Turning the L2 Writing Classroom into a Reflective Practicum

Abstract

This is a qualitative interpretive case study research exploring the writing practices of L2 writers with specific reference to a group of university students studying at the Hong Kong University of Science and Technology (HKUST) who enrolled in Self-access Writing (SAW). In particular, this study has two major objectives: 1) To explore how my learners experienced the writing course that I designed for this study using learning journals as a reflection tool to help develop their thinking and writing. And 2) to explicate the concept of reflective teaching when I tried to turn this writing course to a site of reflective practicum. The findings connect in particular to the notions of reflective learning, reflective teaching and self-reflexivity.

Keywords

Journaling / reflective teaching / reflective writing / self-access study / self-access writing / self-reflexivity / teaching writing

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