Adopting Design and Development Research (DDR) Approach in Framing the ESL Preservice Teachers’ Roles and Responsibilities to Teach Writing Skills
This For English as Second Language (ESL) preservice teachers (PSTs), practicum has a pivotal role in their teacher training program. Evidence suggests that practicum is among the important components of assessments for ESL PSTs. During the practicum stint, they will encounter a series of challenges...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Health
2022
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| Subjects: | |
| Online Access: | http://umpir.ump.edu.my/id/eprint/37849/1/Adopting%20Design%20and%20Development%20Research%20%28DDR%29%20Approach%20in%20Framing%20the%20ESL%20Preservice%20Teachers%E2%80%99%20Roles%20and%20Responsibilities%20to%20Teach%20Writing%20Skills.pdf http://umpir.ump.edu.my/id/eprint/37849/ https://doi.org/10.47750/pnr.2022.13.S06.098 https://doi.org/10.47750/pnr.2022.13.S06.098 |
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| Summary: | This For English as Second Language (ESL) preservice teachers (PSTs), practicum has a pivotal role in their teacher training program. Evidence suggests that practicum is among the important components of assessments for ESL PSTs. During the practicum stint, they will encounter a series of challenges which include anxiety, low teaching performance, and lack of experience and skill to teach. One of the concerns is that they do not have clear understanding of their roles and responsibilities to teach the four language skills namely speaking, listening, reading, and writing skills. In relation to the writing skills, a growing body of literature recognized that it is one of the most challenging skills to be taught to the second language (L2) students. Combining the lack of understanding on roles and responsibilities to teach and the challenging aspect of teaching writing skills, this can affect the PSTs teaching performance. Due to that, this paper proposes to adopt Design and Development Research (DDR) approach to develop a framework of ESL PSTs’ roles and responsibilities to teach writing skills. Following the DDR steps, there are three phases to be carried out which include needs analysis in the first phase, followed by the design and development of framework, and finally, the evaluation of the framework. Each phase will utilize and employ different type of participants, procedures, and analysis. Altogether, the framework is hoped to benefit the ESL PSTs’ teaching performance when conducting writing instruction during their practicum stint in schools. |
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