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Showing 1 to 15 of 25 results Save | Export
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Chiang, Kwun Man; Chang, Chih-Hao; Lee, Icy – Language Awareness, 2023
This study investigated instruction in vocabulary consolidation strategies over eight months and vocabulary learning among a group of secondary students in Hong Kong. Two vocabulary tests and one vocabulary learning strategies (VLSs) questionnaire survey were administered near the end of the school year. The data were analysed using t-tests and…
Descriptors: Vocabulary Development, Second Language Learning, Second Language Instruction, Learning Strategies
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Zou, Min; Lee, Icy – Asia Pacific Journal of Education, 2023
While much research is geared towards helping learners to think critically in language classrooms, scant attention has been paid to how language teachers learn to teach critical thinking (CT). To fill the gap, the present one-year qualitative case study investigated three EFL teachers' learning experiences in teaching CT in China. The findings…
Descriptors: Foreign Countries, Critical Thinking, Language Teachers, English (Second Language)
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Lee, Icy – TESOL Journal, 2019
Although feedback researchers generally advocate a selective, focused written corrective feedback (FWCF) approach, a large number of second language writing teachers in school contexts still respond to written errors in an unfocused manner. Much of existing written corrective feedback (WCF) research is conducted in experimental classrooms, and…
Descriptors: Feedback (Response), Second Language Instruction, Error Correction, Teacher Attitudes
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Yuan, Rui; Lee, Icy; Xu, Hao; Zhang, Hong – Professional Development in Education, 2023
Employing a qualitative case study approach and informed by an ecological perspective, this study explores two veteran language teachers' mindfulness and how their mindfulness influences their professional practice and continuing development. The findings show five critical dimensions of teacher mindfulness regarding self, teaching and learning,…
Descriptors: Foreign Countries, Language Teachers, Metacognition, Teacher Education
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Mao, Zhicheng; Lee, Icy – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2022
While student engagement is central to connecting feedback provision with learning outcomes and has significant value for unlocking the learning potential of feedback, the extant research on student engagement with written feedback is not only scant but also under-theorized. This article explores the potential of sociocultural theory (SCT) for…
Descriptors: Feedback (Response), Second Language Learning, Second Language Instruction, English (Second Language)
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Lee, Icy – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2014
While research on teacher feedback has largely been influenced by second language writing and second language acquisition perspectives, little attention has been paid to the contextual and sociocultural dimension of teachers' work. Overall, there is a dearth of discussion on teacher feedback that is influenced by sociocultural perspectives.…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Teaching Methods
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Yuan, Rui; Lee, Icy; De Costa, Peter I.; Yang, Min; Liu, Shuwen – Language Teaching, 2022
Despite the wide recognition of language teacher educators' contributions in the field of Teaching English to Speakers of Other Languages (TESOL), research on language teacher educators has only picked up the pace in the last decade, shedding light on their cognition, practices, and identities in relation to various personal, interpersonal, and…
Descriptors: Second Language Learning, Second Language Instruction, Language Teachers, English (Second Language)
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Lee, Icy – Changing English: Studies in Culture and Education, 2011
In second-language writing, assessment has traditionally focused on the written products and how well (or badly) students perform in writing. Teachers dominate the assessment process as testers, while students remain passive testees. Assessment is something teachers "do to" rather than '"with" students, mainly for…
Descriptors: Formative Evaluation, English (Second Language), Second Language Instruction, Writing Instruction
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Lee, Icy; Mak, Pauline; Burns, Anne – Language Teaching Research, 2016
To date, research on feedback in second language (L2) writing has primarily focused on feedback per se, with little attention paid to the teachers' professional development with regard to feedback in writing. This study aims to explore the ways in which two secondary teachers in Hong Kong attempted to implement feedback innovation in their writing…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Feedback (Response)
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Lee, Icy – Canadian Modern Language Review, 2007
Assessment for learning (AfL) is a relatively new concept in ESL/EFL writing. In AfL, learning is a goal in its own right, and assessment is the means to achieving the goal. Despite an emphasis on assessment the concept AfL appears to suggest, in implementing AfL teachers need to integrate teaching, learning and assessment rather than focus…
Descriptors: Writing Teachers, English (Second Language), Second Language Learning, Writing Instruction
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Zou, Min; Kong, Delin; Lee, Icy – Asia-Pacific Education Researcher, 2021
Although previous studies have examined the impact of online formative assessment on second language learners' writing development, scant attention has been paid to how writing teachers engage with online formative assessment and the influencing factors. By exploring three English-as-a-foreign-language (EFL) writing teachers' engagement with…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Formative Evaluation
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Lee, Icy – Journal of Second Language Writing, 2010
In studies of L2 writing, much more attention has been paid to the needs of students learning to write than to teachers learning to teach. In EFL contexts, while much research is geared towards helping learners cope with the challenges of writing in a foreign language, studies on EFL writing teacher education are few and far between. We have…
Descriptors: Inservice Teacher Education, Classroom Research, Foreign Countries, Writing Teachers
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Lee, Icy – Assessing Writing, 2007
While much of L2 teacher feedback research has focused on the effectiveness of feedback and its impact on student revision and writing, little has been done to examine teachers' feedback in the larger classroom context of teaching and learning to ascertain the functions teacher feedback serves from an assessment-for-learning perspective. Using…
Descriptors: Feedback (Response), Second Language Instruction, Writing Instruction, Writing Evaluation
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Lee, Icy – English Teaching: Practice and Critique, 2012
This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Secondary Education
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Lam, Ricky; Lee, Icy – ELT Journal, 2010
While research on portfolio assessment (PA) has focused largely on the summative aspects of writing assessment, not much has been done to find out its formative potential. Drawing upon student questionnaires and student and teacher interview data, this paper aims to explore the formative functions of PA and, specifically, how the formative…
Descriptors: Portfolios (Background Materials), Writing Evaluation, Portfolio Assessment, Writing Tests
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