The Design of a Rubric to Evaluate Laboratory Reports in Astronomy: Academic Literacy in the Disciplines

Aguilera, Arancibia; Cristina, María

doi:10.15446/profile.v16n1.37232

Cited by 4 publications

(1 citation statement)

References 8 publications

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“…In second or foreign language environments, writing becomes even more complicated. In Chile, research has shown that English as a foreign language (EFL) learners do not have the academic literacies required to be successful at university (Arancibia Aguilera, 2014). Therefore, the poor development of academic literacies in students' mother tongue is claimed to be transferred to the second/foreign language (L2) learning process; consequently, writing becomes a more complex process in foreign language contexts.…”

Section: Introductionmentioning

confidence: 99%

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Burgos

2017

HOW

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El uso de un enfoque basado en géneros lingüísticos para enseñar ensayos expositivos a estudiantes universitarios de pedagogía del inglés * Eric Gómez Burgos egomez@utalca.cl Universidad de Talca, Linares, ChileThe following article reports the results of an action research project conducted in a public university in Chile. The project consisted of exposing ten undergraduate students from an English pedagogy program to a genre-based approach to writing expository essays. During eight weeks the three stages of the genre-based approach, namely: deconstruction, joint construction, and individual construction, were adapted and developed with the participants. Results gave evidence that a genrebased approach to teaching expository essays is effective in this context because after the application of the action research project, the students' compositions improved in comparison to the participants' pre-intervention essays.Key words: Chile, English as a foreign language, expository essay, genre-based approach, university.Este artículo informa sobre los resultados de una investigación acción en una universidad chilena, que consistió en exponer a diez estudiantes de pedagogía en inglés a un enfoque basado en géneros para escribir ensayos expositivos. Durante ocho semanas las tres etapas del enfoque basado en géneros: deconstrucción, construcción conjunta y construcción individual se adaptaron y desarrollaron con los estudiantes. Los resultados evidencian que un enfoque basado en géneros es eficaz en un ambiente de inglés como lengua extranjera, dado que tras la intervención los textos de los estudiantes mejoraron en comparación a los ensayos previos a la intervención.Palabras clave: Chile, enfoque basado en géneros lingüísticos, ensayos expositivos, inglés como lengua extranjera, universidad.

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Section: Introductionmentioning

confidence: 99%

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Burgos

2017

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Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework

Monbec

Tilakaratna

Brooke

et al. 2020

Assessment & Evaluation in Higher Education

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Analyzing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students

Rojas

Figueroa

Ochoa

et al. 2021

DELTA

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The primary purpose of this inquiry is to analyze the impacts of a teaching and learning strategy designed and implemented by a Chilean Faculty Learning Community (FLC) intended to develop the writing competence of student-teachers of an English Teaching Program. The FLC-led strategy was implemented through an eight-step cycle based on the process-genre approach and supported by educational videos. FLC members guided this cycle during writing sessions at the four levels of the English Linguistic Competence course at Universidad Católica de Temuco. The FLC implemented this experience to address the challenge of serving diverse students’ learning needs and meet the requirements of the national English proficiency standards required by the Chilean Ministry of Education. The FLC examined this experience focusing on students’ writing tasks results and their perceptions of the use of videos in the process, oriented by an impact and evaluation framework of teaching innovations and an action research design. The ages of trainee English teachers who participated in this innovation range between 18 and 22 years old. Students’ writing tests results were analyzed and compared to the suggested CEFR outcomes per level. Moreover, students shared their perceptions towards the use of videos through focus groups. Results show that most students improved their writing performance, especially in content and organization. Furthermore, students perceived that videos helped them contextualize their writing process and contribute as a support resource embedded in classroom activities. Overall, this experience helped the FLC members identify changes resulting from the innovations and areas of improvement.

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The Design of a Rubric to Evaluate Laboratory Reports in Astronomy: Academic Literacy in the Disciplines

Cited by 4 publications

References 8 publications

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Use of the Genre-Based Approach to Teach Expository Essays to English Pedagogy Students

Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework

Analyzing a faculty learning community strategy based on a process-genre approach supported by videos to develop the writing competence of English teaching students

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