Can writing for publication improve student-teachers’ English (L2) language proficiency?

ABSTRACT

This report is part of a larger collaborative action research-based study examining the relationship between writing for publication, English language proficiency, and motivation in pre-service English language teacher education. Data come 171 book review drafts completed by 57 student-teachers as part of their coursework in Argentinian teacher education institutions. Quantitative analysis shows that student-teachers’ English language proficiency improved in terms of textual organisation, academic vocabulary use, and grammar. The findings may encourage teacher educators to engage pre-service student-teachers in writing for publication initiatives in order to promote authentic and meaningful writing experiences.

KEYWORDS:

• Writing
• English language improvement
• student-teachers
• L2 teacher education
• authenticity

Disclosure statement

No potential conflict of interest was reported by the authors.