The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awarenes... more The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students actually try out new methods, or techniques from these methods, in their present or future teaching contexts? Qualitative and quantitative results show that although students overwhelmingly had limited prior exposure to a variety of teaching methods and shared a heavy reliance on a select few methods, there was a strong propensity for future learning using the methods and techniques presented in the course.
International Journal on Studies in English Language and Literature
Extensive Journal Writing (EJW) in Academic Writing Classes (AWCs) has been shown to have a posit... more Extensive Journal Writing (EJW) in Academic Writing Classes (AWCs) has been shown to have a positive impact on students' writing ability (Ho, et al, 2022). This case study reports undergraduate student perceptions on the usefulness of writing about musical genres (a 'music journal'). Several major themes that surfaced from responses were: 1) an improved ability to express feelings;2) an increased sense of awareness and connection to others; the idea that journals were 3) fun and motivating; and lastly, 4) increased English language production and writing skill. These themes indicate that music journals (MJs) may help reduce the stress of academic writing whilst meeting practical AWC production aims, and be seen as engaging alternative to more traditional EWJ formats.
This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners i... more This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners in the peer review process. The authors had observed their undergraduate students were reluctant to do peer review and even more reluctant to use the comments received. To improve the peer review process, the authors decided to change it into a multi-party oral, opinion gap task. Mimicking literature circles, we put students into teams of three and asked them to follow an expanding sequence of Monologue-Dialogue-Discussion (MDD) to discuss each essay. First, one reviewer gave a brief monologue about the writing, then another reviewer joined in and they had a dialogue about the writing while the writer remained silent. Finally, only after listening to the monologue and dialogue could the writer enter the discussion to ask the reviewers about what was said, get further feedback, or explain themselves more fully. This article first explains how to run a PRC and then justifies doing PRCs by using classroom data that demonstrates how interaction during the MDD sequence refines peer feedback from vague/general to specific/ detailed and encourages peer review.
This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners i... more This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners in the peer review process. The authors had observed their undergraduate students were reluctant to do peer review and even more reluctant to use the comments received. To improve the peer review process, the authors decided to change it into a multi-party oral, opinion gap task. Mimicking literature circles, we put students into teams of three and asked them to follow an expanding sequence of Monologue-Dialogue- Discussion (MDD) to discuss each essay. First, one reviewer gave a brief monologue about the writing, then another reviewer joined in and they had a dialogue about the writing while the writer remained silent. Finally, only after listening to the monologue and dialogue could the writer enter the discussion to ask the reviewers about what was said, get further feedback, or explain themselves more fully. This article first explains how to run a PRC and then justifies doing PRCs by ...
International Journal on Studies in English Language and Literature, 2020
Peer review (PR) in academic writing classes (AWCs) has been shown to have a positive impact on g... more Peer review (PR) in academic writing classes (AWCs) has been shown to have a positive impact on graduate students' writing ability, even for those with limited English L2 writing experience. Such limited exposure to PR may lead to feelings of anxiety and confusion about the process and application in future teaching contexts. This study reports how the use of varying PR formats by a novice teacher-trainee in a graduate-level (AWC) impacted her perceptions of peer review. Students performed two rounds of peer review in two formats, one face-to-face and the second a blind-review, and then answered reflective journal questions after each round. Overall, results show that student found these PR formats as positive and helpful to their writing improvement, but that in their future teaching contexts peer review implementation may require much practice for success.
International Journal on Studies in English Language and Literature, 2018
Kolb"s cycle had been gone through continuously in my learning processes, both in and outside the... more Kolb"s cycle had been gone through continuously in my learning processes, both in and outside the classroom, the latter being the more active side of language exploration. With no time for language training due to a heavy teaching schedule, reliance on interactive functions within Korean society became the main learning approach.
Clarifying one"s own development as a teacher within educational institutions can be a complicate... more Clarifying one"s own development as a teacher within educational institutions can be a complicated journey of self-discovery, but the good news is that this does not need to be a solitary pursuit. Within higher educational institutions, communities of practice have consistently formed to allow for the transition of novice instructors toward more enlightened ones. How this process occurs, how it is defined, and the implications of such practice are the focus of this paper. By examining these aspects, one can perhaps find a more solid footing upon which to continue upon the path of professional development within such institutions. The author will show his own journey of discovery via early graduate school events, culminating in a pathway toward yearly academic publishing requirements. The author ends with some helpful suggestions for improving one"s development in this area.
The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awarenes... more The purpose of this survey was to ascertain Korean teacher-trainees' perspectives on the awareness, likability, perceived usefulness and prospective application of varied language teaching methods that they had been taught in a sixteen-week language teaching methodology course. What did the students think about these methods? Will students actually try out new methods, or techniques from these methods, in their present or future teaching contexts? Qualitative and quantitative results show that although students overwhelmingly had limited prior exposure to a variety of teaching methods and shared a heavy reliance on a select few methods, there was a strong propensity for future learning using the methods and techniques presented in the course.
International Journal on Studies in English Language and Literature
Extensive Journal Writing (EJW) in Academic Writing Classes (AWCs) has been shown to have a posit... more Extensive Journal Writing (EJW) in Academic Writing Classes (AWCs) has been shown to have a positive impact on students' writing ability (Ho, et al, 2022). This case study reports undergraduate student perceptions on the usefulness of writing about musical genres (a 'music journal'). Several major themes that surfaced from responses were: 1) an improved ability to express feelings;2) an increased sense of awareness and connection to others; the idea that journals were 3) fun and motivating; and lastly, 4) increased English language production and writing skill. These themes indicate that music journals (MJs) may help reduce the stress of academic writing whilst meeting practical AWC production aims, and be seen as engaging alternative to more traditional EWJ formats.
This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners i... more This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners in the peer review process. The authors had observed their undergraduate students were reluctant to do peer review and even more reluctant to use the comments received. To improve the peer review process, the authors decided to change it into a multi-party oral, opinion gap task. Mimicking literature circles, we put students into teams of three and asked them to follow an expanding sequence of Monologue-Dialogue-Discussion (MDD) to discuss each essay. First, one reviewer gave a brief monologue about the writing, then another reviewer joined in and they had a dialogue about the writing while the writer remained silent. Finally, only after listening to the monologue and dialogue could the writer enter the discussion to ask the reviewers about what was said, get further feedback, or explain themselves more fully. This article first explains how to run a PRC and then justifies doing PRCs by using classroom data that demonstrates how interaction during the MDD sequence refines peer feedback from vague/general to specific/ detailed and encourages peer review.
This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners i... more This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners in the peer review process. The authors had observed their undergraduate students were reluctant to do peer review and even more reluctant to use the comments received. To improve the peer review process, the authors decided to change it into a multi-party oral, opinion gap task. Mimicking literature circles, we put students into teams of three and asked them to follow an expanding sequence of Monologue-Dialogue- Discussion (MDD) to discuss each essay. First, one reviewer gave a brief monologue about the writing, then another reviewer joined in and they had a dialogue about the writing while the writer remained silent. Finally, only after listening to the monologue and dialogue could the writer enter the discussion to ask the reviewers about what was said, get further feedback, or explain themselves more fully. This article first explains how to run a PRC and then justifies doing PRCs by ...
International Journal on Studies in English Language and Literature, 2020
Peer review (PR) in academic writing classes (AWCs) has been shown to have a positive impact on g... more Peer review (PR) in academic writing classes (AWCs) has been shown to have a positive impact on graduate students' writing ability, even for those with limited English L2 writing experience. Such limited exposure to PR may lead to feelings of anxiety and confusion about the process and application in future teaching contexts. This study reports how the use of varying PR formats by a novice teacher-trainee in a graduate-level (AWC) impacted her perceptions of peer review. Students performed two rounds of peer review in two formats, one face-to-face and the second a blind-review, and then answered reflective journal questions after each round. Overall, results show that student found these PR formats as positive and helpful to their writing improvement, but that in their future teaching contexts peer review implementation may require much practice for success.
International Journal on Studies in English Language and Literature, 2018
Kolb"s cycle had been gone through continuously in my learning processes, both in and outside the... more Kolb"s cycle had been gone through continuously in my learning processes, both in and outside the classroom, the latter being the more active side of language exploration. With no time for language training due to a heavy teaching schedule, reliance on interactive functions within Korean society became the main learning approach.
Clarifying one"s own development as a teacher within educational institutions can be a complicate... more Clarifying one"s own development as a teacher within educational institutions can be a complicated journey of self-discovery, but the good news is that this does not need to be a solitary pursuit. Within higher educational institutions, communities of practice have consistently formed to allow for the transition of novice instructors toward more enlightened ones. How this process occurs, how it is defined, and the implications of such practice are the focus of this paper. By examining these aspects, one can perhaps find a more solid footing upon which to continue upon the path of professional development within such institutions. The author will show his own journey of discovery via early graduate school events, culminating in a pathway toward yearly academic publishing requirements. The author ends with some helpful suggestions for improving one"s development in this area.
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