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 (https://doi.org/10.1080/02607476.2020.1733399)

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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.

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