Sep 2026· Journal of Adolescent & Adult Literacy· Vol 70· 0 citations· 12 references
Abstract
This article examines a pedagogical shift in how student writing is conceived, from a solitary, evaluative demonstration of finished argument toward a recursive, dialogic, collaborative process of knowledge construction. This shift is enacted through the Critical Reflection, a short‐form, open‐ended, frequently‐executed writing assignment grounded in Homi Bhabha's hybrid third spaces and Mikhail Bakhtin's polyphonic chronotopes. Through a practitioner‐research analysis of student submissions, peer annotations, and meta‐commentaries from a single secondary classroom, the author traces how this approach fostered syntactic fluidity, theoretical integration, a shared class lexicon, and productive uncertainty, alongside the uneven outcomes and tensions that accompanied it. The Critical Reflection emerges as a pedagogical third space in which most students moved from passive reporters toward active critics, offering transferable principles for reconceiving writing as dialogic and recursive.
Writing instruction in EFL contexts involves not only the development of language proficiency but also the ability to evaluate ideas, revise drafts, and recognize strengths and weaknesses in the writing process. However, many students still experience difficulties in engaging in critical and sustained self-reflection....
This paper reports a narrative inquiry into the process of writing, self-publishing, and revising a textbook for first-year Japanese university students studying English as a Foreign Language. Developed in response to dissatisfaction with commercially produced materials, the textbook adopted an approach based on extend...
Roy Kemm· JALT Postconference Publicat...· 0 citations
Literature has a long-standing place in second-language (L2) English teaching because it offers learners language that is rich, patterned, and affectively charged, and pedagogical stylistics provides a principled way of turning that language into learning by having students notice the choices through which literary eff...
Yasir Hazim Qasim· Journal of Studies in the En...· 0 citations
Writing feedback is essential because it helps learners recognize weaknesses, refine ideas, and revise texts purposefully. Yet secondary-school feedback often remains focused on surface errors rather than argument, organization, evidence, and critical engagement. This study investigated how critical writing feedback wa...
Thoric Ahmad, Ahmad Javed Hassan, Mohammed Meraj et al.· Journal of Language Studies...· 0 citations
Constrained narrative is proposed as a preliminary design orientation for AI-assisted learning that supports understanding without completing too much of the learner’s interpretive work.
