NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1127656
Record Type: Journal
Publication Date: 2015-Aug
Pages: 8
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: EISSN-2203-4714
Critical Reflection of an Iranian EFL Classroom: Effective Ploys in Narrative Paragraph Writing Development
Jafari, Fatemeh Mohammad; Ameri, Alireza
Advances in Language and Literary Studies, v6 n4 p28-35 Aug 2015
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran