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Showing 3 results for Reflection

Manoochehr Jafarigohar, Mahboobeh Mortazavi,
Volume 16, Issue 1 (3-2013)
Abstract

This study aimed to examine the impact of three different journal writing techniques namely, individual journal writing, collaborative journal writing with peers, and collaborative journal writing with the teacher, on the self-regulation of Iranian EFL learners. One hundred and fifty female English learners studying in a language institute were asked to answer the Academic Self-Regulated Learning Scale (ASRL-S). Out of the initial participants, sixty upper-intermediate learners whose scores on ASRL-S pretest fell one standard deviation from the mean were chosen and randomly assigned to four groups. The ASRL-S was administered again after the treatment to the participants. The results of a one-way analysis of variance of the ASRL-S posttest indicated that collaborative journals that provide the chance to benefit from their teacher’s or peer’s feedback could significantly boost learners' self-regulatory skills. The learners who kept a reflective journal but did not share it with either their teacher or their peers were also found to outperform the ones who did not use the reflective technique. Therefore, the findings of the study also confirmed the individual journal writing as a form of reflective practice to improve learners' self-regulation significantly.
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Volume 18, Issue 2 (9-2015)
Abstract

The present study, following Vygotskyan Sociocultural theory in education, and inspired by Rogoff’s conceptualization (1995, 2003) of development, aimed at conceptual development of  in-service EFL teachers. To this end, two Iranian EFL teachers with pseudonyms (Tara and Sara) were selected as participants of the study. The participating teachers were first taught the sociocultural concepts related to language, teaching, and learning taken from Johnson (2009) and Rogoff’s (2003) mediatory model of development in six workshops through dialogic mediation. The data for the study comprised two semi-structured interviews, and three video-recording of critical reflection of each teacher on their video-taped classroom behavior. The recordings and transcripts were analyzed using Hatch’s (2002) procedure for interpretive analysis. The results of the study showed that participating teachers, over a process of struggle with their past experiences, gradually replaced their old everyday concepts such as grammatical accuracy, correct samples, and teacher interruption with new scientific concepts such as grammatical apprenticeship, guided grammatical participation, and grammatical appropriation through assisted participation. The results of present study can be illuminating for teacher educators and teacher education programs which have aimed at changing the classroom practice of in-service teachers.


 In view of the fact that pre-service teachers’ critical reflection through evaluating teaching activity of their peers is an important part of practicum activity, the current study aimed to analyze the recall and reflection journals written by pre-service teachers to identify and evaluate the discoursal features of their journals. To this end, a total of 272 recall and reflection journals written by pre-service teachers were analyzed on the basis of Hiebert, Morris, Berk, and Jansen's (2007) framework for analyzing their teaching practices. The findings indicated that the discourse of recall and reflection journals written by pre-service teachers is affective and descriptive rather than critical. Pre-service teachers predominantly ignore learners in writing their reflection journals. The findings of this study pointed to the need for explicit instruction of the discoursal features of reflection in teacher education classes. Therefore, teacher educators should help pre-service teachers to develop effective reflective discourse in practicum courses.


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Iranian Journal of Applied Linguistics
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