Speaker
Description
This presentation aims to explore 150 Japanese English-as-a-foreign-language (EFL) teachers’ confidence in teaching second language (L2) writing classes in secondary educational contexts. Data were collected from through a questionnaire and semi-structured interviews. Findings indicated that teachers with low confidence had limited L2 writing pedagogy expertise and experience and relied on five-paragraph traditional structures. On the other hand, teachers with high confidence tried various writing teaching approaches and did writing tasks with their students.
Summary
This presentation aims to explore 150 Japanese English-as-a-foreign-language (EFL) teachers’ confidence in teaching second language (L2) writing classes in secondary educational contexts. Data were collected from through a questionnaire and semi-structured interviews. Findings indicated that teachers with low confidence had limited L2 writing pedagogy expertise and experience and relied on five-paragraph traditional structures. On the other hand, teachers with high confidence tried various writing teaching approaches and did writing tasks with their students.
| Teaching Context | Junior/senior high-school |
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