Language learners’ (L2) knowledge about their own learning (also known as metacognitive knowledge) enhances with learners’ acquisition of metacognitive skills and successful applications of metacognitive strategies. In these contexts, L2 teachers’ knowledge about teaching is quite opposite to “abstract, decontextualized” knowledge, which results in executing “a set of discrete behaviour” (Freeman & Johnson, 1996, p. 400). Similar to the learners, as Freeman and Johnson (1996) argue, the way “teachers actually use their knowledge in classrooms is highly interpretive, socially negotiated, and continually restructured within the classrooms and schools where teachers work” (p. 400). Therefore, language teachers’ knowledge of metacognition needs to be improved and applied in their instruction and classroom environment which eventually encourages and guides learners’ metacognitive behaviors in L2 learning. Continue Reading →
The objective of this research study was to analyze B.A. students’ writers’ identity based on their narratives. The theory for this research was based on the poststructuralist perspective of identity and on theoretical concepts for personal narratives. For the methodology, the Case Study approach was taken into account. Students argued that a writer creates stories and contexts. Hence, students see themselves as apprentices that like to write, but not as writers. For the participants, there is a difference between a teacher that writes and a writer, and also none of the participants mentioned academic texts as writing. For them, writing is related to tales, poetry, and fiction.
El objetivo de este estudio fue el de analizar la identidad como escritores de estudiantes de licenciatura en idiomas con base en sus narrativas. Continue Reading →
“A person’s name is to him or her the sweetest and most important sound in any language.” – Dale Carnegie
It is well-known in the TESOL community that many students take on an English name different from one’s birth name, and it is more common in some groups of students than others. In fact, among some Asian students, the practice of taking on an English name is almost de facto and one that is practiced not only in English-speaking countries, but in many schools in Asia as well (Chien, 2012; McPherron, 2009). As such, a Haeda might also be known as Heidi, Mohammed becomes Moe, and Sun-mi goes by Alice. The instructor will use the chosen English name for the student and, Continue Reading →