Service‐Learning in the Second Language Writing Classroom: Future Directions for Research

Swacha, Kathryn Yankura

doi:10.1002/tesj.321

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…Although service-learning has been proven to be a unique approach in exposing pre-service teachers to future challenges, there are very few researchers conducted in an ESL context. Swacha (2018) argues that there is still a gap that addresses ways to implement service-learning in ESL teacher training programs effectively. This can lead to difficulties for curriculum developers and teacher educators to figure out ways to successfully integrate service-learning in their courses.…”

Section: Service-learning Approach As a Platform For Teachers' Trainingmentioning

confidence: 99%

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Pazilah¹,

Hashim²,

Yunus³

2021

AWEJ

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As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

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Section: Service-learning Approach As a Platform For Teachers' Trainingmentioning

confidence: 99%

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Pazilah¹,

Hashim²,

Yunus³

2021

AWEJ

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“…In writing classrooms across educational settings, service learning has been implemented to bridge academic learning with the community. Deans () devised three types of writing‐specific service‐learning approaches: writing for the community—students create a written product for an organization (Swacha, ); writing about the community—students reflect and write about their community service; and writing with the community—students work with community members to produce written products.…”

Section: Literature Reviewmentioning

confidence: 99%

Translating community development stories: When anEFLwriting course meets service learning

Chen

2018

TESOL Journal

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Service learning has been widely applied across academic disciplines and educational settings for various purposes. This study involved a group of 24 Taiwanese students of English as a foreign language who helped a nonprofit organization translate community development stories and annual reports from English to Chinese. These documents were collected from the organization's branches all over the world and covered a wide range of topics related to community development. To collect data for the current study, a questionnaire for the upcoming service learning experience was conducted before students began their service work and a second questionnaire was administered after students finished their translation task. Students perceived the experience of working as volunteer translators quite positively and reported having gained a sense of achievement and more experiences and knowledge about other cultures, the translation process, comprehending materials written in nonstandard English, and unfamiliar issues and contexts. This article ends with suggestions for future research and integration of service learning into writing courses.

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“Teaching is learning”: creating a meaningful English L2 writing class with service-learning

Wang

2018

Pedagogies: An International Journal

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Service‐Learning in the Second Language Writing Classroom: Future Directions for Research

Cited by 3 publications

References 21 publications

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

Translating community development stories: When anEFLwriting course meets service learning

“Teaching is learning”: creating a meaningful English L2 writing class with service-learning

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