Student Evaluation of Using Self-Reflection Logs: The Value of Using Self-Reflection Materials in an Efl University Course in Japan

Maher, Kate

doi:10.20319/pijss.2015.s11.11791193

Cited by 1 publication

(1 citation statement)

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“…), 2008;McInerney, Smyth, and & Down, 2011;Pahl & Roswell, 2010;Sobel, 2014). Recognizing the value that self-reflective writing can bring to the EFL classroom (Maher, 2015), some teachers use a personal essay alone as a means to engage students with places of personal importance. Elliot Jacobs focuses on the natural environment in his class, constructing a writing prompt as: -Compose a personal essay that explores some aspect of the relationship between your identity and a place.‖ He found that this type of personal reflection on space acts to -position students to take action by bearing witness‖ (Jacobs, 2011, p. 50) and by doing so makes connections between place, personhood, literacy, and democracy.…”

Section: Place-based Educationmentioning

confidence: 99%

Developing a Public Voice: Place-Based Education as an Approach to Education for Sustainable Development in the Efl Classroom

Steeg

2019

pijtel

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This paper argues for developing education for sustainable development (ESD) as a specific focus area in the university EFL classroom, and suggests place-based education as a method to develop the attitudes and skills identified as critical to developing the discourse area of sustainability. This research aimed to determine whether engaging students with making connections between a local place of interest and personal identity stimulated personal agency within a global sustainable development (SD) discourse. Participants worked on group e-projects that asked them to identify a local place of importance, whether personal or civic, and redesign it with an aspect towards sustainability. Student attitudes regarding SD were gauged from pre-and post-testing using a modified version of the OECD's Global Competency Self-Assessment Survey, as well as student interviews and reflective comments. Preliminary results suggest that these attempts to introduce sustainability into the classroom through place-based education improved awareness and attitudes about global issues, and positively impacted abilities to participate in the SD discourse community in English. This is notable, as the sustainable development discourse community is increasingly important to nearly all university students of English, regardless of intended career track, and is worthy of inclusion as a specific focus of study.

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Section: Place-based Educationmentioning

confidence: 99%

Developing a Public Voice: Place-Based Education as an Approach to Education for Sustainable Development in the Efl Classroom

Steeg

2019

pijtel

View full text Add to dashboard Cite

show abstract

Student Evaluation of Using Self-Reflection Logs: The Value of Using Self-Reflection Materials in an Efl University Course in Japan

Abstract: This study reports on the utilization of a student self-reflection log within a first-year university

Cited by 1 publication

References 12 publications

Developing a Public Voice: Place-Based Education as an Approach to Education for Sustainable Development in the Efl Classroom

Developing a Public Voice: Place-Based Education as an Approach to Education for Sustainable Development in the Efl Classroom

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