Critical Reflection of an Iranian EFL Classroom: Effective Ploys in Narrative Paragraph Writing Development

Autor/inn/en	Jafari, Fatemeh Mohammad; Ameri, Alireza
Titel	Critical Reflection of an Iranian EFL Classroom: Effective Ploys in Narrative Paragraph Writing Development
Quelle	In: Advances in Language and Literary Studies, 6 (2015) 4, S.28-35 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	English (Second Language); Second Language Learning; Grounded Theory; Cooperative Learning; Reflection; Student Attitudes; Second Language Instruction; Critical Thinking; Learning Processes; Foreign Countries; Creative Activities; Writing Skills; Teaching Methods; Writing Instruction; Qualitative Research; Semi Structured Interviews; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kooperatives Lernen; Schülerverhalten; Fremdsprachenunterricht; Kritisches Denken; Learning process; Lernprozess; Ausland; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Qualitative Forschung
Abstract	This article describes a qualitative study that investigated critical reflection in the hope that effective learning is objectified. It is the fruit of rumination on how critical reflection approach would affect learners' performance in narrative writing. The idea for this paper arose when the researchers consistently utilized ploys effective for five EFL students' learning of narrative writing in critical reflection process in an institute. Later, these ploys were categorized in three themes under three categories in teaching narrative writing. Data were gathered via students' reflective writings. Gathered data were interpreted in the real setting by small scale grounded theory analysis. The final upshot demonstrated the criticality of students' thoughts in their paper. The findings reveal the significance of optimal rapport and intimacy in which participants move ahead from mechanical learning to more cooperative approach in language learning with thorough reflection in their narrations for effective learning to take place. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01