File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Teacher management of writing workshops: Two case studies

TitleTeacher management of writing workshops: Two case studies
Authors
Issue Date2000
Citation
Canadian Modern Language Review, 2000, v. 57 n. 2, p. 272-294 How to Cite?
AbstractIndividual discussions or conferences offered to students in writing workshops are seen as a very valuable source of feedback. However, for such writing conferences to be effective, writing workshops need to be carefully planned and managed. This paper examines the approaches of two teachers to the management of writing workshops for ESL/ EFL students on an English proficiency course. The data come from a longitudinal study into the effects of feedback on ESL/EFL students and include questionnaire responses, interviews and classroom observations. The paper discusses the different procedures that the two teachers adopt in the management of their writing workshops and the effects that these differences have on the teacher/students and student/student interactions which take place in the workshops. It is suggested that these differences can be related to the teachers' beliefs about the role of feedback and the process of writing for ESL students. A number of pedagogical implications related to the management of writing workshops are also suggested.
Persistent Identifierhttp://hdl.handle.net/10722/175379
ISSN
2015 Impact Factor: 0.538
2015 SCImago Journal Rankings: 0.570
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Fen_US
dc.date.accessioned2012-11-26T08:58:36Z-
dc.date.available2012-11-26T08:58:36Z-
dc.date.issued2000en_US
dc.identifier.citationCanadian Modern Language Review, 2000, v. 57 n. 2, p. 272-294en_US
dc.identifier.issn0008-4506en_US
dc.identifier.urihttp://hdl.handle.net/10722/175379-
dc.description.abstractIndividual discussions or conferences offered to students in writing workshops are seen as a very valuable source of feedback. However, for such writing conferences to be effective, writing workshops need to be carefully planned and managed. This paper examines the approaches of two teachers to the management of writing workshops for ESL/ EFL students on an English proficiency course. The data come from a longitudinal study into the effects of feedback on ESL/EFL students and include questionnaire responses, interviews and classroom observations. The paper discusses the different procedures that the two teachers adopt in the management of their writing workshops and the effects that these differences have on the teacher/students and student/student interactions which take place in the workshops. It is suggested that these differences can be related to the teachers' beliefs about the role of feedback and the process of writing for ESL students. A number of pedagogical implications related to the management of writing workshops are also suggested.en_US
dc.languageengen_US
dc.relation.ispartofCanadian Modern Language Reviewen_US
dc.titleTeacher management of writing workshops: Two case studiesen_US
dc.typeArticleen_US
dc.identifier.emailHyland, F: fhyland@hku.hken_US
dc.identifier.authorityHyland, F=rp00907en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-0040522233en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0040522233&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume57en_US
dc.identifier.issue2en_US
dc.identifier.spage272en_US
dc.identifier.epage294en_US
dc.identifier.scopusauthoridHyland, F=6603622575en_US

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats