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

Wang, Hung chun

doi:10.1080/1554480x.2018.1440561

Cited by 7 publications

(7 citation statements)

References 18 publications

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“…This work presents a systematic review of the literature focused on higher education EFL courses aimed at achieving benefits associated with the use of physical activity and TPR methodology among students. There is a substantial literature about the beneficial impact of TPR on EFL courses, much of which focused on Primary or Secondary school students (Jing, 2002;Wang, 2008;Wang, 2019). However, these results are not all focused on higher education and consequently do not describe the higher education students' learning experiences and other particularities of this methodology in depth.…”

Section: Research Focusmentioning

confidence: 99%

“…EFL teaching includes taking into consideration different educational, scholarly and proficiency components (Yang & Yeh, 2021). One of these components is the knowledge of higher education students, which appears to be on a very basic level to have improved due to the esteem of the experience given through several methodologies such as Total Physical Response (TPR) (Wang, 2019). Essentially, small-group interventions in EFL teaching produces the combination of curricular learning in a comprehensive and globalised way, particularly with dynamic techniques that utilize dynamic programs to be close understudies or any gather .…”

Section: Introductionmentioning

confidence: 99%

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EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

Hooli,

Ortega-Martín,

Ruiz-Montero

2023

PortaLin

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Total physical response (TPR) aims to develop listening comprehension and verbal communication skills of beginner level of students through physical actions. This paper is a systematic review of the literature on EFL teaching by TPR methodology on higher education students in the area of English teaching, Physical Education, and Physical Activity and Sport. After an exhaustive search, 5 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indicate that the research methodologies used tended to be qualitative, while the variety of samples and duration of interventions was broad. The instruments employed were mainly reflexive diaries with open questions and descriptive survey, as well questionnaires and surveys, and the programs were developed specifically for Spain and Asian countries. In conclusion, the present systematic review highlights that TPR and physical activities can have a positive effect on higher education students EFL learning.

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Section: Research Focusmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

Hooli,

Ortega-Martín,

Ruiz-Montero

2023

PortaLin

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“…An S-L intervention with teacher education students specialising in EFL teaching involves taking into account various pedagogical, academic and professional elements [ 18 ]. One of these elements is university students’ own learning, which seems to be fundamentally enhanced by the value of the practical experience provided through S-L [ 19 ]. Similarly, small-group intervention in EFL teaching produces the consolidation of curricular learning in a comprehensive and globalised way, specifically with active methodologies that use active programs to be near students or any group [ 20 ].…”

Section: Introductionmentioning

confidence: 99%

The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students

Hooli

Corral-Robles

Martín

et al. 2023

IJERPH

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In response to the challenges of the 21st century, the European Higher Education Area (EHEA) has been committed to the development of a training model that focuses on the acquisition of cognitive, physical, and social competences, among others, rather than the mere acquisition of knowledge. This approach has gained momentum in recent years, where the learners are the protagonists of their own learning process. This change of approach requires a change in methodology and involves a renewal of the methodological approach in Spanish universities. Service learning (S-L) is an active methodology that is gaining ground across universities due to its experiential, community-based and reflective characteristics. The present study aimed to provide an overview of the impact of S-L by active programs (physical activities, movement games, active tasks, etc.) on the acquisition of professional, linguistic, pedagogical or intercultural competencies, as well as physical wellbeing skills, on English as a foreign language (EFL) teacher education students. Fourteen Spanish EFL university students carried out an S-L active intervention with a migrant group from the Migrant Temporary Stay Centre in the autonomous city of Melilla (Spain). A qualitative study was designed to evaluate the achievement of these competencies. The results show that even though S-L is a challenging methodology, it favours the development of academic, professional, and physical wellbeing competences to succeed in a competitive and changing world, as well as the improvement of the participant students.

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“…Teachers should see writing as a process. In the writing process, students go through several stages (Bayat, 2014;Carolan & Kyppö, 2015;Faraj, 2015;H. Wang, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Mindful Learning on Students’ Writing Competency

Saputra

Piscayanti

Agustini

2020

j. pendidik. indonesia.

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In developing students’ writing competency, teacher’s strategy and engagement in writing process is very crucial. The strategy of teaching writing should not only focus on language aspects but also should help the students in developing their critical thinking and problem solving skill. The current study investigated the effect of midful learning on students’ writing comptency. This study was an experiment study with posttest only control group design. 71 EFL students were involved in this study. In collecting the data,this study used writing competency test and rubric for assessing. The collected data were analzyed using descriptive and inferential statistics. The result of descprtive statistics showed that the mean score of writing competency of experiment group (82.25) was higher than the control group (78.67). A significant mean difference is identified from the result of t test (Sig. .005.) The result of effect size test showed a medium effec (.68) t. Thus, it can be concluded that mindful learning significantly affects students’ writing competency. Discussions and suggestions are further presented.

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

Cited by 7 publications

References 18 publications

EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students

The Effect of Mindful Learning on Students’ Writing Competency

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