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In:Language Teacher Development in Digital Contexts
Edited by Hayriye Kayi-Aydar and Jonathon Reinhardt
[Language Learning & Language Teaching 57] 2022
► pp. 157–178

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Chapter 8
Customizing Web 2.0 tools to writing pedagogy

TPACK-based professional development of L2 writing teachers

 | Kharazmi University
 | Kharazmi University
Published online: 20 January 2022
DOI logo with link
https://doi.org/10.1075/lllt.57.08kar
Abstract
In this study, we explored L2 writing teachers’ professional development in terms of Web 2.0-mediated writing pedagogy within the technological pedagogical content knowledge (TPACK) framework. Using reflective journals and in-depth interviews, we found that in an online L2 writing teacher education course, the writing teachers learned that, for their instruction to be effective, they need to purposefully design Web 2.0-mediated writing tasks, guide learners’ use of Web 2.0 tools, and develop collaborative writing procedures for Web 2.0-based task completion. The participants further highlighted the importance of adaptive L2 writing instruction/assessment, learner-oriented writing instruction, their mediatory roles as writing facilitators, selection of Web 2.0 tools for writing pedagogy, and digital tools as writing e-portfolios.
Article outline
  • Review of the literature
    • CALL teacher PD
    • Teachers’ TPACK
    • L2 writing TE and technology
  • Methods
    • Participants
    • Instruments
    • Procedures
  • Results
    • Teachers’ TPACK-based PD
    • Teachers’ perceptions
  • Discussion
  • Conclusion
  • References
  • Appendix
References (36)
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2024. Exploring AI-Driven Adaptive Feedback in the Second Language Writing Skills Prompt. EIKI Journal of Effective Teaching Methods 2:3 DOI logo

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