You are here

Developing Chinese Students’ Reflective Second Language Learning Skills in Higher Education

Journal Name:

Publication Year:

Author Name
Abstract (2. Language): 
Reflection has been increasingly recognised as integral to effective learning. Journal writing is advocated for facilitating reflection, and several frameworks are propounded for categorizing reflective proficiency, mostly in the professional domains, but rarely in second language education. The paper, therefore, discusses the results of an ongoing study where a two-dimensional four-level framework was developed for monitoring and determining reflective second language learning skills by analyzing Chinese university students’ written journal entries. Four raters evaluated sixteen written journals independently for evidence of reflection on specified areas of second language learning using the proposed framework. The raters provided input from three perspectives: that of teacher, researcher, and student. Analysis of the results suggests that the framework can be a valuable tool in measuring reflective second language learning capacities with appropriate support and further systematic research.
15-32

REFERENCES

References: 

Boud, D., Keogh, R. & Walker, D. (1985). Reflection: turning experience into learning. New York: Kogan Page. Bourner, T. (2003). Assessing reflective learning. Education and Training, 45(5), 267-272. Boyd, E.M. & Fales, A.W. (1983). Reflective learning: key to learning from experience. Journal of Humanistic Psychology, 23, 99-117. Burke, P.J. & Dunn, S. (2006). Communicating science: Exploring reflexive pedagogical approaches. Teaching in Higher Education, 11(2), 219-231. Chau, J. (2010). Reflective portfolios: Effects on learning English as a second language. Berlin: Lambert Academic Publishing. Cheng, G. & Chau, J. (2009). Digital video for fostering self-reflection in an ePortfolio environment. Learning, Media and Technology, 34(4), 337-350. Clegg, S. (2004). Critical readings: progress files and the production of the autonomous learner. Teaching in Higher Education, 9(3), 287-298. Cunningham, A.C. (2009). Encouraging a reflective disposition: scaffolding critical thought through portfolio development. In J. Zubizarreta (Ed.), The learning portfolio: Reflective practice for improving student learning (pp.121-139). San Francisco: Jossey-Bass. Dewey, J. (1938). Experience and education. New York: Simon & Schuster. Dewey, J. (1960). How we think. Lexington, MA: D.C. Heath and Company. Fox, J., Wesche, M., Bayliss, D., Cheng, L., Turner, C.E. & Doe, C. (2007). Language testing reconsidered. Ottawa: University of Ottawa. Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book. London: Routledge.
Hillocks, G. (1995). Teaching writing as reflective practice. New York: Teachers’ College Press, Columbia University. Hsiao, T. & Oxford, R.L. (2002). Comparing theories of language learning strategies: a contemporary factor analysis. The Modern Language Journal, 86, 368-383. Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press. Hyland, K. (2006). English for academic purposes: an advanced resource book. London: Routledge. Johnson, K. (2001). An introduction to foreign language learning and teaching. Farlow, England: Longman.
Joint Information Systems Committee (JISC) (2008). Effective practice with e-portfolios: supporting 21st century learning. Retrieved August 2, 2011 from http://www.jisc.ac.uk/media/documents/publications/effectivepracticeepor... Jones, M. & Shelton, M. (2006). Developing your portfolio: Enhancing your learning and showing your stuff. New York: Routledge. Kember, D., Jones, A., Loke, A., McKay, J., Sinclair, K., Tse, H., Webb, C., Wong, F., Wong, M. & Yeung, E. (1999). Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow. International Journal of Lifelong Education, 18(1), 18-30. Korthagen, F. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47-51. Loughran, J.J. (2002). Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. McGivern, J. & Thompson, J. (2004). Dialoguing for development: lessons for reflection. In M. Reynolds & R. Vince (Eds.), Organising reflection (pp.142-155). Hampshire, England: Ashgate. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass. Morrison, K. (1996). Developing reflective practice in higher degree students through a learning journal. Studies in Higher Education, 21(3), 317-332. Newton, J.M. (2000). Uncovering knowing in practice amongst a group of undergraduate student nurses. Reflective Practice, 1(2), 183-198. Nunan, D. (2007). What is this thing called language? New York: Palgrave Macmillan. Nunes, A. (2004). Portfolios in the EFL classroom: Disclosing an informed practice. ELT Journal, 58(4), 327-335. Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: what remains ‚untold‛. Educational Research, 47(1), 25-44. Pierson, W. (1998). Reflection and nursing education. Journal of Advanced Nursing, 27, 165-170. Plack, M.M., Driscoll, M., Blissett, S., McKenna, R. & Plack, T.P. (2005). A method for assessing reflective journal writing. Journal of Allied Health, 34 (4), 199-208. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schon, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass. Scott, T. (2005). Creating the subject of portfolios: reflective writing and the conveyance of institutional prerogatives. Written Communication, 22(3), 1-35. Sparks-Langer, G.M., Simmons, J.M. & Pasch. M. (1990). Reflective pedagogical thinking: How can we promote it and measure it? Journal of Teacher Education, 41(4), 23-32. Thorpe, K. (2004). Reflective learning journals: from concept to practice. Reflective Practice 5(3), 327-343. Wallman, A., Lindblad, A.K., Hall, S., Lundmark, A. & Ring, L. (2008). A categorization scheme for assessing pharmacy students’ levels of reflection during internships. American Journal of Pharmaceutical Education, 71(1), 1-10. Welsh, M.A. & Dehler, G.E (2004). P(l)aying attention: communities of practice and organised reflection. In M. Reynolds & R. Vince (Eds.), Organising reflection (pp.15-29). Hampshire, England: Ashgate. Willis, H. P. Gravestock & Jenkins, M. (2006). Throwing a pebble into the pond: ePortfolios and student engagement. In Who’s learning? Whose technology? Proceedings of the 23rd ACILITE Conference (pp.883-888). Sydney: Sydney University Press. Yancey, K.B. (1998). Reflection in the writing classroom. Logan, Utah: Utah University Press.

Thank you for copying data from http://www.arastirmax.com