Toward a Socioliterate Approach to Second Language Teacher Education

Hedgcock, John S.

doi:10.1111/1540-4781.00151

Cited by 39 publications

(17 citation statements)

References 86 publications

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“…What we found from analyzing the teachers' perspectives toward this theme was that ELT teachers need to take part in teacher training courses in terms of pre-and in-service to be more familiar with the principles of doing self-assessment and peer-assessment in writing courses. The pre-and in-service courses, as a kind of teacher training course, will help ELT teachers to gain knowledge on issues they encounter in L2 classrooms (Hedgcock 2002) and contribute to their ability in doing action research in their L2 classes (Nassaji 2012). By participating in pre-and in-service courses ELT teachers will be able to gain knowledge or what previously mentioned as assessment literacy in self-assessment and peer-assessment to tackle the challenges they may confront in their writing courses while implementing self-assessment and peer-assessment.…”

Section: Resultsmentioning

confidence: 99%

An emic perspective toward challenges and solutions of self- and peer-assessment in writing courses

Meihami

Razmjoo

2016

Asian. J. Second. Foreign. Lang. Educ.

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Self-assessment and peer-assessment have been appraised in a large number of studies, aiming at investigating their effectiveness in different contexts. However, the challenges of implementing self-assessment and peer-assessment have been investigated rather sporadically. Given that, the purpose of this study was to explore the challenges and probable solutions of implementing self-assessment and peer-assessment by delving into the perspectives of English language teaching (ELT) teachers and ELT students. In this study we used an emic methodology to examine the perspective of 11 ELT teachers and 56 undergraduate and graduate ELT students. We used MAXQDA to analyze the interviews and open-ended questions. The results reveled that on the part of ELT students, self and peer's subjective judgment, learners' lack of assessment literacy, and instructional problems were the most important challenges of implementing self-assessment and peer-assessment in writing courses. ELT teachers believed that these assessment types are not feasible in all cultures. They also admitted that ELT teachers' lack of assessment literacy is a challenge in implementing these assessment types. As for the probable solutions, both ELT teachers and students posited that ELT teachers need to increase their assessment knowledge and to participate in teacher training courses. Whereas ELT teachers believed that learner autonomy could be a solution, ELT students were against it. The article's conclusion bears some implications for ELT teachers while implementing self-assessment and peer-assessment in writing courses.

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Section: Resultsmentioning

confidence: 99%

An emic perspective toward challenges and solutions of self- and peer-assessment in writing courses

Meihami

Razmjoo

2016

Asian. J. Second. Foreign. Lang. Educ.

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“…Post-or reflective assessment builds the awareness of students while developing professional skills. By using modelling and reflective processes, students shape the development of their professional skills and thus experience an increased awareness and understanding of their level of skill and progress in skill development (Hedgcock, 2002).…”

Section: Methodsmentioning

confidence: 99%

Internationalising Professional Skill Development

Soontiens

2004

Journal of Teaching in International Business

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Internationalisation of education, and more specifically tertiary education, all over the world has contributed to a significant overhaul in student composition. Parallel to this runs the need for graduates to leave university with a range of professional skills. In response to this, universities actively encourage the development of such skills in their programs by integrating the teaching and assessing of professional skills into academic programs. This paper reports on the efficacy of a professional skills program and its support structures as used in the Bachelor of Commerce degree program of a university. The paper outlines how the skills were taught and assessed in the International Management 375 unit and presents data on the changes in students' perceptions of their skill levels. The interpretation of the data is further differentiated on the base of gender, language and country of origin. BACKGROUNDThe internationalisation of education has contributed to cultural diversity on university campuses throughout the world. At the same time business, industry, professional bodies and students increasingly demand the inclusion of transferable professional skills in academic programs. The purpose of this paper is to highlight the importance of professional skill development in a language and culturally diverse environment. The paper focuses on the development of presenting, written communication and teamwork skills and differentiates on the basis of gender, language and nationality. The paper measures the efficacy of the professional skill development program and its support structures for the various student groups based on a questionnaire. The questionnaire was the primary instrument in the pre-then-post analysis of perceived skill levels of students. The questionnaire collected data on skill levels before support for skill development was given and skill levels after the support and allows a critical analysis of skill improvement by the various student groups.

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“…Generally, the theories are created by academicians and they are employed in the language classrooms by teachers. Unfortunately, the relationship between theorists and practitioners is quite similar to the relationship between producers and customers in most cases (Hedgcock, 2002). As a result, like in every reciprocal interest situations, most of the methods and techniques cannot become successful in the long run.…”

Section: Literature Reviewmentioning

confidence: 99%

An analysis of innovative Lean Method in foreign language learning

Tilfalioğlu¹

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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The question of how to teach and learn English has been the preoccupation of many scholars of English Language Teaching for more than a century. Since the emergence of grammar translation method, researchers, teachers, and academicians have been trying to find the best method for their learners. In other words, this process can be defined as a century of questioning. In fact, some of the methods have been successful to some extend in the mastery of language, but most of them unfortunately cannot even reach the promised lands of the fruitful learning, and none of them were completely suitable for all types of the learners. There are several reasons behind this problem, and one of them could be the students' contribution in the creation of these methods. It has been rarely questioned that how students feel about these methods employed in English classes, despite the fact that these methods, namely innovations, have been created for the purpose of students' mastery of foreign language learning. This study is mainly focused on using quantitative design conducted with 975 students and participants were randomly selected from 3 universities, 5 high schools, 2 middle schools and 1 primary school in Turkey and Iraq in order to analyze the suitability of English instruction from the perspective of learners towards innovative lean method. Within the context of the study, the students' attitudes and opinions towards innovative Lean Educational method were revealed and some recommendations were developed for especially language teachers and researchers.

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Toward a Socioliterate Approach to Second Language Teacher Education

Cited by 39 publications

References 86 publications

An emic perspective toward challenges and solutions of self- and peer-assessment in writing courses

An emic perspective toward challenges and solutions of self- and peer-assessment in writing courses

Internationalising Professional Skill Development

An analysis of innovative Lean Method in foreign language learning

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