Can writing for publication improve student-teachers' English (L2) language proficiency?
Banegas, Dario Luis and Loutayf, Maria Soledad and Company, Susana and Alemán, María José and Roberts, Grisel (2020) Can writing for publication improve student-teachers' English (L2) language proficiency? Journal of Education for Teaching, 46 (3). pp. 411-413. ISSN 0260-7476
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Abstract
This report is part of a larger collaborative action research-based study examining the relationship between writing for publication, English language proficiency, and motivation in pre-service English language teacher education. Data come 171 book review drafts completed by 57 student-teachers as part of their coursework in Argentinian teacher education institutions. Quantitative analysis shows that student-teachers’ English language proficiency improved in terms of textual organisation, academic vocabulary use, and grammar. The findings may encourage teacher educators to engage pre-service student-teachers in writing for publication initiatives in order to promote authentic and meaningful writing experiences.
Creators(s): |
Banegas, Dario Luis ![]() | Item type: | Article |
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ID code: | 71637 |
Keywords: | writing, English language improvement, TESOL, L2 teacher education, language teacher education, initial English language teacher education, Education, Education |
Subjects: | Education |
Department: | Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education |
Depositing user: | Pure Administrator |
Date deposited: | 03 Mar 2020 11:34 |
Last modified: | 21 Jan 2021 11:46 |
URI: | https://strathprints.strath.ac.uk/id/eprint/71637 |
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