Icy Lee – författare

This book offers insights into the lived experiences (e.g., teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (e.g., qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (e.g., the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings.The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.

This book offers insights into the lived experiences (e.g., teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (e.g., qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (e.g., the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings.The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.

Yu and Lee investigate L2 learners’ cognition, agency, and engagement with peer feedback in various L2 writing contexts. This book brings together L2 writing practitioners and researchers from various sociocultural backgrounds to discuss, share, and investigate peer feedback in second language writing. The book offers a wide range of empirical research papers that explore (1) L2 learners’ cognitive processes in peer reviewing, (2) their use and understanding of peer feedback, (3) their engagement with peer feedback, and (4) their feedback literacy. These are investigated in diverse geographical settings, including countries and regions such as the USA, Hong Kong, and Iran, amongst others. The chapters offer new perspectives and evidence on how L2 leaners with various backgrounds agentively participate in peer feedback activities in different writing contexts such as creative writing, school writing, and academic writing. Calling more attention to the theoretical perspective that aligns with the learning-oriented paradigm, the editors and contributors comprehensively provide the readers with insight into the roles of learners themselves in shaping the impact of feedback on student learning. This book is a valuable guide for researchers and postgraduate students in the fields of applied linguistics and language education, as well as a viable resource for writing instructors, especially those that are involved in L2 writing.

While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing.