ERIC Number: EJ1296290
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1750-1229
EISSN: N/A
Reflective Learning Practice for Promoting Adolescent EFL Learners' Attention to Form
Innovation in Language Learning and Teaching, v15 n3 p247-262 2021
To address learners' low attention to form in peer interaction, the current study investigated the impact of reflective learning practice intervention that aims to promote learners' attention to form. Sixty-eight adolescent EFL learners (M[subscript age] = 15.6, SD = 7.05) formed reflective learning practice and control groups. The reflective practice group received a treatment that was designed following the reflective learning model with the goal of increasing learners' attention to form. Pre/post-tests results showed that learners' attention to form in the type of self-correction and metalinguistic talk increased over time. Self-reports revealed that learners perceived the reflective learning practice as beneficial, particularly encouraging them to attend to language form and establish collaborative mindset. However, factors such as learners' approach to tasks, social relationship, perceptions of feedback provision, and proficiency appeared to mediate the effectiveness of the treatment. The results suggest reflective learning practice as a pedagogical tool to promote effective peer interaction.
Descriptors: Reflection, Learning Processes, English (Second Language), Second Language Learning, Instructional Effectiveness, Cooperative Learning, Attention, Intervention, Secondary School Students, Foreign Countries, Accuracy, Metalinguistics
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Vietnam
Grant or Contract Numbers: N/A