Critical reflection in the second language classroom through audiotaped journals  

Oleh:

Dantas-Whitney, Maria

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 30 no. 4 (Dec. 2002), page 543-555.
Topik: Critical reflection; Student journals; Content-based instruction; Second language learning; Oral language; Higher education; Social constructivism
Fulltext: Dantas-Whitney_Maria.pdf (113.35KB)

Isi artikel

This study focuses on the use of reflective audiotaped journals within a university content-based English as a second language (ESL) course. The journals encouraged students to build connections between the themes explored in class and their personal experiences, values and beliefs.Data for this study came from 54 audiotaped journal entries made by 18 students and an unstructured ethnographic group interview. Analysis by the teacher-researcher identified recurring themes through a constant-comparison method. The results suggest that through audiotaped journals, students were able to investigate course content in ways that were particularly relevant to their lives. They used critical thinking skills to analyze topics explored in class, and they examined their identity-shifting processes. Finally, they perceived the journals as valuable opportunities for oral language practice and self-assessment.The results support the adoption of constructivist learning approaches which encourage students to take a more active and participatory role in the classroom. As students became responsible for linking course content to their personal experiences, they made conscious choices about areas of the curriculum which they wished to explore further and about the strategies they would use to monitor and evaluate their learning.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali