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A Qualitative Case Study on Teachers...

Susanah ,

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A Qualitative Case Study on Teachers' Cognition About Integrated Reading and Writing Course at One Indonesian University /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Qualitative Case Study on Teachers' Cognition About Integrated Reading and Writing Course at One Indonesian University // Susanah .
作者:	Susanah ,
面頁冊數:	1 electronic resource (208 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
Contained By:	Dissertations Abstracts International86-03A.
標題:	Pedagogy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31485612
ISBN:	9798384039471

A Qualitative Case Study on Teachers' Cognition About Integrated Reading and Writing Course at One Indonesian University /
Susanah ,

A Qualitative Case Study on Teachers' Cognition About Integrated Reading and Writing Course at One Indonesian University /Susanah . - 1 electronic resource (208 pages)

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

Studies on L2 reading-writing connections have predominantly examined how students undertook various functions of source use and writing processes in accomplishing source-based writing tasks and how diverse aspects of integrated assessment were employed. Meanwhile, numerous research studies exploring language teacher cognition have focused on the relationship between cognition and classroom practices of domain-specific teaching in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts. However, research into teacher cognition within the integrated skills-based pedagogy still needs to be explored. Therefore, this study explores how teachers' cognition was intertwined with their practices of teaching an integrated academic reading and writing course for English as Foreign Language Teacher Education Program (EFLTEP) students.This study adopted a qualitative case study approach and utilized semi-structured interviews and classroom observations to collect research data. The teachers' departmentally prescribed syllabus was used to develop interview questions. Borg's (2015) language teacher cognition model was drawn upon to identify the nature of teachers' cognition when designing and conducting instructional practices of an integrated reading and writing for academic purposes course.The study's findings indicate that teachers held distinct knowledge and beliefs about course design and reading-writing connections. First, teachers' views of mutual reciprocity between reading and writing skills were shaped by their prior language learning, teaching experiences, and contextual factors. Second, teachers' reliance on a textbook-based approach underscored the urgent need for in-service professional training and reflective practices among teachers as they navigated to this new instruction. Last, the non-linear relationship between teachers' cognition and classroom practices was evident, indicating their practices both converged and diverged from their cognition. Ultimately, these findings have pedagogical implications for the design and implementation of integrated skills-based instructions within the EFL context from a global perspective, suggesting a balanced approach incorporating reading and writing skills to provide impact on students' learning outcomes.

English

ISBN: 9798384039471Subjects--Topical Terms:

2122828
Pedagogy.
Subjects--Index Terms:

English as a Foreign Language

A Qualitative Case Study on Teachers' Cognition About Integrated Reading and Writing Course at One Indonesian University /
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