Mediation and development of a novice L2 writing teacher's pedagogical content knowledge of genre

Worden, Dorothy

doi:10.1016/j.jeap.2018.02.005

Cited by 18 publications

(18 citation statements)

References 26 publications

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“…This felt incompetence impacted her confidence in the facilitation of the EAP course and also increased her anxiety level. She experienced a similar anxiety level as Anna in Worden's (2018) study did. Consultations from more experienced teachers, especially in areas of learner needs, their level of English language, and their interest relating to content knowledge, helped her management of anxiety.…”

Section: The Course Evaluationsupporting

confidence: 56%

“…These differences demand course coordinators to have adequate understanding of their learners in the area of the various activities their learners engage in. Course coordinators also need to be competent in “pedagogical content knowledge (PCK)” (Worden, 2018, p. 15), so that they can better mediate their learners to facilitate efficient learning. In addition, the course also needs to be eclectic and flexible enough so that learners’ varying needs can be met.…”

Section: Theoretical Framework: Activity Theorymentioning

confidence: 99%

“…Responding to the ever-increasing need for supporting graduate EFL students’ EAP, the English writing for academic purposes course was initiated in 2018. It is designed for credit-bearing master’s students (by research) at a provincial key Chinese university and aims to facilitate graduate students’ academic writing competence through a “genre-based” instruction (Hyland, 2007; Worden, 2018, p. 13) in combination with a “linguistic approach” (Xu, 2019, p. 118). In February 2019, this course was established as a regular credit-bearing course.…”

Section: Introductionmentioning

confidence: 99%

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Facilitating and Assessing Academic Writing to Graduate Students in a Pilot English for Academic Purposes Course: An Activity Theoretical Perspective

Wang

Qin

2021

International Journal of Educational Reform

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This paper reports on a pilot course responding to facilitating academic writing for an academic writing program implemented at a provincial key university in China. Taken from an activity theoretical perspective, it discusses the practical experience collected during a pilot process of designing, implementing, and assessing a genre-based approach to facilitating graduate students’ academic writing and assessing their academic writing competence. It argues that it is essential to take varied student interests into account in the structuring, delivery, and assessment to ensure academic success and that EAP programs are fruitful places for nurturing academic writing.

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Section: The Course Evaluationsupporting

confidence: 56%

Section: Theoretical Framework: Activity Theorymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Facilitating and Assessing Academic Writing to Graduate Students in a Pilot English for Academic Purposes Course: An Activity Theoretical Perspective

Wang

Qin

2021

International Journal of Educational Reform

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“…Several studies on PCK in relation to science and mathematics subjects have also shown that it is important for teachers to ensure effective teaching and learning (Lane and Coutts, 2012;Kratz & Schaal, 2015;Lehane & Bertram, 2016;Ayers, 2018;Worden, 2018). For example, Lane and Coutts (2012) concluded that effective geography teachers need to be equipped with a high level of pedagogical content including subject knowledge to make understanding of each lesson concept easy.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah

Rabe¹,

Bikar²,

Rathakrishnan³

et al. 2021

Review of International Geographical Education Online

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2015) reports that in the next 20 years a large-scale earthquake will hit Sabah. This inevitability means that the local community needs to be sufficiently informed so as to be prepared for disaster. Formal education can be used as a medium for conveying knowledge about earthquakes. However, scholars believe that to impart such knowledge, teachers' understanding of earthquake concepts needs to be evaluated as they are the main sources of information on the topic. This study applied a concurrent triangulation mixed-method model to explore the understanding of earthquake concepts among Geography teachers in Ranau. The quantitative data were collected through a survey, while the qualitative data were collected through teachers' interviews. Random sampling methods were used to select 80 Geography teachers from nine secondary schools in Ranau, Sabah. Of these, 18 were selected through the purposive sampling method for interviews. Triangulation of quantitative and qualitative data revealed that the level of understanding of the earthquake concept and the level of readiness for an earthquake disaster is moderate. The findings also indicated that female teachers are more aware of the concept of earthquakes and male teachers are more prepared for them due to physical and emotional factors. Furthermore, senior teachers are more aware of the concepts and are more prepared for the earthquake than their junior colleagues. Finally, the findings of this study contribute to the science of earthquake education in Malaysia and aid Geography teachers, as well as assisting schools to help teachers improve their understanding of earthquake concepts.

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“…Previous studies on L2 learners have focused on genre-based pedagogy and the teaching of writing for different text types (e.g., explanation, argumentation; Chen & Su, 2012;Feez, 1998Feez, , 2002Ferris & Hedgcock, 2013;Gebhard et al, 2013;Hyland, 2004Hyland, , 2007Nagao, 2019;Worden, 2018). Less attention, however, has been given to writing across registers.…”

Section: Introductionmentioning

confidence: 99%

Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing

2021

Written Communication

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Language learning is context-dependent and requires learners to employ different sets of language skills to fulfill various tasks. Yet standardized English as a foreign language assessments tend to conceptualize English proficiency as a unidimensional construct. In order to distinguish English proficiency as separate context-driven constructs, I adopted a register-based approach to investigate academic English proficiency (i.e., specific set of language skills that support academic literacy) and general English proficiency (i.e., wide range of language skills undifferentiated by context that are measured by traditional assessments) as separate predictors of overall essay quality. In the study, students completed a general English proficiency assessment and an academic language proficiency assessment, and essays were coded for academic writing features at the lexical, syntactic, and discourse levels. Beyond the contribution of academic writing features and general English proficiency, academic English proficiency emerged as a significant contributor to essay quality. Findings suggest that academic English proficiency scores more precisely identified a subset of academic language skills that is relevant to essay writing. The article concludes by discussing implications for strategic writing instruction that articulates the key expectations of academic writing used in and beyond school contexts.

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Mediation and development of a novice L2 writing teacher's pedagogical content knowledge of genre

Cited by 18 publications

References 26 publications

Facilitating and Assessing Academic Writing to Graduate Students in a Pilot English for Academic Purposes Course: An Activity Theoretical Perspective

Facilitating and Assessing Academic Writing to Graduate Students in a Pilot English for Academic Purposes Course: An Activity Theoretical Perspective

Analyze the Conceptual Understanding of Earthquakes among Geography Teachers in Ranau, Sabah

Exploring General Versus Academic English Proficiency as Predictors of Adolescent EFL Essay Writing

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