Evelin Suji-Ojeda Publications
Teacher trainers’ perspectives and practices regarding written corrective feedback in L2 writing: A mixed-methods study in a Venezuelan university
Abstract:
This study takes place at a university in Venezuela where Spanish is the first language. The participants are teacher trainers on a five-year program in a subject area called English Practice, where future English language teachers develop their language skills. Adopting an interpretive stance by examining qualitative and quantitative data gathered from two online questionnaires, this exploratory research aims to explore the practices and beliefs teacher trainers have regarding written corrective feedback (WCF) on their learners’ writing in English. The findings reveal that trainers use more than one WCF strategy, favouring the use of codes and the provision of the correct form; the trainers report they aim to correct all errors encountered in their students’ written productions since they think it improves learners’ grammar accuracy while raising their language awareness. Data demonstrate that trainers WCF beliefs are influenced by previous experiences as language learners, institutional guidelines, views of second language teaching and learning and teacher development programs. Results show that trainers believe they should adopt a more rigorous WCF approach with pre-service teachers than with other learners due to the fact trainees are regarded as prospective language models who need to avoid errors in their future teaching practice.
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Language awareness and the education of non-native English teachers in South America: TLA concept review and implications
Abstract:
Reflecting upon language allows teachers, not only to have a greater insight on how English, the language they teach works in the “real world”, but also helps them design activities for their learners to discover language by themselves while, as stated by Bolitho (2003), promoting independent and critical thinking in their classrooms. This paper explores the implications and theoretical foundations of introducing Language Awareness activities as part of the curriculum in teacher education programs in South America. Because of its length, this paper does not intend to recommend a solution to the issue but analyses the theories that support the inclusion of TLA activities as part of the English Language teacher training and education curriculum. Besides, it forecasts the implications derived from such implementation and changes.
Full Text PDF: Language awareness and the education of non-native English teachers in South America: TLA concept review and implications