Browsing by Subject "Reflective practices"

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Open Access
Approaches to teaching creative writing in L2 at the tertiary level: a critical interpretive synthesis
(2025-01) Özden, Kibele Başak
Creative writing (CW) holds significant potential to address linguistic, cognitive and affective needs by fostering self-expression, cultural ownership and identity formation. While traditional L2 writing instruction often prioritizes form and accuracy, neglecting creativity, CW provides a more meaningful approach that encourages authentic voice, motivation and deeper engagement. This study adopts Dixon-Woods et al.’s (2006) Critical Interpretive Synthesis (CIS) approach to analyze and synthesize existing studies on how creative writing is taught in English as a Foreign and Second Language (L2) as well as English as a First Language (L1) contexts in higher education. By synthesizing findings, conclusions and implications from 98 studies across these contexts, this study aims to uncover practices and insights that inform diverse and flexible approaches tailored to teaching creative writing in L2 contexts at the tertiary level. It provides actionable pedagogical practices and insights for language educators and policymakers, emphasizing CW’s role in enhancing L2 writing skills, and fostering creativity and supporting personal development. While focusing on L2 contexts, the outcomes of the study offer broader implications for innovative and student-centered creative writing practices across diverse educational settings.
Open Access
On-line critiques in collaborative design studio
(Springer, 2009-03) Sagun, A.; Demirkan, H.
In this study, the Design Collaboration Model (DCM) was developed to provide a medium for the on-line collaboration of the design courses. The model was based on the situated and reflective practice characteristics of the design process. The segmentation method was used to analyse the design process observed both in the design diaries and the redline files that were composed of the problem domain and the design strategies. In the problem domain, it was observed that high emphasis was given to the design abstractions in the level of details of a space or sub-space. Also, the critics were more interested in the solution space than the problem space. As a design strategy, rejecting a solution was more practiced than proposing alternative solutions. Since the performance score of the students was highly correlated to the number of segments in critiques, it is concluded that quality rather than quantity of critiques determine the success level of proposed design solutions.