Literaturnachweis - Detailanzeige
| Autor/in | Hansen-Thomas, Holly |
|---|---|
| Titel | A case study of reflective journals in a university-level EFL writing course in Hungary. |
| Quelle | In: English teaching forum, 41 (2003) 1, S. 22-28 |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0425-0656; 1559-663X |
| Schlagwörter | Empirische Forschung; Tagebuch; Fremdsprachenunterricht; Englischunterricht; Schreiben; Wissenschaftssprache; Hochschuldidaktik; Ungarn |
| Abstract | Most teachers would agree that teaching academic writing skills to a class of multilevel EFL learners is not easy. However, this was the situation in which the author found herself at the beginning of the school year at the university where she was teaching in Hungary. While she considers herself an experienced teacher, she realized, after being assigned to teach writing to first-year university students, that she did not have a clue what to expect from them. The variety of educational backgrounds of the students - from dual language high school to just a few English classes per year - made it difficult to know what they had learned previously about writing. No pre-requisite writing test, which could have provided information about their learning needs and experience, had been administered to the students. Therefore, the author decided to conduct a classroom-based action research project that would serve two broad purposes: to better inform her teaching and to serve the needs of her students in the most appropriate and effective manner. (Verlag, adapt.). |
| Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
| Update | 2023/1 |
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