Teaching practice research on how issues inquiry integrated instruction transformed a college-level English reading class

  • Chen, Rachel (PI)

Project Details

Description

International educational paradigm shifted has brought impact to curriculum design. From PISA’s evolving change of reading literacy definition, to OECD’s emphasis on transformative competencies, so as to NPDL’s 6C competencies, there has been an important focus on competencies that enable learners to respond to highly transformative world. The researcher thus reflected and revised her EFL reading curriculum and wish to solve the following problems: superficiality of issues integration, inauthentic and purposeless discussion, and incoherent curriculum design. To solve these problems, the researcher proposes a teaching model that incorporates theoretical foundation from inquiry and argumentation learning, issues integration, and visible thinking. The present research aims to inquire to what extent learners’ issues analytical writing performance changes and how learners encounter and tackle problems in issues discussion. Learners’ issues analytical writing and learning reflection will then be collected and analyzed. With the theory-driven curriculum design and evidence-based teaching practice research, the researcher wishes to propose a curriculum design that may shed some light to how issues integration fit in higher education English reading courses and gain some insights from research implications.
StatusActive
Effective start/end date1/08/2331/07/24

UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):

  • SDG 4 - Quality Education
  • SDG 17 - Partnerships for the Goals

Keywords

  • reading competency
  • issues integration
  • inquiry learning
  • dialogic argumentation
  • visible thinking

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