Buradasınız

Anasayfa » Content

REFLECTIVE WRITING IN AN EFL WRITING COURSE

İNGİLİZCE’Yİ YABANCI DİL OLARAK ÖĞRENENLER İÇİN YAZMA BECERİSİ DERSİNDE YANSITMALI YAZIM

Journal Name:

  • International Journal of Language Academy

Publication Year:

  • 2014

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Yaşam boyu öğrenme her alanda ve yerde teşvik edilmekte ve bu amaca ulaşmak için kullanılacak yollardan biri de öğrencilerin kendi öğrenme süreçleriyle ilgili nasıl yansıtma yapacaklarını öğrenmelerdir ve kendi öğrenme hedeflerine ulaşabilmeleri için ne yapmaları gerektiğini öğrenmelidirler. Bu çalışmanın amacı İngilizce’yi yabancı dil olarak öğrenen öğrencilerin yazma becerisi dersinde kendi yazdıkları kompozisyonlara ne derece yansıtma yaptıklarını bulabilmek ve öğrenmen rehberliğinde yasıtmalarını geliştirip geliştirmedikleri görmektir. Katılımcılardan kendi İngilizce yazma süreçleri ile ilgili ön ve son yansıtma yazmaları istenmiştir.Yanıtma sürec ile ilgili kaılımcıların düşüncelerini öğrenmek üzere veriler anket aracılığıyla toplanmıştır. Chirema’nın (2007) kodlama sistemi ile yasıtma öğeleri bir nitel very analizi bilgisayar programında kodlanmıştır. Bulgular eğitimden sonra katılımcıların daha nitelikli yansıtma ürettiklerini ve bu yansıtma sürecine karşı olumlu düşündüklerini göstermiştir. Bulgular uygun bir eğitimle yazma becerisi dersinde özerklik gelişine katkıda bulunabileceğini gösterebilir. Öğrenenlere İngilizce yazma becerisi dersinde ön yazma aşamasında yanstıma öğretmenin yeteneklerine katkıda bulunabilinir.
Bookmark/Search this post with
Abstract (Original Language): 
Lifelong learning is promoted in every field and place and one way to achieve this goal can be learning how to reflect on the learning process the learners go through and take the necessary actions to achieve their learning goals. The aim of this study was to find out to what extent EFL (English as a Foreign Language) learners could reflect on their essays in an EFL writing course and whether guidance of the teacher could help them to improve their reflections. The participants of the study were required to write a pre and post reflection on their writing process while composing in English. Data were collected through questionnaires to find out how they perceived the reflection process. The reflection elements were coded according to Chirema’s coding scheme (2007) on a computer program used for qualitative data analysis. The findings showed that the learners produced more qualified reflections after the training and enjoyed the process of reflecting. The findings of the study may indicate that with appropriate training, it is possible to achieve autonomy in a writing course through enhancing reflection on the learning process. Teaching learners to reflect in EFL writing course may improve their skills at pre-writing stage.
FULL TEXT (PDF): 
PDF icon arastirmax-reflective-writing-efl-writing-course.pdf
  • 4
470
486
  • English

REFERENCES

References: 

Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40,
21-40.
Boud, D., Keogh, R. Walker, D. (Eds.) (1985). Reflection: Turning Experience into Learning.
London: Kogan Page.
Chien, S. (2012). Students’ use of writing strategies and their English writing
achievements in Taiwan. Asia Pacific Journal of Education, 32, 1i 93-112.
Chirema, K. D. (2007). The use of reflective journals in the promotion of reflection and
learning in post-registration nursing students. Nurse Education Today, 27, 192-
202.
Creswell, J. W. (2005). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Pearson Education International: New
Jersey.
Dafei, D. (2007). An exploration of the relationship between learner autonomy and
English Proficiency. Asian EFL Journal, 24, 1-23
Dam, L. (2000). Why focus on learning rather than teaching? From theory to practice. In
D. Little, et al. (Eds.), Focus on learning rather than teaching: Why and how? (pp.
18-37). Dublin: Trinity College, Centre for Language and Communication Studies.
Evans, M. (2007). Another kind of writing: reflective practice and creative journals in the
performing arts. Journal of Writing in Creative Practice, 1(1), 69-76.
Geddes, M. (2000). Interdependence can help independence. In D. Little, et al. (Eds.),
Focus on learning rather than teaching: Why and how? (pp. 101-107). Dublin:
Trinity College, Centre for Language and Communication Studies.
Halstead, M. J. and Zhu, C. (2009). Autonomy as an element in Chinese educational
reform: a case study of English lessons in a senior high school in Beijing. Asia
Pacific Journal of Education, 29,4, 443-456.
Hammond, M., and Collins, R. (1991). Self-directed Learning: Critical Practice. London:
Kogan Page
Harris, V. (1997). Teaching learners how to learn: Strategy training in the ML classroom.
London: CILT.
Holec, H. (1988). Autonomy and Self-Directed Learning: Present Fields of Application.
Strasbourg: Council of Europe.
Karlı, K. (2005). Harmonization with European Union. Paper presented at the function of
high school seminar, Bilkent, Ankara
Kember, D., Jones, A., Loke, A., McKay, J., Sinclair, K., Tse, H., Webb, C., Wong, F.,
Wong, M. & Yeung, E. (1999). Determining the level of reflective thinking from
students’ written journals using a coding scheme based on the work of Mezirow,
International Journal of Lifelong Education, 18(1), 18–30.
Kjisick, F. & Nordlund, J. (2000). Do they mean what they say? Learners’ representations
of needs and objectives. In D. Little, et al. (Eds.), Focus on learning rather than
teaching: Why and how? (pp. 138-154). Dublin: Trinity College, Centre for
Language and Communication Studies.
Little, D. (1999). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Little, D. (2000). Why focus on learning rather than teaching? In D. Little, et al. (Eds.)
Focus on learning rather than teaching: Why and how? (pp. 3-17). Dublin: Trinity
College, Centre for Language and Communication Studies.
Little, D. (2005). The Common European Framework and the European Language
Portfolio: Involving learners and their judgments in the assessment process.
Language Testing, 22(3), 321-336.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited.
Innovation in Language Learning and Teaching, 1(1), 14-16.
Lor, W. (1998). Studying the first-year students’ experience of writing their reflection
journals with the use of a web-based system. MA dissertation, University of Hong
Kong. In Benson, P. (2001). Teaching and researching autonomy in languages
learning. (pp. 204-208). London: Longman.
Mezirow, J. (1990). How critical reflection triggers transformative learning. In: Mezirow, J.
et al. (Eds.), Fostering Critical Reflection in Adulthood: A Guide to Transformative
and Emancipatory Learning. San Francisco: Jossey-Bass, 1-20.
Moon, J. (1999). Learning Journals: a Handbook for Academics, Students and Professional
Development. London: Kogan Page.
O’Malley, J. M. & Pierce, L. V. (1996). Authentic assessment for English language learners:
Practical approaches for teachers. New York: Addison-Wesley Publishing
Company.
Ridley, J. (2000). Toward autonomy in university classrooms: the role of learners’ goals’.
In D. Little, et al. (Eds.), Focus on learning rather than teaching: Why and How?
(pp. 126-137). Dublin: Trinity College, Centre for Language and Communication
Studies.
Rivers, W.P. (2001). Autonomy at all costs: An ethnography of metacognitive selfassessment
and self-management among experienced language learners. The
Modern Language Journal, 85, 279-290.
Seeman, T. and Tavares, C. (2000). Involving learners in their own learning-how to get
started. In D. Little, et al. (Eds.), Focus on learning rather than teaching: Why and
how? (pp. 67-75). Dublin: Trinity College, Centre for Language and
Communication Studies.
Thomsen, H. (2000). Learners’ favoured activities in the autonomous classroom. In D.
Little, et al. (Eds.), Focus on learning rather than teaching: Why and how? (p. 71).
Dublin: Trinity College, Centre for Language and Communication Studies.
Thorpe, K. (2004). Reflective learning journal: from concept to practice. Reflective Practice,
5, 3, 327-343.
Vickers, C. & Morgan, S. (2003). Learner diaries. Modern English Teacher. Cambridge
University Press, 12/4, 29-34.
Wenden, A. L. (1987). Conceptual background and utility. In Wenden, A. L. and Rubin, J.
(Eds.), Learner strategies in language learning (pp. 3-13). London: Prentice/Hall
International.
Whitehead, R. (2000). Between a rock and a hard place: The interdependent classroom. In
D. Little, et al. (Eds.), Focus on learning rather than teaching: Why and how? (p.
93-104). Dublin: Trinity College, Centre for Language and Communication
Studies.
Wong, F.K.Y., Kember, D., Chung, L.Y.F., Yan, L., 1995. Assessing the levels of student
reflection from reflective journals. Journal of Advanced Nursing 22, 48–57.
Yu, Y. And Wang, B. (2009). A study of language learning strategy use in the context of
EFL curriculum and pedagogy reform in China. Asia Pacific Journal of Education,
29,4, 457-468.
Yumuk, A. (2002). Letting go of control to the learners: The role of the internet in
promoting a more autonomous view of learning in an academic translation
course. Educational Research, 44, 141-156.

Thank you for copying data from http://www.arastirmax.com