Can writing for publication improve student-teachers' English (L2) language proficiency?

Dario Luis Banegas, Maria Soledad Loutayf, Susana Company, María José Alemán, Grisel Roberts

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This report is part of a larger collaborative action research-based study examining the relationship between writing for publication, English language proficiency, and motivation in pre-service English language teacher education. Data come 171 book review drafts completed by 57 student-teachers as part of their coursework in Argentinian teacher education institutions. Quantitative analysis shows that student-teachers’ English language proficiency improved in terms of textual organisation, academic vocabulary use, and grammar. The findings may encourage teacher educators to engage pre-service student-teachers in writing for publication initiatives in order to promote authentic and meaningful writing experiences.
Original languageEnglish
Pages (from-to)411-413
Number of pages3
JournalJournal of Education for Teaching
Volume46
Issue number3
Early online date27 Feb 2020
DOIs
Publication statusPublished - 26 May 2020

Keywords

  • writing
  • English language improvement
  • TESOL
  • L2 teacher education
  • language teacher education
  • initial English language teacher education

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