Implementing an Interactive Reflection Model in EAP: Optimizing Student and Teacher Learning through Action Research

Autor/inn/en	Kizilcik, Hale; Daloglu, Aysegul
Titel	Implementing an Interactive Reflection Model in EAP: Optimizing Student and Teacher Learning through Action Research
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 9, S.1-27, Artikel 1 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Language Teachers; College Faculty; Reflection; Writing (Composition); Faculty Development; Learning Processes; Constructivism (Learning); Teacher Researchers; Cooperation; Teacher Attitudes; Student Attitudes; Oral Language; Written Language; Diaries; Instructional Effectiveness; Teaching Methods; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Fakultät; Schreibübung; Learning process; Lernprozess; Lehrerforschung; Co-operation; Kooperation; Lehrerverhalten; Schülerverhalten; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Diary; Tagebuch; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	In this article, the authors, a teacher-researcher and an English Language Teaching (ELT) professor, report on a colloborative action research study which investigated how integrating systematic reflection into academic English courses at the tertiary level fostered both teacher and student learning. Using constructivist theory as a framework, they developed an interactive reflection model in which the students and teacher engage in a two-way process of reflection to improve their performance. Through reflective dialogue and reflective writing tasks, students explored their strengths and weaknesses in relation to the tasks they performed. Reflecting with students and on students' reflections became a journey of discovery for the teacher-researcher and contributed to her professional development. Drawing on data from students' oral and written reflective work, the teacher's reflective journal and students' evaluation of the effectiveness of the reflective tasks, the authors identify how adopting an interactive reflection model contributes to the learning process. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01