What is it about?
Pedagogy in the language learning classroom at the university level can also be tailored to promote learner-contentedness, even if this involves learners from different disciplines. We have used eliciting, guided learning, feedback provision, process and genre pedagogy to enhance interactive learning and thus improve academic conference abstract writing.
Featured Image
Photo by Romain Vignes on Unsplash
Why is it important?
Evaluating the outcome of classroom learning is an important way of gauging how to improve teaching in Higher Education. Our findings show that there is a need to involve learners in the university classroom by departing from the teacher-fronted lecture style and embracing strategies such as eliciting, guided learning and group work which foster participatory learning. Both process and genre pedagogy can be combined to improve academic conference abstracts writing.
Perspectives
I hope this article contributes to the understanding that classroom research is a major means of understanding pedagogy, the learner and the learning process in action. Research into practice by classroom practitioners is the best way of gaining reliable insight into the effectiveness of learning and its mediation.
Godwin Ioratim-Uba
University of Nottingham UNNC Ningbo China
Read the Original
This page is a summary of: The impact of an instruction to improve L2 learners’ academic conference abstract writing in multidisciplinary programmes, Language Learning in Higher Education, May 2020, De Gruyter,
DOI: 10.1515/cercles-2020-2016.
You can read the full text:
Contributors
The following have contributed to this page
