Growth Through an Integrated Approach of Conventional and Critical Literacy

Suh, Young-Mee; Huh, Seonmin

doi:10.15858/engtea.72.4.201712.23

Cited by 3 publications

(2 citation statements)

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“…This is an important question, a full answer for which would take more space than we have available here, though a partial answer is to point to the admittedly small number of studies critical L2 literacy and critical pedagogy from fairly controlled educational systems like those of South Korea or controlling, if contested circumstances, like those of Iran (cf. West, 2014;Suh & Huh, 2017;Abednia & Izadinia, 2013). Some attempts at critical literacy have been made in such places and have been reported, though it will always be a matter of selected "baby steps" (as advised by Crookes, 2013).…”

Section: Conclusion: Outcomes and Challengesmentioning

confidence: 99%

Critical Literacy as a Pedagogical Goal in English Language Teaching

Abednia

Crookes

2019

Second Handbook of English Language Teaching

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In this chapter, the authors provide an overview of the area of critical literacy as it pertains to second language pedagogy (curriculum and instruction). After considering the historical origins of critical literacy (from antiquity, and including in first language education), they consider how it began to penetrate the field of applied linguistics. They note the geographical and institutional spread of critical literacy practice as documented by published accounts.They then sketch the main features of L2 critical literacy practice. To do this, they acknowledge how practitioners have reported on their practices regarding classroom content and process. The authors also draw attention to the outcomes of these practices as well as challenges that practitioners have encountered in incorporating critical literacy into their second language classrooms.

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Section: Conclusion: Outcomes and Challengesmentioning

confidence: 99%

Critical Literacy as a Pedagogical Goal in English Language Teaching

Abednia

Crookes

2019

Second Handbook of English Language Teaching

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“…Not all class activities are replaced by online learning in hybrid learning. Instead, online learning complements those not offered in class (Suh & Huh, 2017;Sumarno & Tatik, 2018;Titova, 2017;Tsiakyroudi, 2018).…”

Section: Introductionmentioning

confidence: 99%

Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

Wijayatiningsih,

Muhammad Muhibbi,

Dodi Mulyadi

et al. 2023

jees

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This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning.

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Theoretical Underpinnings

Ahn¹,

Lee²

2019

English Classes in Slumber

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Korean University Readers’ Growth Through an Integrated Approach of Conventional and Critical Literacy

Cited by 3 publications

References 0 publications

Critical Literacy as a Pedagogical Goal in English Language Teaching

Critical Literacy as a Pedagogical Goal in English Language Teaching

Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

Theoretical Underpinnings

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