scholarly journals Peer-to-peer dialogue about teachers’ written feedback enhances students’ understanding on how to improve writing skills

2019 ◽  
Vol 46 (6) ◽  
pp. 693-707 ◽  
Author(s):  
Marlies Schillings ◽  
H. Roebertsen ◽  
H. Savelberg ◽  
J. Whittingham ◽  
D. Dolmans
Keyword(s):  
Writing Skills ◽  
Peer To Peer ◽  
Written Feedback ◽  
Peer Dialogue

scholarly journals “Audience exchange”: cultivating peer-to-peer dialogue at unfamiliar arts events

2017 ◽  
Vol 7 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Stephanie Pitts ◽  
Jonathan Gross
Keyword(s):  
Peer Learning ◽  
Peer To Peer ◽  
Small Scale ◽  
Exchange Method ◽  
Audience Engagement ◽  
Content Type ◽  
Peer Dialogue ◽  
Targeted Marketing ◽  
Audience Development ◽  
First Time

Purpose The purpose of this paper is to demonstrate the usefulness of the “audience exchange” approach for audience development and research, and to highlight the insights offered by peer-to-peer dialogue in understanding experiences of unfamiliar arts. Design/methodology/approach Using a case study with contemporary arts audiences, and setting this in the wider context of studies with other first-time attenders at a range of arts events, the paper explores the use of the “audience exchange” method, in which facilitated conversations after performance events allow newcomers to reflect upon and deepen their first-time encounters with live arts. Findings The study demonstrates the way in which conversations about arts events can enrich audience experience, and shows how participants use exploratory and emotional language to articulate their understanding of unfamiliar arts events. Peer-to-peer learning occurs through these conversations, in ways that could be further supported by arts organisations as a valuable tool for audience development. The audience exchange discussions also reveal the varieties of participation from “drifting” to full attention that are all part of audience engagement. Research limitations/implications This is a small-scale, qualitative study, and the method has potential to be tested in future studies with a greater variety of participants (e.g. younger or more ethnically diverse groups). Practical implications Use of the audience exchange for enriching experiences of first-time attendance could be adopted by arts organisations as a regular part of their audience engagement. Greater understanding of how new audience members draw on prior cultural experiences in finding the language to articulate their first impressions of an unfamiliar arts event could be valuable for targeted marketing and increasing accessibility. Originality/value The originality of this study lies in its elaboration of the audience exchange method, and its focus on the language and peer-to-peer learning evident in the facilitated post-performance discussions.

The Knee Bone Connected To the Thigh Bone

2010 ◽  
pp. 139-149
Author(s):  
T. J. Joyce ◽  
P McCormack
Keyword(s):  
Systems Engineering ◽  
Joint Replacement ◽  
Engineering Students ◽  
Total Joint Replacement ◽  
Peer Learning ◽  
Peer To Peer ◽  
Human Anatomy ◽  
Written Feedback ◽  
Thigh Bone ◽  
Anatomy Teaching

Bioengineering is a multidisciplinary subject which necessitates that engineering students, who typically have no knowledge of medicine, must quickly and effectively gain a thorough understanding of the complexities of human anatomy. Teaching on a Bioengineering module at Newcastle University’s School of Mechanical and Systems Engineering employed a combination of Primal Pictures anatomical software, bespoke teaching materials and peer to peer learning. This allowed Bioengineering students to quickly construct an understanding of anatomical principles which they used in individual, assessed projects on total joint replacement. Anonymised, written feedback gathered from the students revealed overwhelmingly positive learning experiences and assessed projects indicated deep knowledge of the anatomical descriptions necessary to understand and work with the science of joint replacement.

scholarly journals ‘WHAT DO I NEED FEEDBACK FOR?’

Diacrítica ◽  
2019 ◽  
Vol 32 (2) ◽  
pp. 29
Author(s):  
Liliana Gonçalves ◽  
Carlos Filipe Guimarães Figueiredo ◽  
Júlio Reis Jatobá
Keyword(s):  
Present Article ◽  
Writing Skills ◽  
Written Feedback ◽  
Face To Face ◽  
Teacher Student ◽  
Different Types

The most recent didactic and pedagogical proposals consider that it is essential to provide some kind of feedback to students’ written works (Hyland 2003; Sheen 2010), not only for learners to develop their writing skills but also to improve their own proficiency in the language-culture. In this sense, the present article will first present different types of feedback that can be given to students, namely written feedback from the teacher, face-to-face teacher-student encounter and feedback from classmates (Hyland 2003; Liu & Hansen 2002). Secondly, we will analyze written works carried out by our B1 level students, focusing our attention on the teacher’s written feedback in order to understand if there is any impact on the learners’ texts improvement. We also intend to understand which feedback will be the most effective one to achieve the so said improvement. Among the conclusions we were able to reach, there is a clear improvement in the learners’ texts after the rewriting phase has been completed. We also concluded that, for intermediate levels, multiple or mixed written feedback is the most effective one in the correction/rewriting process.

scholarly journals Pedagogical Implications for Using a Wiki in Peer-to-Peer Learning Environments

2018 ◽  
Vol 11 (1) ◽  
pp. 233-242
Author(s):  
Lisa Russell
Keyword(s):  
Social Media ◽  
Community Of Practice ◽  
Learning Environments ◽  
Online Community ◽  
Writing Skills ◽  
Peer Learning ◽  
Peer To Peer ◽  
Community Capacity ◽  
Social Media Site

The pedagogical potentials and challenges experienced when trying to incorporate the use of a wiki social media site with undergraduate childhood study students are reported. The wiki was introduced to inspire students to engage in student peer-learning, develop their writing skills, and facilitate a PhD student’s developmental teaching beyond the dissertation phase from PhD student to scholar. Although these aims were achieved to a degree, they were reached in unexpected ways. A “community of practice” (Lave & Wenger, 1991) was evident within the actual seminar session space rather than within an online community capacity.

scholarly journals Written Feedback In Second Language Writing: Perceptions Of Vietnamese Teachers And Students

2021 ◽  
Author(s):  
◽  
Phuong Anh Nguyen
Keyword(s):  
Academic Writing ◽  
Writing Skills ◽  
Peer Feedback ◽  
L2 Writing ◽  
Written Feedback ◽  
Teachers Perceptions ◽  
Learning And Teaching ◽  
Wide Range ◽  
Different Types ◽  
Teachers And Students

<p>Writing can be very challenging for ESL students since they need to overcome the changes associated with academic writing styles and their mechanics in order to improve their writing skills (Hyland & Hyland, 2006). In Vietnam, English is known as a foreign language in all public and private schools, and writing is a compulsory component. It is unavoidable that students will make errors in their writing development process, and feedback is a fundamental requirement to reduce these errors. Even if giving feedback costs a great deal of time, it can be the most significant investment of writing instructors (Ferris, 2002). In the last 20 years, many studies have examined a wide range of issues in academic writing, including the types of feedback, and stakeholders’ perceptions about feedback; however, the results have been contradictory. Mahmud (2016) revealed that teachers are often forced to use their own writing experience and intuitive criteria due to the lack of information on how to give feedback. Nevertheless, researchers tend to focus on either students’ or teachers’ perceptions, or both teachers’ and students’ perceptions, about different types of feedback in writing (Atmaca, 2016). In Vietnam, there are few studies about students’ and teachers’ perceptions of written feedback. This study investigated the views of both Vietnamese students and teachers on peer feedback, direct feedback, indirect coded feedback, indirect un-coded feedback, and self-feedback to fulfil the gap.  Thirty-six university students in Finance and Banking and two senior English teachers participated in this study. Due to the unexpected pandemic, the researcher changed the study from in-class to online. This qualitative research employs questionnaires and interviews. The pre-questionnaire in class before the outbreak of coronavirus in Vietnam, but the rest of the questionnaire surveys and interviews were collected online because the school had shut down. The students were grouped into two separate online groups on Facebook with their classmates, and they were asked to complete five surveys about five different types of feedback. The findings revealed some similarities between teachers’ and students’ perceptions of feedback in L2 writing. In terms of similarities, both teachers and students agreed that feedback played an important role in L2 writing learning and teaching. Teachers and students believed that feedback could affect L2 learners’ cognitive engagement in writing and some types of feedback could affect learners’ psychology. Moreover, training was necessary to improve peer feedback in both quality and quantity of feedback and to help students use this type of feedback more effectively. The results from teachers’ interviews and students’ surveys also revealed the discrepancies between teachers’ and students’ perceptions of feedback in L2 writing. This study concludes that using appropriate types of teacher feedback can boost students’ confidence to improve their writing skills in the long term.</p>

scholarly journals Enhancing Writing Ability of Students through Multiple Drafts and Critical Comments

2016 ◽  
Vol 30 (2) ◽  
pp. 115-122
Author(s):  
Purna Bahadur Kandel
Keyword(s):  
Survey Research ◽  
Random Sampling ◽  
Exploratory Study ◽  
Writing Skills ◽  
Sampling Procedure ◽  
Written Feedback ◽  
Writing Ability ◽  
Oral Feedback ◽  
Informal Interview ◽  
Affiliated Colleges

This is an exploratory study through which the researcher conducted the research based on survey research design to find out the existing practices of providing feedbacks and perceptions of faculties in developing writing through multiple drafts and critical comments at B.Ed. level. Fifty respondents were selected from constituent and affiliated colleges as informants adopting purposive non-random sampling procedure to collect data. Questionnaire and informal interview were administered as tools to elicit the data for this study. It was found that the practice of brainstorming, planning, writing multiple drafts, revising and editing can enhance writing skills. The writing of multiple drafts facilitates the students to use mechanics and orthography adequately and develop cohesive and coherent writing. Moreover, it was found that students need teachers’ written as well as oral comments and feedbacks in developing writing skills; teachers’ critical written feedback and comments are more effective than oral feedback and most of the learners rarely keep on writing multiple drafts in the most of the colleges at the Tribhuvan University.

scholarly journals THE INFLUENCE OF WRITTEN FEEDBACK ON THE WRITING SKILL PERFORMANCE OF HIGH SCHOOL STUDENTS

2021 ◽  
Vol 3 (3) ◽  
pp. 33-43
Author(s):  
Emmanuel Bonsu
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Skills ◽  
Written Feedback ◽  
Educational Context ◽  
School Students ◽  
Feedback Communication ◽  
Skill Performance ◽  
Writing Skill ◽  
Positive Effect

Written feedback has been conceptualized as a form of communication between the instructor and the learners in the educational context. The written feedback helps to improve learning through knowledge construction and practice. It was to this background that I undertook this research to examine the influence of written feedback on the writing skill performance of high school students. Using a descriptive design, the study was undertaken in Kumasi Metropolis. Utilizing 350 participants, I analyzed the data with SPSS 25.0. The findings of the study revealed that students have a positive perception towards written feedback, the communicative function of the teachers’ feedback was both expressive and metalinguistic, and there was a positive effect of the written feedback from teachers on students writing performance. Hence, it was confirmed that written feedback influences writing skills. Keywords: Written feedback, Communication, Writing skills.

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