Can Writing for Publication Improve Student-Teachers' English (L2) Language Proficiency?

Autor/inn/en	Banegas, Darío Luis; Loutayf, María Soledad; Company, Susana; Alemán, María José; Roberts, Grisel
Titel	Can Writing for Publication Improve Student-Teachers' English (L2) Language Proficiency?
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 3, S.411-413 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1733399
Schlagwörter	Action Research; Writing for Publication; Correlation; English (Second Language); Second Language Learning; Language Proficiency; Revision (Written Composition); Language Teachers; Teacher Motivation; Preservice Teacher Education; Language Usage; Academic Language; Teacher Educators; Authentic Learning; Writing Instruction; Student Teachers; Foreign Countries; Book Reviews; Student Improvement; Second Language Instruction; Argentina + Suchen Sie Ihr Suchwort? Projektforschung; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Korrektur; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Sprachgebrauch; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teacher education; Education; Lehrerbildung; Schreibunterricht; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Ausland; Book reviewing; Book review; Rezension; Fremdsprachenunterricht; Argentinien
Abstract	This report is part of a larger collaborative action research-based study examining the relationship between writing for publication, English language proficiency, and motivation in pre-service English language teacher education. Data come 171 book review drafts completed by 57 student-teachers as part of their coursework in Argentinian teacher education institutions. Quantitative analysis shows that student-teachers' English language proficiency improved in terms of textual organisation, academic vocabulary use, and grammar. The findings may encourage teacher educators to engage pre-service student-teachers in writing for publication initiatives in order to promote authentic and meaningful writing experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01