Improving Learner Reflection for TESOL

<p>Presenting comprehensive research conducted with learners and educators in a range of settings this volume showcases self-reflection as a powerful tool to enhance student learning. The text builds on empirical insights to illustrate how language professionals can foster critical self-reflection amongst learners of English as an additional language.</p><p>This text uses ecologically sensitive practitioner research that addresses issues of both practical and pedagogical significance in the fields of TESOL language teaching and learning and teacher education. By synthesizing interdisciplinary research and theory chapters show how various types of self-reflection—including guided and non-guided; group and individual forms; and written oral and technology-mediated reflection—can promote autonomous self-regulated learning amongst students at various levels. Whilst offering readers a strong grounding in the theoretical and empirical knowledge that supports self-reflection the volume gives constant attention is given to praxis with a focus on effective pedagogical strategies and tools needed to implement encourage and evaluate critical learner reflection in readers’ own teaching or research.</p><p>This volume will be a critical resource for language-teaching professionals interested in critical learner reflection including in-service pre-service and teacher educators in the field of TESOL. Scholars and researchers in the fields of applied linguistics and language education more broadly will find this volume valuable.</p>