Experiential Learning in Foreign Language Education

Kohonen, Viljo; Jaatinen, Riitta; Kaikkonen, Pauli; Lehtovaara, Jorma

doi:10.4324/9781315840505

Cited by 80 publications

(67 citation statements)

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“…Our journal entry data support the observation of our L2 students' sense of growing confidence and identity as writers which directed their personalized writing to reinforce our belief that writing can be meaningful to the students only when they are allowed to express emotional and seemingly irrational aspects in their thinking and acting (Kohonen et al, 2001). An example of this is seen when noticeable student 1 writes: "Examens are coming soon.…”

Section: Discussion Of Findingssupporting

confidence: 50%

“…In this respect, the writing done by the students in our study is situated writing which was primarily intended to provoke self-expression (Kern, 2000;Kohonen et al, 2001). Furthermore, the students' writing by virtue of its rich subjectivity, challenges the acquisition metaphor, which is characteristic of a universalist epistemology (Pavlenko, 1998: 140).…”

Section: Point Of Departurementioning

confidence: 99%

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Exploration of self-expression to improve L2 writing skills

Pfeiffer

Sivasubramaniam²

2016

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Keywords: expressive writing, self-expression, qualitative methods, journal entries, social aspects, cognitive aspects, noticeable students and distinguished students. POINT OF DEPARTUREWriting is often perceived as a difficult and complex activity by the current generation of students. Caught in a world of electronic gadgetry, visual culture and information overload, they neither appreciate the educational value of writing nor do they understand the sense of personal gratification it may instil in them.We are aware that learning to write often begins with the mastery of producing legible letters and basic spelling (Abbott, Berninger & Fayol, 2010) and that once these skills are attained, young writers attempt to master basic grammar and sentence structure. This is to suggest that writers begin to focus on text cohesion (McCutchen, 1986;Witte & Faigley, 1981), syntactic structures (Hunt, 1965; McCutchen & Perfetti, 1982), and cognitive strategies such as planning and revising (Abbott et al., 2010;Berninger et al., 1991). Based on these insights conventional wisdom dictates that teachers should follow a process approach to writing by following the stages of planning, drafting and revising: in that order. However, we were not convinced that the various stages mentioned above and their concomitant procedures and parameters (within which learning to write takes place) could serve as a motivation for students to express themselves in writing. To the contrary, these procedures and protocols (text cohesion, syntactic structures, cognitive strategies) appeared to overemphasize students' adherence to conventionality, grammaticality and linearity in their writing, thereby

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Section: Discussion Of Findingssupporting

confidence: 50%

Section: Point Of Departurementioning

confidence: 99%

Exploration of self-expression to improve L2 writing skills

Pfeiffer

Sivasubramaniam²

2016

PLING

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“…We are thus likely to consider learning Mandarin, Arabic, Russian, and Spanish, Portuguese or Turkish or any other language spoken in the territory that is now considered an emerging market. Not only will this help businesses, it might also help enhance our ability to simply understand one another better, to increase our awareness of different cultures and ways of thinking (Kohonen et al 2014), or even increase creativity and enhance our overall mental ability (Adesope et al 2010).…”

Section: Resultsmentioning

confidence: 99%

Untitled

2017

MGT

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“…"Learning is a continuous process that is grounded in experience. Thus knowledge and skills gained in one situation become instruments of understanding and dealing with situations that follow" (Kohonen, 2001). …”

Section: Discussionmentioning

confidence: 99%

Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

Kuter

2016

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KeywordsThis study aimed to examine how a collaborative mentoring model (CMM), incorporating dyadic and tripartite conferences, influenced the mentees' and school mentors' professional development in a practicum in a teacher education program. A qualitative-evaluative case study was adopted to gather in-depth data for the comprehensive examination of the contributions of the model on the participants' growth. A strategy of data and methodological triangulation was employed through semistructured interviews, autobiographies and reflective journals to better understand the phenomenon under investigation and contribute to the trustworthiness of the study. Multiple data were analyzed through content analysis, putting emphasis on creating predetermined categories so as to promote the feasibility of the replication of the study. The findings triangulated revealed that participants found mentoring influential on the development of their personal and professional skills. The findings also displayed certain instructional and programmatic implications critical to be considered for the improvement of the mentoring process.Collaborative mentoring Teacher education programProfessional development Dyadic and tripartite conferencesArticle Info

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Experiential Learning in Foreign Language Education

Cited by 80 publications

References 0 publications

Exploration of self-expression to improve L2 writing skills

Exploration of self-expression to improve L2 writing skills

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Prospective Teachers’ and Teachers’ Professional Development through the Collaborative Mentoring Kaleidoscope

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