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 ORCID logoORCID: https://orcid.org/0000-0003-0225-0866, Loutayf, Maria Soledad, Company, Susana, Alemán, María José and Roberts, Grisel;
    Item type:Article
    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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