Mentoring EFL Preservice Teachers in EFL Writing

Hudson, Peter B.; Nguyen, Hoa Thi Mai; Hudson, Sue

doi:10.18806/tesl.v27i1.1033

Cited by 13 publications

(8 citation statements)

References 34 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This brings us to the important issue of teacher education and teacher preparation programs in EFL contexts. A number of studies have identified gaps in teacher preparedness for teaching writing and underlined the need for robust teacher training programs in various aspects of EFL writing pedagogy (Hudson, Nguyen & Hudson, 2009;Lee, 2008Lee, , 2010Lee, , 2011Lee, , 2016. Hudson, Nguyen and Hudson (2009) in their study found that pre-service teachers in Vietnam felt that they did not have many opportunities to be mentored on teaching writing.…”

Section: What Does This Mean For Writing Instruction In Efl Contexts?mentioning

confidence: 99%

“…A number of studies have identified gaps in teacher preparedness for teaching writing and underlined the need for robust teacher training programs in various aspects of EFL writing pedagogy (Hudson, Nguyen & Hudson, 2009;Lee, 2008Lee, , 2010Lee, , 2011Lee, , 2016. Hudson, Nguyen and Hudson (2009) in their study found that pre-service teachers in Vietnam felt that they did not have many opportunities to be mentored on teaching writing. Lee's (2010Lee's ( , 2011 research in Hong Kong also suggests that in-service teachers were under-prepared to teach writing.…”

Section: What Does This Mean For Writing Instruction In Efl Contexts?mentioning

confidence: 99%

See 1 more Smart Citation

Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?

Bhowmik

2021

BELTA J.

View full text Add to dashboard Cite

Writing is an important skill to function effectively in a foreign language. In an EFL context, writing is all the more important as a high percentage of students learn English for academic and professional purposes that require advanced writing skills. In the most recent scholarship of L2 writing, arguments have emerged regarding whether the focus of writing instruction should be to teach students how to write effectively in the target language, or how they should use writing to learn the language. Eliciting the main tenets around both these theoretical orientations, the current paper examines writing instruction in EFL contexts and makes the case that the learn-to-write and write-to-learn language approaches are not mutually exclusive. The paper further posits that learner needs should pivot L2 writing instruction in EFL contexts, and that approaches to L2 writing instruction need to be flexible and adaptable.

show abstract

Section: What Does This Mean For Writing Instruction In Efl Contexts?mentioning

confidence: 99%

Section: What Does This Mean For Writing Instruction In Efl Contexts?mentioning

confidence: 99%

Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?

Bhowmik

2021

BELTA J.

View full text Add to dashboard Cite

show abstract

“…Dass (2003) proposes that a teacher should experience the art of writing personally so as to gain insight into writing pedagogies. Pre-service teacher education paves way to the implementation of sound teaching approaches in schools, therefore, educational institutions play the salient role of shaping the effective practices among teachers, especially in the teaching of writing (Hudson, Nguyen, & Hudson, 2009).…”

Section: Issues In Esl Writing Instructionmentioning

confidence: 99%

Writing Narrative Essays using E-Book Writing Software : Analyses of Students' Digital Written Works

Li¹,

Razali²,

Baki³

2019

The Journal of AsiaTEFL

View full text Add to dashboard Cite

This study explores the utilization of e-book writing software as a tool for process-based writing approach to enhance the learning of ESL writing among the pre-service teachers. The study adopted a qualitative research design which was conducted using document analysis technique on digital written works of six pre-service teachers in one Institute of Teacher Education Malaysia (ITEM). The preservice teachers were introduced to narrative essay format and i-Spring Pro 6.2 software to produce ebooks. The data gathered (i.e., pre-service teachers' digital written works) were analyzed using predetermined (i.e., a priori) codes. As induced from the findings, the utilization of e-book writing software as a tool for process-based writing approach is found to enhance the learning of ESL writing among the pre-service teachers, which is evident from their improved accuracy of genre and message, fulfillment of task requirements, use of grammar, spelling, and punctuation, originality, coherence and organization, and use of multimedia in text presentation. These positive results indicate that the utilization of e-book writing software as a tool for process-based writing approach in writing narrative essay type is beneficial to expose pre-service teachers to a more meaningful, fun, and engaging way of learning and practicing ESL writing.

show abstract

“…Previous studies conducted by Haciomeroglu (2013), Hudson, et al (2009), Zhao & Zhang (2017), and Zhilgildinova et al (2022 showed that the cooperative teacher might contribute to the student teachers' preparation by directing them to participate in meetings with the teaching staff and participate in social activities. Supervisory role of the cooperative teacher, Grant and Zeichnar (2002) and Zhao & Zhang (2017) found that the supervisory role of the cooperative teacher is mainly through observing the student teachers' performance in the learning environment and then holding a meeting to provide them with feedback that can contribute to improving their instructional performance.…”

Section: Introductionmentioning

confidence: 99%

“…These included the roles that contribute to the preparation of the teacher. These centered mainly on the supervisory role of the cooperative teachers in training student teachers to become the main controllers of the learner-based learning approach (Bayrakc, 2009;Hudson, et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Supervisory Performance of Cooperative Teachers in Improving the Professional Preparation of Student Teachers

Al‐Barakat

Ali

Al-Hassan³

et al. 2022

IJLTER

View full text Add to dashboard Cite

The purpose of this study was to investigate the degree of effectiveness of the supervisory performance of cooperative teachers in improving the professional preparation of student teachers in the specialization of early childhood education.The participants were 155 student teachers enrolled in the education field-training program at Yarmouk University in Jordan. To achieve the purpose of the study, a questionnaire was developed, after insuring its validity and reliability. The findings showed that, according to the means and standard deviations of the questionnaire items, cooperative teachers did not fulfill their supervisory roles in improving the professional preparation of student teachers during the education field-training. The findings also showed that there were no statistically significant differences in the effectiveness of the supervisory performance of cooperative teachers due to gender, academic qualification and teaching experience. This indicates that these variables do not affect the cooperative teachers' supervisory role in improving student teachers' preparation. This study contributes to a better comprehension of the supervisory performance of cooperative teachers in improving the professional preparation of student teachers. It is suggested that the teacher education program at Yarmouk University should pay attention to improve student teachers' preparation during the education field-training phase.

show abstract

Mentoring EFL Preservice Teachers in EFL Writing

Cited by 13 publications

References 34 publications

Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?

Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?

Writing Narrative Essays using E-Book Writing Software : Analyses of Students' Digital Written Works

Supervisory Performance of Cooperative Teachers in Improving the Professional Preparation of Student Teachers

Contact Info

Product

Resources

About