Fostering EFL Preservice Teachers' Academic Writing Skills Through Reflective Learning

Angélica Meza, Ingrid Rodríguez, Lorena Caviedes
2021 Profile Issues in Teachers' Professional Development  
This article focuses on the impact reflective learning has on a group of EFL preservice teachers' academic writing skills through formative feedback and self-assessment at a university in Bogotá (Colombia). The goal was to determine how the participants' academic writing skills were developed when writing essays for international examinations, and how their reflections upon feedback and their self-assessment process impacted their learning. This study followed a qualitative approach and an
more » ... pproach and an action-research design to foster students' academic writing skills as part of their professional development. The data-collection instruments were essays and teacher's feedback, students' journals, and rubrics. The results evidenced learners' writing skills improvement while implementing reflecting learning, which led to self-regulation and metacognition.
doi:10.15446/profile.v23n1.85145 fatcat:ds3ybkpvcfhithcx5shdinxlri