Promoting Systematic and Collaborative Inquiry Among EFL Instructors Through Self-Study

• In Event: Sheraton Roundtable Session 35
  In Roundtable Session: Self-Study and Language Learning

Abstract

By forming faculty learning community (FLC), we addressed issues of written corrective feedback (WCF) in EFL student writings. FLC practices included reflection, WCF literature review, discussions, and email exchanges. Synchronous and asynchronous information and virtual communication tools facilitated the self-study process. Significant learning outcomes included: recalibration of beliefs about WCF; appreciation of culture of inquiry; recognition of the role of critical friends and scholarly reading in developing best practices, the need for establishing communities of practice; the necessity of developing a context-sensitive approach to WCF; and readiness to adapt to changing practices besides increased self-awareness. Results are expected to encourage systematic and collaborative inquiry among EFL instructors, promoting professional development through self-initiative not widely practiced in EFL contexts.

Authors

• Mahjabeen Hussain, English Learning Hub

• Mousume Akhter Flora, North South University