jlarf.com is on the move!
JLARF is ‘gold standard’ for academic assessment and research studies within the sphere of applied linguistics and practice of language teaching and learning in various pedagogical contexts being scrutinized and examined via peer review by ardent scholars in the field.
The major objective of our cohort is to guarantee and ensure a high level of quality and academic consistency and precision in the articles that are published. JLARF like all academic or scholarly journals is out together with the primary purpose of distribute legitimate knowledge on the latest studies, research, and breakthroughs. JLARF is meant to provide and validate, specific and in-depth knowledge about multiple areas of study and interest for both TEFL/TESL students and experts.
JLARF researchers experience academic writing with multiple valuable drives in mind. JLARF would provide background information, the results of other peoples’ research, the critique of other peoples’ research, your own research findings, and your own ideas based on academic research conducted by others, or it may be a combination of a few of these. To clear the air, we would say that career advancement and profession recognition is the ultimate benefit of publishing yourself in an academic journal. Publishing a research paper is often essential for career progression within academia. A robust publication record can lead to promotions, tenure track, and other professional opportunities, serving as a measure of a scholar’s contributions to their field.
JLARF like other academic journals serve as permanent and transparent opportunities for the presentation, scrutiny, inquiry, and discussion of research. JLARF requires peer review for research articles or other scrutiny from colleagues competent and established in their respective fields. While magazines are written for general readers, a journal like JLARF is meant to be published for academic readers. JLARF articles articles allow researchers to communicate their discoveries, theories, and insights to the academic community and contribute to the advancement of knowledge within their respective fields.
The purpose of the academic journal, JLARF, is to facilitate the sharing of knowledge among researchers (students and researchers) contribute to the improvement of natural knowledge and scientific disciplines within the realm of applied linguistics. Publishing in JLARF can give your research work (report) visibility among other researchers in applied linguistics, outside of your immediate circle of contacts and colleagues. JLARF can make your work more discoverable, as it already being read by circles of interested and engrossed readers.
The content, mission, policy, and guidelines for authors and jurors of the Journal of Language Assessment Research Foundation will be open to public by the smart rabbits over the pages of the corresponding website.
You can submit your neoteric and unpublished article, research report, article review, and book review in the first VOLUME of JLARF before the end of the year 2024. The deadline is on December 28, 2024.
You can submit your article as early bird before the end of November 2024 to guarantee the early publication.
Please browse: https://jlarf.com
Or email your article directly to: authors@jlarf.com
LANGUAGE LEARNING SKILLS
Writing Reflective Learning Logs
If you are engaging in classroom activities of a sort, full-time or part-time pedagogical studies, or learning and teaching English in some respects, it is a good idea to start getting into the habit of reflective writing. It is good practice to complete a logbook at regular intervals as this is a key element of your personal development and educational goals. Your logbook is a collection of classroom notes, teacher observations, personal thoughts, and other relevant materials built up over a period of time and recorded together. You can use a regular notebook, journal, or an online Reflective Logbook (you can create one).
Firstly, you need to know what reflection is. Reflection has three stages: i. The learning opportunity, ii. The information gathering and critical analysis, and iii. The changing perspective or attitude.
You can use DIEP to avail from reflection:
D stands for: Describe objectively what happened Give the details of what happened. Answer the question: ‘What did I do, read, see, and hear?
I stands for: Interpret the events Explain your learning: new insights, connections with other learning, your feelings, hypotheses, conclusions. Answer the questions: ‘What was the reason I did this activity?’ ‘What might it mean?’
E stands forL Evaluate what you learned Make judgments connected to observations you have made. Answer the question: ‘How was this useful?’
P stands for: Plan how this learning will be applied Comment on its relevance to your course, program, future profession, life… Answer the question: ‘How might this learning apply in my future?’
In your log writings, attempt to analyze your own performance as a learner and student in class as well as teacher. Then evaluate your gains in understanding and completing tasks you are being assigned by your teacher.
Verbalize how you feel about your learning and development in class. Then, make connections with other experiences and ideas coming from your cohort (peers) or classmates.
Demonstrate transfer of learning (you may be using skills you developed in a previous classes to help you in your current classroom atmosphere.
And finally, integrate the concepts taught in courses (including the literature where relevant) with your own ides, as well as the ideas you develop by reading the books and articles.
Consider the principal activities you were involved in during the class period (this can include anything from listening, reading, writing, and speaking activities).
Reflect on your learning experience, using a list of questions (you create about the subject under study) to help you complete your learning log.
Your learning log may involve the following elements:
