Services on Demand
Journal
Article
Indicators
- Cited by SciELO
- Access statistics
Related links
- Cited by Google
- Similars in SciELO
- Similars in Google
Share
Profile Issues in Teachers` Professional Development
Print version ISSN 1657-0790
Abstract
MEZA, Angélica; RODRIGUEZ, Ingrid and CAVIEDES, Lorena. Fostering EFL Preservice Teachers’ Academic Writing Skills Through Reflective Learning. profile [online]. 2021, vol.23, n.1, pp.89-106. Epub Feb 08, 2021. ISSN 1657-0790. https://doi.org/10.15446/profile.v23n1.85145.
This article focuses on the impact reflective learning has on a group of EFL preservice teachers’ academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants’ academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and an action-research design to foster students’ academic writing skills as part of their professional development. The data-collection instruments were essays and teacher’s feedback, students’ journals, and rubrics. The results evidenced learners’ writing skills improvement while implementing reflecting learning, which led to self-regulation and metacognition.
Keywords : academic writing; feedback; learning; self-assessment; thinking.