Teacher_inquiry_private_institution_Chapter5_Part9.docx - Similarly this was observed during a follow-up discussion on NA10\u2019s dilemma NA10 shared an

Teacher_inquiry_private_institution_Chapter5_Part9.docx -...

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Similarly, this was observed during a follow-up discussion on NA10’s dilemma. NA10 shared an activity that she conducted to increase her students’ involvement in their own learning. Students were given two sentences with errors and they were required to correct them. Students were then asked to present their analyses and their corrections of the sentences. When correcting the sentences, NA10 instructed her students to focus only on the errors which affected meaning or comprehension. SA8 endorsed NA10’s decision to focus only on these errors when she said: I agree with NA10 earlier that how much can...I mean some you cannot address… you are right you know...they will forget… you know the very glaring ones that can… which they should know like in addition, additionally. That kind of thing which you have to learn and learn how to use… in essays. (Wk. 2, C1) In another example, during a discussion on ‘copywriting,’ ME2 shared her belief in the importance of reading to improve proficiency in the English language: I always believe that, any time, every time the students ask me ‘Okay… how do I go about to improve my English?’ I said read, read and read you might not believe me now, you read a lot and somehow…yes... they will improve. (Wk. 3, C 3) MI4 agreed with ME2 when she shared that in her opinion, “You have to impose reading.” SA8, too, was supportive of ME2’s opinion, and she endorsed it by stating how reading
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