Authors: Naima Sahli1 & Fawzia Bouhass Benaissi2
1Department of English, Faculty of Letters, Languages, and Arts, The University of Djillali Liabes, Sidi Bel Abbès, Algeria
2Department of English, Faculty of Letters, Languages, and Arts, The University of Djillali Liabes, Sidi Bel Abbès, Algeria
Abstract: By drawing on Chomsky’s (2000) theory of I-concept and McNiff’s and Whitehead’s (2001) concept of reflective practice as an enquiry by the self into the self, this research study aims at investigating the impact of the practitioner researcher self-assessment and reflection on bringing change into teaching academic writing at university. A focus group was held with a group of Master 1 students at the University of Ibn Khaldoun, Tiaret, and a combination of teacher self-assessment checklist and diary writing was used by the practitioner researcher. Findings indicated that change occurred when there was a willingness to question current practices and sought support to promote quality teaching and learning in the writing classroom.
Keywords: Academic Writing, Checklist, Criteria, Diary, Practitioner Researcher, Reflection on Action, Self-Assessment, Engaging Students
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), June 2019, Vol.5, No.4