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Exploring Innovation in Second Language Writing Teaching: A Teacher's Perspective

Exploring Innovation in Second Language Writing Teaching: A Teacher's Perspective

Trinh Ngoc Thanh
Copyright: © 2019 |Pages: 21
ISBN13: 9781522532231|ISBN10: 1522532234|ISBN13 Softcover: 9781522587842|EISBN13: 9781522532248
DOI: 10.4018/978-1-5225-3223-1.ch003
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MLA

Thanh, Trinh Ngoc. "Exploring Innovation in Second Language Writing Teaching: A Teacher's Perspective." Technology-Assisted ESL Acquisition and Development for Nontraditional Learners, edited by Seda Khadimally, IGI Global, 2019, pp. 63-83. https://doi.org/10.4018/978-1-5225-3223-1.ch003

APA

Thanh, T. N. (2019). Exploring Innovation in Second Language Writing Teaching: A Teacher's Perspective. In S. Khadimally (Ed.), Technology-Assisted ESL Acquisition and Development for Nontraditional Learners (pp. 63-83). IGI Global. https://doi.org/10.4018/978-1-5225-3223-1.ch003

Chicago

Thanh, Trinh Ngoc. "Exploring Innovation in Second Language Writing Teaching: A Teacher's Perspective." In Technology-Assisted ESL Acquisition and Development for Nontraditional Learners, edited by Seda Khadimally, 63-83. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-3223-1.ch003

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Abstract

A general aim of the present study is to address the issue of what constitutes the concept of innovation from teacher cognition in the context of second language (L2) writing. This study presents a qualitative exploration into the innovative teaching practices of six Vietnamese EFL teachers coming from three emphases of L2 writing teaching instruction: L2 writing teaching with an emphasis on (1) language skills development, (2) reading text comprehension, and (3) focused textual features. Employing constant comparative analysis into finding interpretations, this study sets the focus on exploring the teaching background of the participants and the dimension of how teacher self-efficacy has an influence on teacher implementation of innovative L2 writing teaching practices. Findings from the study suggest patterns of teacher concerns and teacher thinking of in their L2 writing teaching practices. Further implications are discussed in line with future research and teaching development.

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