Sin Wang Chong – författare

Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong puts forward a conceptual framework of metacognition and metacognitive knowledge that is employed as an analytical lens to examine junior secondary EFL students’ writing proficiencies.

The exploration takes into account three facets of metacognitive knowledge, namely person knowledge, task knowledge, and strategic knowledge. Based on data garnered from interviews, open-ended questionnaires, and think-aloud sessions with students, the book analyzes the three types of metacognitive knowledge – theorized as a system – of junior secondary students with high, average, and low writing proficiencies. Discussion of the findings offers an expanded understanding of the factors that potentially affect students’ writing proficiencies, which will inform the teaching of primary and secondary EFL writing teachers to be more learner-centered.

The book will appeal to researchers and teachers interested in metacognition and metacognitive knowledge.

Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong puts forward a conceptual framework of metacognition and metacognitive knowledge that is employed as an analytical lens to examine junior secondary EFL students’ writing proficiencies.

The exploration takes into account three facets of metacognitive knowledge, namely person knowledge, task knowledge, and strategic knowledge. Based on data garnered from interviews, open-ended questionnaires, and think-aloud sessions with students, the book analyzes the three types of metacognitive knowledge – theorized as a system – of junior secondary students with high, average, and low writing proficiencies. Discussion of the findings offers an expanded understanding of the factors that potentially affect students’ writing proficiencies, which will inform the teaching of primary and secondary EFL writing teachers to be more learner-centered.

The book will appeal to researchers and teachers interested in metacognition and metacognitive knowledge.

An essential companion for IELTS writing instructors and students, Developing Writing Skills for IELTS provides IELTS test-takers with the necessary skills to succeed in the two academic writing tasks in IELTS.

Adopting an original exemplar-based writing instructional approach, this text offers an in-depth and reader-friendly analysis of the assessment standards of the two academic writing tasks in IELTS. Authentic exemplars written by EFL university students are included to illustrate high (Bands 8–9), average (Bands 6–7), and low (Bands 4–5) performances in IELTS writing.

Key Features:

• Diagrammatical representation of assessment standards of the two academic writing tasks by experienced IELTS writing examiners and instructors.

• 100 writing questions modelled after the IELTS format, designed by the authors, and categorised according to question types and topics that emerge from an analysis of over 400 IELTS writing questions.

• Over 100 writing exemplars by EFL university students, accompanied by guided activities and suggested answers.

Designed as a classroom text, a resource for workshops and consultations, or a self-study material, Developing Writing Skills for IELTS: A Research-based Approach will support IELTS writing instructors and test-takers with a variety of writing proficiencies.

An essential companion for IELTS writing instructors and students, Developing Writing Skills for IELTS provides IELTS test-takers with the necessary skills to succeed in the two academic writing tasks in IELTS.

Adopting an original exemplar-based writing instructional approach, this text offers an in-depth and reader-friendly analysis of the assessment standards of the two academic writing tasks in IELTS. Authentic exemplars written by EFL university students are included to illustrate high (Bands 8–9), average (Bands 6–7), and low (Bands 4–5) performances in IELTS writing.

Key Features:

• Diagrammatical representation of assessment standards of the two academic writing tasks by experienced IELTS writing examiners and instructors.

• 100 writing questions modelled after the IELTS format, designed by the authors, and categorised according to question types and topics that emerge from an analysis of over 400 IELTS writing questions.

• Over 100 writing exemplars by EFL university students, accompanied by guided activities and suggested answers.

Designed as a classroom text, a resource for workshops and consultations, or a self-study material, Developing Writing Skills for IELTS: A Research-based Approach will support IELTS writing instructors and test-takers with a variety of writing proficiencies.

This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors and experienced reviewers to develop the concept of ‘feedback literacy’ in academic peer review contexts.

This novel collection of research uses personal reflections, disseminations of good practices, research syntheses and small-scale primary studies to highlight implications for feedback practices, demonstrating how academics’ capacity, disposition and skills in providing and engaging with constructive, professional and actionable feedback are crucial to ensure a comprehensive and worthwhile process. Chapters draw attention to the need for academics to develop feedback literacy, both at the ECR level and for more experienced peer reviewers, journal editors and authors, furthering discussion on improvement strategies and solutions to current feedback practices.

Reimagining journal peer review as an inclusive and sustainable participatory system, this book will appeal to scholars and researchers working in higher education and educational assessment. There will be particular interest among postgraduate students and ECRs across the Arts, Humanities and Social Sciences disciplines for whom journal peer review has a particular relevance.

This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors and experienced reviewers to develop the concept of ‘feedback literacy’ in academic peer review contexts.

This novel collection of research uses personal reflections, disseminations of good practices, research syntheses and small-scale primary studies to highlight implications for feedback practices, demonstrating how academics’ capacity, disposition and skills in providing and engaging with constructive, professional and actionable feedback are crucial to ensure a comprehensive and worthwhile process. Chapters draw attention to the need for academics to develop feedback literacy, both at the ECR level and for more experienced peer reviewers, journal editors and authors, furthering discussion on improvement strategies and solutions to current feedback practices.

Reimagining journal peer review as an inclusive and sustainable participatory system, this book will appeal to scholars and researchers working in higher education and educational assessment. There will be particular interest among postgraduate students and ECRs across the Arts, Humanities and Social Sciences disciplines for whom journal peer review has a particular relevance.

The book provides personal, context-specific and in-depth insider’s perspectives towards PhD by Publication and offers a holistic understanding of micro- and macro-level issues by offering research and personal insights.

''Despite being in existence for over 20 years, the route to PhD is still often poorly understood by individuals and institutions. This lively, personal, informative, and affirming text will change that. Recognising the value and expansion of the route to a PhD by publication, and the current lack of published advice, Chongand Johnson have drawn together accounts by supervisors, student and graduates of their experiences of PhDs by publication, and what they learnt that will make the journey easier for others. Containing advice about how to apply, how to select publications, and how to prepare for the viva, it will be a valuable handbook for students and supervisors alike. Full of insights that will resonate with many research students and supervisors, and not only those involved in the ‘by publication’ route, it will help with tackling perennial barriers such as finding time to write, managing ‘imposter syndrome;’, and addressing the loneliness that many PhD student experience. An immensely useful, direct, profound and inspiring collection.''

Professor Shân Wareing, Deputy Vice Chancellor, University of Northampton

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the centre of the assessment process and its outcomes. The book features 17 chapters on learning-oriented language assessment practices in China, Brazil, Turkey, Norway, UK, Canada, Japan, Saudi Arabia, and Spain. Chapters include teachers’ reflections and practical suggestions. This book will appeal to researchers, teacher educators, and language teachers who are interested in advancing research and practice of learning-oriented language assessment.

This book investigates the ways in which new developments in areas of language teaching practice, such as policy-making, planning, methodology and the use of educational technology are locally adopted, adapted, and initiated and implemented in the four nations of the United Kingdom: England, Northern Ireland, Scotland, and Wales. By looking at the drivers, stakeholders, obstacles, and affordances in particular regional contexts, it is possible to gain a deeper insight into the ways in which change processes occur. This will help anyone involved in language development, from curriculum reform to materials development, and from programme evaluation to the setting of assessment standards. The chapters in this book cover all aspects of language education in England, Northern Ireland, Scotland, and Wales, from the primary to tertiary levels in both private and public settings, as well as innovations at local, regional and national levels. The book will be of particular interest to those involved in managing change in language education that attempts to mediate between global trends and local needs.