THE USE OF DEBRIEFING IN THE LANGUAGE CLASSROOM

Authors

  • Ethel Reyes-Chua Jubal University College - Female Branch, Saudi Arabia

DOI:

https://doi.org/10.46827/ejel.v0i0.1512

Keywords:

writing, EFL, writing program, EFL students

Abstract

This paper reflects the effective use of a debriefing strategy in evaluating some classroom activities conducted at Jubail University College –Female Branch, in two sections of semester 371 in the Preparatory Year Program (PYP). Debriefing is a significant task in many of our classroom activities. There have been some activities in the past which were not properly evaluated and reflected upon, so through this strategy, we can look back and check on them to find out the outcomes in both the teaching and learning process. The result of the study showed that when debriefing is conducted in the classroom, student collaboration, reflective thinking, critical thinking, and understanding can easily be achieved. Students displayed awareness and ease when making dispositions and solving problems. The debriefing strategy was used by the researcher to come up with possible techniques and solutions to problems encountered in learning experiences from two courses: Reading and Writing and Listening and Grammar in semester 371, AY 2017-2018. To ensure the quality of this descriptive research, this study supports the enhancement of various classroom activities, and aspires to bring out the best practices in teaching English in the PYP. In addition to this process, the pedagogical approaches of teachers are therefore, enhanced and improved. As a result, the debriefing strategy is a successful tool in examining the effectiveness, usefulness, and practicality of some approaches and methodologies used in every unit of the textbooks, Q-skills for Success.

 

Article visualizations:

Hit counter

DOI

References

"Active learning." Retrieved from: https://teachingcommons.stanford.edu/resources.

Accessed: 5 March 2018.

Biggs, J. (2003). Teaching for quality learning at university. Buckingham: Open University Press/Society for Research into Higher Education. 2nd ed.

Biggs, J. Tang, C. (2007). Teaching for quality learning at university. 3rd ed. New York: Open University Press.

Cummings, M. (2018). Training wheels. Retrieved from: www.training-wheels.com. Accessed: 6 March 2018.

Fry, H. et.al. [ed]. (2004). A handbook for teaching and learning in higher education. New Delhi: Crest Pub. House.

Kolb, D.A. (1984). Experiential learning experience as the source of learning and development. New Jersey: Prentice-Hall.

Mc Keachie, W.J. Helping students learn how to learn. U.S.A. University of Michigan. Retrieved from: http://www.Ische.net/old/proceedings. Accessed: 13 March 2018.

Moon, J. (2004). A handbook of reflective and experiential learning: theory and practice. London: Routledge-Falmer.

Rahts, J. (2018). “Enhancing understanding through debriefing.” In: Educational Leadership, v45 n2 p24-27 Oct 1987. Retrieved from: https://eric.ed.gov/?id=EJ362223. Accessed 8 March 2018.

Pearson, M. & Smith, D. (1985). Debriefing in experience based learning in boud, D.et.al. (eds). Reflection: turning experience into learning. London: Kogan Page. pp. 69-81. Retrieved from: https://www.heacademy.ac.uk/system/files/reflection_literature_review.pdf. Accessed: 13 March 2018.

Quinn, J. & Gregory, G. Mentoring New Teachers. In: "Reflecting and Debriefing. Adapted from: Dantonio, M. (1988). Teachers coaching teachers. Bloomington, IN: Phi Delta Kappa. Accessed: 10 March 2018.

Q-skills for Success. Middle East ed. [Jubail University College-Female Branch Textbooks.

Reed, S.J. (2016). Identifying learning acquired during debriefing. Las Vegas: University of Nevada. (Published Dissertation Retrieved From: https://digitalscholarship.unlv.edu). Accessed 13 March 2018.

"Role and the importance of creativity in classroom." Retrieved From:

http://www.edsys.in/creativity-in-classroom. Accessed: 6 March 2018.

Schon, D (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Schuell, T.J. (1986). Cognitive conceptions of learning. Review of Educational Research, 56 (411-436).

Downloads

Published

2018-03-21

Issue

Vol 3, No 3 (2018)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).