Teacher Development Expertise in L2 Teaching: Implications for Teachers, Administrators, and Researchers more
Sun, Jul 10, 11:10-11:35 Asia/Tokyo
Teaching is a challenging profession. It requires juggling multiple roles in and out of the classroom while also being a mentor, an administrator, and a researcher. Therefore, as teachers gain experiences and establish routines, it is natural that some fall into a pattern of relying on the same teaching strategies and activities with little change. However, others continue to create new class activities or refine old ones as well as helping colleagues and contributing to improving programs. These teachers are often exceptional, and in many cases considered experts. Researchers have unveiled characteristics of expertise in teaching as well as its developmental processes (e.g., Asaba, 2019; Christiansen et al., 2018; Tsui, 2003). However, what these findings mean for educators have not been fully explored and discussed. The purpose of this presentation is to explore what previous studies of expertise in L2 teaching suggest for teaching and learning in L2 communities. The presenter first introduces previous literature and key concepts related to expertise in teaching, including teacher knowledge and a model of expertise known as progressive problem solving (Bereiter & Scardamalia, 1993). Then, the presenter will discuss implications that these studies have for teachers, administrators, and researchers in L2 teaching contexts.
College and University Educators The effect of timed writing on L2 writing: a mixed methods study more
Sun, Jul 10, 15:05-15:30 Asia/Tokyo
The importance of L2 writing development has continued to generate ongoing interest as evidenced by numerous publications over the past few decades (Fogal & Verspoor, 2020; Larsen-Freeman, 2006; Wolfe-Quintero, Inagaki & Kim, 1998). However, very little of this research has focused on the effect of specific practice tasks on learners’ development in the classroom. The presenters will share the results of a mixed-methods study investigating the effects of different types of writing practice on the development of complexity, accuracy, and fluency (CAF) in the writing of Japanese university students. Three groups who received regular practice in either sentence-combining, translation, or timed writing were compared on measures of CAF across one semester. The researchers will focus particularly on the results of the timed-writing group, who made significant gains across time and compared to other groups in the study on the measure of fluency. Furthermore, qualitative data will be shared illuminating why timed-writing was a more engaging task for learners as well as the strategies learners employed while performing the task. The findings from the study will be discussed in terms of pedagogical implications for L2 writing instructors.