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Teaching for Transfer.

Infusing online project to support instruction quality in facing digital learning environment is considered crucial. The contribution of teacher-made tools, however, are still important to maintain regarding to the diverse area condition in the technology development. This paper presents pre-service teachers’ learning experience in creating teaching media through project activities. This study also investigates the drawbacks that affect the accomplishment process, and examines students’ opinion on the project significance through their preferences. Various perceptions were expressed during the implementation which implies that in preparing the teacher candidates to be ready in facing digital generation, educators need to bring technology closer to the students without leaving the essential part of teacher-made teaching aids with low cost materials.

ELT in Asia in the Digital Era: Global Citizenship and Identity : Proceedings of the 15th Asia TEFL and 64th TEFLIN International Conference on English Language Teaching, July 13-15, 2017, Yogyakarta, Indonesia

Associations of L1-to-L2 rhetorical transfer with L2 writers’ perception of L2 writing difficulty and L2 writing proficiency

Transfer of knowledge as a mediating tool for learning: Benefits and challenges for ESL writing instruction

The production of high quality academic writing often represents a challenge for students in bridging courses.  Often, students lack frequently assumed background skills and knowledge, and may have completed secondary school subjects where extended writing tasks were less common.  At the University of Notre Dame Australia, Fremantle Campus, staff responded to concerns about student progress with academic writing within the Enabling Program.  It was determined that a trial of scaffolded assessment may be of benefit to students in the acquisition of the necessary skills and knowledge. Scaffolded assessment intentionally breaks a single assessment task into sub-components and attempts to teach the students to replicate the same process on future tasks.   Data tracking over three Semester 1 entry cohorts demonstrated the approach was of benefit in both the unit and the overall course when scaffolded assessment was utilised.   The benefits and reservations regarding the use of scaffolded assessment are outlined.

https://researchonline.nd.edu.au/cgi/viewcontent.cgi?article=1165&context=edu_article

Increasing student performance by changing the assessment practices within an academic writing unit in an enabling program

This article was launched to investigate if learning from an English for General Academic Purposes (EGAP) writing course transfers to other writing contexts. The study focused on the issue of transfer across disciplines, tasks, and two languages (English and Persian). The data were collected through interviews and writing samples from the participants’ own EGAP class and their other courses in the university (non-EGAP). The interviews were transcribed and coded for the self-reports of learning transfer, and the writing samples were analyzed for the 10 learning outcomes already instructed in the class. The results demonstrated that transfer of learning was variably achieved within interview-based transcriptions and writing samples, though to a varying degree. Showing high degree of conformity and a roughly similar general regularity, both series of data indicate that learning transfer does occur, though inconsistently, across disciplines, tasks, and the two languages.

https://journals.sagepub.com/doi/pdf/10.1177/2158244013518925

Ali Rahimi

Papers

Learning Transfer in English for General Academic Purposes Writing