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Productive Foreign Language Skills for an Intercultural World

A Guide (not only) for Teachers


Edited By Michal Paradowski

The past two decades have created quantitatively higher and qualitatively different demands for foreign language skills. Learners’ needs, expectations and contexts of language use have undergone radical and far-reaching transformations. This collection of essays by experienced educators, teacher trainers and researchers from diverse linguistic, cultural and professional settings offers a fresh perspective on the aspects and ways of teaching skills which are crucial to contemporary language instruction, especially at the more advanced stages, but which have oftentimes been unjustly neglected in the classroom. The book discusses issues ranging from approaches to teaching, contexts of instruction, testing and assessment to curriculum development and technology in the classroom.
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Students’ Evaluations of Writing Curriculum at Tertiary Level



This article presents the outcomes of a study which aimed at investigating the dissemination of reflective and self–evaluative skills among sophomores studying English Philology at State Higher Vocational School (PWSZ) in Tarnów, Poland. One of the goals of the study was to provide the students with the ability to self–assess their writing skills in order to develop reflective thinking in their learning. Another purpose was to disclose some expectations and needs of the students which served the researcher in curriculum improvement and teacher development. The data were collected by means of written assignments of 30 students as part of their home assignment. For the evaluation, a matrix was used to analyse the data including on the one hand students’ needs, problems, and SWOT analyses, whereas on the other the writing course itself, namely the course book, teacher and syllabus. An attempt was made to employ sound judgment on the part of the students in order to establish effective principles which can be applied in learning and teaching writing.

Keywords: self–evaluation, academic writing, reflection

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