Authors: Naima Sahli & Fawzia Bouhass Benaissi
Abstract: By drawing on Chomsky’s (2000) theory of I-concept and McNiff’s and Whitehead’s (2001) concept of reflective practice as an enquiry by the self into the self, this research study aims at investigating the impact of the practitioner researcher self-assessment and reflection on bringing change into teaching academic writing at university. A focus group was held with a group of Master 1 students at the University of Ibn Khaldoun, Tiaret, and a combination of teacher self-assessment checklist and diary writing was used by the practitioner researcher. Findings indicated that change occurred when there was a willingness to question current practices and sought support to promote quality teaching and learning in the writing classroom.
Keywords: Academic Writing, Checklist, Criteria, Diary, Practitioner Researcher, Reflection on Action, Self-Assessment, Engaging Students
Download the PDF Document from here.
Airasian, P.W., & Gullickson, A. (1994). Teacher self-assessment: Potential and Barriers. Kappa Delta Pi Record, 31, 1, 6-10. DOI:10.1080/00228958.1994.10531885.
Airasian, P.W., & Gullickson, A. (1994). Examination of teacher self-assessment. Journal of Personnel Evaluation in Education, 8, 195-203.
Altrichter, H., Posch, P., & Somekh, B. (2005). Teachers investigate their work: An introduction to the methodology of action research. London: Routledge.
Anderson, J. B., & Freiberg, H. J. (1995). Using self-assessment as a reflective tool to enhance the student teaching experience. Teacher Education Quarterly, 22 (1), 77-92.
Ash, A. (2014). Basics to CPD: Reflection. Retrieved on May 28th, 2018 at 23: 10 from http: // www. Teachingenglish.org.uk/ blogs/anthony-ash/basics –cpd-reflection
Bartlett, L. (1997). Teacher development through reflective teaching. In J.C. Richards & D. Nunan (Eds.), Second language teacher education, 7th ed (pp.202-214). Cambridge: Cambridge University Press.
Bazir, A. H. (2016). The role of writing diary in a classroom. JIEB, 4, 41-46.
Beck, R.J., Livne, N. L., & Bear, S. L. (2007). Teachers’ self-assessment of the effects of formative and summative electronic portfolios on professional development. European Journal of Teacher Education, 28, (3), 221-244. DOI: 10.1080/02619760500268733.
Bilash, O. (2011). Reflection in the language classroom. Retrieved on May 28th,2018 at 23:05.from http:// www. sites.educ .ualberta. ca /staff/olenka.bilash/Best%20of%Bilash/reflection.html
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Bloor, M., & Wood, F. (2006). Keywords in qualitative methods: A vocabulary of research concepts. London: SAGE Publications Ltd.
Boud, D., Keogh, R., & Walker, D. (1985). Promoting reflection in learning: A model in reflection. In D. Boud, R. Keogh, & D. Walker (Eds.), Turning experience into learning (pp.18-40). London: Kogan & Page.
Bouhass Benaissi, F (2015). The teacher is a person: Professional qualifications and personal qualities. International Journal of Humanities and Cultural Studies, 1(4), 149-158.
Bright, M. (2015). FIACS: Flanders’ interaction analysis category system. Retrieved on March 12th,2019 at 20:15 from http:// http://brightpalliport.blogspot.com
Campbell, A., & Norton, L. (2007). Learning, teaching and assessing in higher education: Developing reflective practice. Exeter: Learning Matters Ltd.
Cheung, R. H. P. (2012). The use of self-assessment to foster students’ learning in teacher education: An experience in teaching practice. Action in Teacher Education, 31, (1), 49-57. DOI: 10.1080/ 01626620.2009.10463510.
Chomsky, N. (2000). New horizons in the study of language and mind. Cambridge: Cambridge University Press.
Engin, M. (2001). Research diary: A tool for scaffolding. International Journal of Qualitative Methods, 10 (3), 296-306. DOI: 10.1177/160940691101000308.
Jaeger, E. L. (2013). Teacher reflection: Supports, barriers, and results. Issues in Teacher Education, 22 (1), 89-104.
Klimova, B. (2015). Diary writing as a tool for students’ self-reflection and teachers’ feedback in the course of academic writing. The 7th World Conference on Educational Sciences (WCES-2015), Athens, Greece, 5-7 February 2015, Elsevier Ltd.
Korthagen, F.A.J. (1985). Reflective teaching and pre-service teacher education in the Netherlands. Journal of Teachers Education, 9 (3), 317-326.
Korthagen, F.A.J. (2014). Promoting core reflection in teacher education: Deepening professional growth. In: L. Orland-Barak & C.J. Craig (Eds.), International Teacher Education: Promising pedagogies (Part A), 73-89.
Koshy, V. (2005). Action research for improving practice: A practical guide. London: Paul Chapman Publishing.
McDonough, J & McDonough, S. (1997). Research methods for English language teachers. London: Arnold.
McNiff, J & Whitehead, J. (2001). Action research: Principles and practice, 2nd ed. London: RoutledgeFalmer.
Montgomery, J.L., & Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16, 82-99. DOI: 10.1016/jsw.2007.04.002.
Norton, L. (2009). Action research in teaching and learning: A practical guide to conducting pedagogical research in universities. Oxon: Routledge.
O’Sullivan, M. (2018). Developing the Cambridge learner attributes. Cambridge: UCLES.
Richards, J.C., & Lockhart, C. (2009). Reflective teaching in second language classrooms, 17th ed. Cambridge: Cambridge University Press.
Ross, J.A., & Bruce, C.D. (2007). Teacher self-assessment: A mechanism for facilitating professional growth. Teaching and Teacher Education, 23,146-159. DOI: 10.1016/j.tate.2006.04.035.
Sá, J. (1996). Diary writing: A research method of teaching and learning. The Conference of Science Education: Research Practices, Portugal, the University of Evora.
Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
Sahli, N., & Bouhass Benaissi, F. (2018). Integrating Massive Open Online Courses in Teaching Research and Writing Skills. International Journal of Social Sciences & Educational Studies, 5(2), 231-240.
Schunk, D.H. (1981). Modelling and attributional effects on children’s achievement: A self-efficacy analysis. Journal of Educational Psychology, 73(1), 93-105.
Seifert, T., & Feliks, O. (2018). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment and Evaluation in Higher Education, 1-17. DOI:10.1080/02602938.2018.1487023.
Shin, S.J. (2006). Learning to teach writing through tutoring and journal writing. Teachers and Teaching: Theory and Practice, 12 (3), 325-345.
Snead, L. O., & Freiberg, H. J. (2017). Rethinking student teacher feedback: Using a self-assessment resource with student teachers. Journal of Teacher Education, 01-14. DOI: 10.1177/0022487117734.
Tice, J. (2004). Reflective teaching: Exploring our own classroom practice. Retrieved on May 8th,2018 at 23:01 from http://www.teachigenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice.
Van Deggelen, M., den Brok, P., & Beijaard, D. (2012). Teachers’ use of a self-assessment procedure: The role of criteria, standards, feedback and reflection. Teachers and Teaching: Theory and Practice, 19 (2), 115-134. DOI: 10.1080/13540602.2013.741834.
Watkins, C. (2010). Learning, performance, and improvement. Research Matters, 34.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), June 2019, Vol.5, No.4