Proceedings from the Inaugural TESOL Action Research Writers Conference

    • Humphries Simon
    • Kinki University Technical College Dept of Total Systems Engineering
    • Boon Andrew
    • Kinki University Technical College Dept of Total Systems Engineering
    • Haas Sarah
    • Kinki University Technical College Dept of Total Systems Engineering

    • Stevens Simon
    • Kinki University Technical College Dept of Total Systems Engineering
    • Takeuchi Haruki
    • Kinki University Technical College Dept of Total Systems Engineering

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Abstract

This paper incorporates chapters written by Andrew Boon, Sarah Haas, Simon Stevens, Haruki Takeuchi and Simon Humphries. Each writer has his/her own focus; however, the articles are linked by the strategy of classroom-based action research in TESOL (Teaching English to Speakers of Other Languages). Firstly, Boon describes the cooperative development and instant messenger cooperative development approaches that can aid a researcher to reflect on practice through the aid of a non-judgemental "Understander." Secondly, Haas introduces the use of picture story cards to help learners increase their awareness of the value of structure for essay-writing. Thirdly, Stevens demonstrates how the essay-writing feedback process can be improved through student participation. Fourthly, Takeuchi reveals how students reacted positively to genre-specific schematic structure advice in an essay-writing class. Finally, Humphries describes the effects of two types of pre-task preparation on the range of lexis used in persuasive essay-writing.

Journal

Research reports Kinki University Technical College   [List of Volumes]

Research reports Kinki University Technical College 21, 49-58, 2005-12-01  [Table of Contents]

Kinki University Technical College

Codes

  • NII Article ID (NAID) :
    110004814542
  • NII NACSIS-CAT ID (NCID) :
    AA11499229
  • Text Lang :
    ENG
  • Databases :
    NII-ELS