Reflection and Self- Induced Alteration: A Third Space in Learning IELTS Writing – Case Study

Abstract

Teaching IELTS writing can often be a tricky situation. Consistent writing practice with tutor feedback and review are key in learning writing for second language learners. While the immediate goal entails an eight-band score in the examination, acquiring language efficiency in a long run is indeed a process in itself. Although the learners are equipped with teacher feedback and peer review in IELTS classroom with additional activities that promote learning, there remains an unseen third element in procuring writing skills - self introspection and alteration. This research paper elucidates how a process approach method brings in a third space of self- induced alteration beyond teacher feedback which helps L2 learners become better second language writers. Through a case study of three learners, this paper looks at methods adopted by tutor to enhance learner’s self-efficacy in acquiring writing skills and compares different self- alterations made by each learner.