5. CONCLUSION
5.3. Limitations and future research implications
As mentioned earlier, a close examination of L2 writing teachers’ self-perceptions as writers and language learners is a complex task. As with any research, there are some limitations in the present research. First, while I tried to cover a variety of writing classes — two different programs, for matriculated and pre-matriculated students, with classes at different levels in each program— this data is limited in that the study was conducted in only two programs in one university in one ESL setting. In English as foreign language (EFL) settings, some teachers’ self- perceptions may differ and affect their teaching very differently than those of teachers in ESL settings. Future research might investigate teachers’ cognitions related to the teaching of writing in different kinds of programs in different institutions and in different EFL settings.
For L2 teacher education research, it is important to investigate the interplay of teachers’ cognitions and instructional practices. This study attempted to look into how L2 writing teachers perceive the influence of their self-perceptions as language learners and writers on their
instructional practices. All of the 3 NES teachers in the study had had extensive writing experiences during the time of the study. Although they were strong writers already, they
perceived a lack in their training in their L1 and L2. As a result, although they saw themselves as accomplished writers, their desire to continue to improve as L1 writers furthered their interest in the teaching of L2 writing. This may partly be because the L2 they teach is their L1. In other words, the language they teach is the language they themselves regularly practice writing in. However, in some other cases, NES teachers may not have such interest in writing for various reasons, and, in other cases, they may not necessarily practice L1 writing. Such lack of interest may also influence their cognitions related to the teaching of L2 writing. For this reason, future
research might investigate NES teachers as writers/teachers and how their instruction is influenced by their lack of (interest in) writing.
Moreover, the research attempted to combine two sources of L2 writing instruction, classroom instruction and written feedback instruction, in an attempt to investigate teachers’ reflections on classroom instruction and feedback. Writing classes, in that sense, are unique and require more in-depth exploration of the complete instruction provided by the teachers, which may be different from teaching of other skills in L2 classrooms. As one of the participants, Linnea, in this study indicated,
I think most of my writing class takes place on the paper. We do activities in class to sort of build up to the writing assignment but the actual learning is their writing and my giving feedback and their responding to the feedback. Because in class, they talk to each other, or we do some activities about the content. But the actual learning is on the paper. (Linnea, Follow-up interview 2, March 15, 2011)
Thus, written feedback may be one of the sources of “actual learning” in writing classes and it may be influenced by various factors, including but not limited to teachers’ language learning and writing experiences in any language. By asking teachers to comment on their practices in the classroom as well as written feedback, we can gain some insight into their cognitions related to the teaching of writing. Future studies might also include teacher reflections on their oral feedback practices in teacher/student conferences in the classroom or in their offices.
As I conducted the research, I appreciated the importance of integrating data sources regarding teachers’ instructional practices in teacher cognition studies as I have attempted in the present study. However, given the complexity of teacher cognition as well as instructional
constraints, it is not possible to gain a full picture regarding L2 writing teachers’ practices in a single study. Therefore, more L2 writing teacher cognition studies that include other research methodologies (e.g. surveys, think-aloud protocols, etc.) in conjunction with data regarding teachers’ instruction are needed. In addition, future research could compare the researchers’ observations or that of students or that of peer teachers with the perceptions of the focal teachers.
Finally, the research was conducted over a single semester. However, writing teachers change as they continue to write, learn languages, and teach over time. Thus, L2 writing
teachers’ self-perceptions and the possible influence on their teaching practices may change over time. This may be especially true for teachers who are actively practicing writing in their lives, learning languages, and reflecting on their teaching. Future ethnographic research should take a more longitudinal approach focusing on a single case or several cases for an extended period of time to investigate (1) the possible changes in teachers’ self-perceptions, and (2) how such changes may influence their teaching of L2 writing over time.
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APPENDICES
Appendix A: Interview schedule for initial interviews
Warm up questions
1. Can you tell me about yourself a little bit? a. Where are you from?
b. What is your first language?
c. How long have you been teaching English?
2. Can you please explain the types of writing classes that you teach? a. Who are your students?
b. What are their goals?
c. Is this the first time you are teaching this class?
Questions regarding teachers’ language learning experience
3. Can you tell me about your language learning experience? What languages did you learn as a foreign and/or second language(s)?
4. Which skill areas of your second and /or foreign language(s) do you find hard/easy to learn?
5. Can you name some instructional practices that you experienced or observed as a language learner in the past and you thought worked well for you to learn a second and /or foreign language(s)?
6. Can you name some instructional practices that you experienced or observed as a language learner in the past and you thought were not beneficial at all?
7. When you learn your second language, did your out-of-classroom experiences play a significant role in your language learning? In other words, do you believe language can be effectively learned in the classroom (or primarily there)?
Questions regarding teachers’ writing experiences in their first and/or second languages 8. What were your experiences with writing before you became a teacher?
a. Can you tell me your writing experiences in your first and second languages? i. How did you learn writing in your first language?
ii. Did you receive any language writing training in your first language? iii. What learning strategies did you develop as a writer in your first
language?
iv. Did you receive any language writing training in your second language(s)? v. What learning strategies did you develop as a writer in your second
language(s)?
vi. Do you currently write in your second language(s)?
1. If no, when was the last time you wrote in your second language? What kind of pieces (if any) did you write in your second
language? Did you write academic papers, emails, book reports, for instance?
2. If yes, how often do you write in your L2in your daily life? What kind of pieces do you write in your second language? Do you write academic papers, emails, book reports, for instance?
b. Do you think writing in your second language(s) is different from writing in your