English Class or Speaking about Everything Class? Dialogue Journal Writing as a Critical EFL Literacy Practice in an Iranian High School

Ghahremani-Ghajar, Sue-san; Mirhosseini, Seyyed‐Abdolhamid

doi:10.1080/07908310508668748

Cited by 39 publications

(22 citation statements)

References 23 publications

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“…"Without this element of 'stand back and think about what we have been doing,' pupils may be left with the relevant knowledge and experience (technique) but not able to apply it to help themselves in other learning situations" (Kelly, 1995, p. 53; see also Widdowson, 1983Widdowson, , 1990. Learning diaries are a forum where ideas are up for exploration; where students can be encouraged to inspect critically their views and examine their validity (Alterio, 2004; Ghahremani-Ghajar Q' Mirhosseini, 2005); and where they can develop an inquisitive mind and gain awareness of different aspects, such as their own learning experience, themselves as language learners and language users, language in general, learning goals, and learning options (Simard, 2004). Awareness in these areas was an essential element of my classroom, not a luxury ('James Q Garrett, 1991; Wright Q Bolitho, 1993).…”

Section: Awareness and Reflectionmentioning

confidence: 99%

“…Reported experiences in student diary keeping in L2 contexts generally cite the writing of diaries over relatively short periods of 3 to 10 weeks, which does not allow for extensive data collection, or with relatively few participants (Alterio, 2004;Dipardo & Schnack, 2004;Ghahremani-Ghajar & Mirhosseini, 2005;Gray, 1998;Matsumoto, 1996;McDonough, 1994;Mwachofi, 2002;Norton, 2000;Turner, 1993;Werderich, 2002;and Woodfield Q Lazarus, 1998;among others). In this study, 95 learners kept diaries for 35 weeks during the 2005 academic year (March to November), which offered the breadth of observation needed to conduct a descriptive and interpretive analysis of this class.…”

Section: Diary Writing and Learning Historiesmentioning

confidence: 99%

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Learning Diaries in the English as a Foreign Language Classroom: A Tool for Accessing Learners' Perceptions of Lessons and Developing Learner Autonomy and Reflection

Porto

2007

Foreign Language Annals

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The aim ofthis study was to learnfrom students' frame of refercnce how they experience foreign language classes. Data include learning diaries written during 2005 for more than 35 weeks (March to November). Subjects were 95 Argentine, Caucasian, mostly jemale, middle‐class, Spanish‐speaking College students between 19 and 21 years of age who were enrolled in English Language 11 at the National University of La Plata in Argentina. The results of this study stress 1) the value of systematic learner introspection over time as a vehicle for reflection and autonomy in foreign and second language learning contexts; 2) uncovering learners' thoughts and beliefs in an effort to understand how these affect their engagement with language activities; and 3) using this Information to make instructional decisions and monitor their adequacy and effectiveness.

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Section: Awareness and Reflectionmentioning

confidence: 99%

Section: Diary Writing and Learning Historiesmentioning

confidence: 99%

Learning Diaries in the English as a Foreign Language Classroom: A Tool for Accessing Learners' Perceptions of Lessons and Developing Learner Autonomy and Reflection

Porto

2007

Foreign Language Annals

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“…Some studies have reported admirable attempts to encourage critical thinking and creative learning, cultivate a democratic culture, and incorporate cultural issues in second language instruction (e.g. Benesch, 2009;Crookes, 2010;Ghahremani-Ghajar & Mirhosseini, 2005;Morgan, 2004;Norton & Vanderheyden, 2004;Wachob, 2009). Nevertheless, despite all such attempts, values of transformative and libratory education are not paid due attention due to the dominance of the above-mentioned uncritical and asocial view (Crookes & Lehner, 1998;Pennycook, 1990).…”

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confidence: 98%

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Abednia

Izadinia

2013

Language Awareness

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This study is a report on the learning processes and outcomes of a reading course with a critical literacy orientation. Twenty-seven BA freshman English literature students (four males and 23 females) at the age range between 18 and 21 participated in a 'Reading Comprehension 1' course at Allameh Tabataba'i University, Tehran. Throughout the course, they were encouraged to deal with the passages they brought to the class in a problem-posing manner. To this end, they were motivated to critically analyze the passages through group discussions and writing reflective journals. The thematic analysis of the collected 126 journals shed light on the development of the students' critical consciousness which emerged in five themes. A detailed discussion of the findings and suggestions for further research are presented.

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“…This feature, the ability to be involved in an ongoing reflection process, then turned out to be a prominent characteristic of a successful educational system. Accordingly, some other studies (Ghahremani-Ghajar & Mirhosseini, 2005;Stapleton, 2001;Stout, 1993;Twardy, 2005) were conducted to improve teachers' CT skills, as those who are responsible to trigger and improve such students' abilities, as well. However, according to Ghafar Samar and Ahmadi (2012), "Because the priorities in today's classrooms include learners' CT abilities, little attention has been paid to this skill from the teachers' side as practitioners and mentors of these abilities" (p. 3).…”

Section: Critical Thinkingmentioning

confidence: 99%

Collaboration in Writing Assessment: Insights Into Novice and Experienced Iranian Efl Raters’ Critical Thinking and Criteria

Jahanshahi

2017

IJ21CE

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There is a growing body of literature on effective techniques through which critical thinking (CT) can be fostered in an educational setting. In a way that agrees with teaching as an interactive process, considerable debate has taken place over enhancing teachers' CT abilities in recent years. Concerning the positive effects of collaboration on CT, the present study examines whether the frequency of CT components among novice and experienced Iranian EFL raters is different while assessing a passage individually and collaboratively (in pairs). For this end, a mixedmethod approach was adopted. Writing assessments made by two groups of novice and experienced raters were coded in search of statements classified as one of the five components of CT (Stapleton, 2001). The data obtained included recorded think-aloud protocols and written comments made by raters while assessing 3 passages written by IELTS examinees. Then, novice and experienced raters were compared based on the total frequency of CT components used while assessing individually and collaboratively. Afterwards, their criteria for scoring a passage (without using a rubric)were attempted to be established. Findings revealed that collaboration in writing assessment improves raters' CT skills irrespective of their experience level, while CT indices were significantly higher for experienced collaborative pairs. Although, novice and experienced raters' CT skills were not significantly different while assessing individually.With regard to the criteria applied by novice raters, qualitative analysis revealedcentral concerns about the text surface level. Actually, they were believed to be in the process of forming their personal strategies and establishing their own criteria as raters. While experienced raters went one step ahead of syntax into semantics. Key words:Critical Thinking (CT); Novice Raters; Experienced Raters; Individual Assessment. RESUMENHay una creciente literatura sobre técnicas eficaces a través de las cuales el pensamiento crítico (PC) puede ser fomentado en un entorno educativo. De una manera que concuerda con la enseñanza como un proceso interactivo, existe un debate considerable sobre la mejora de las capacidades de PC de los profesores en los últimos años. En cuanto a los efectos positivos de la colaboración en el PC, el presente studio analiza si la frecuencia de los componentes del PC entre evaluadores noveles y experimentados de EFL ironies diferente mientras se evalúa un pasaje de forma individual y colaborativa (en parejas). Para ello, se adoptó un enfoque de métodos mixtos. Las evaluaciones escritas realizadas por dos grupos de evaluadores noveles y experimentados fueron codificadas en busca de declaraciones clasificadas como uno de los cinco componentes del PC (Stapleton, 2001). Los datos obtenidos incluyeron protocolos de pensamiento en voz alta y comentarios escritos hechos por evaluadores mientras que evaluaron 3 pasajes escritos por examinados de IELTS. A continuación, los evaluadores principiantes y experimentados se compar...

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English Class or Speaking about Everything Class? Dialogue Journal Writing as a Critical EFL Literacy Practice in an Iranian High School

Cited by 39 publications

References 23 publications

Learning Diaries in the English as a Foreign Language Classroom: A Tool for Accessing Learners' Perceptions of Lessons and Developing Learner Autonomy and Reflection

Learning Diaries in the English as a Foreign Language Classroom: A Tool for Accessing Learners' Perceptions of Lessons and Developing Learner Autonomy and Reflection

Critical pedagogy in ELT classroom: exploring contributions of critical literacy to learners’ critical consciousness

Collaboration in Writing Assessment: Insights Into Novice and Experienced Iranian Efl Raters’ Critical Thinking and Criteria

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