scholarly journals Exploring the College EFL Self-access Writing Mode Based on Automated Feedback

2021 ◽  
Vol 5 (1) ◽  
pp. 29
Author(s):  
Sumin Wang ◽  
Yizhong Xu
Keyword(s):  
Formative Assessment ◽  
Learning Theory ◽  
Teaching Practice ◽  
Autonomous Learning ◽  
English Writing ◽  
Writing Motivation ◽  
Efl Teaching ◽  
Automated Feedback ◽  
Writing Competence

The present study is intended to construct a college EFL self-access writing mode based on automated feedback under the guidance of Formative Assessment Theory and Autonomous Learning Theory and attempts to apply it into college EFL teaching practice. Findings of this empirical-based study suggest that this self-access writing mode contributes to the enhancement of students’ English writing competence, English writing motivation as well as their autonomy in self-revision.

scholarly journals Application of Interactive Autonomous Learning Mode to Teach College English Writing

2017 ◽  
Vol 5 (5) ◽  
pp. 128-150
Author(s):  
Jixin Liu ◽  
Xiaoting Li
Keyword(s):  
Writing Instruction ◽  
Writing Process ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
College Classroom ◽  
Classroom Setting ◽  
Individual Activity ◽  
College English ◽  
English Writing ◽  
Writing Competence

Writing is usually considered as an individual activity, emphasizing the result instead of the process in which students undergo to reach the final goal. However, writing process is of great importance to the students. In the writing process, they can develop writing competence and learner autonomy through interaction. Thus, this thesis intends to demonstrate the effectiveness of applying Interactive Autonomous Learning Mode to writing instruction in college classroom setting.

scholarly journals Priming Numbas for formative assessment in a first-year mathematics unit

2021 ◽  
Author(s):  
Vivien Challis ◽  
Roger Cook ◽  
Pranit Anand
Keyword(s):  
Formative Assessment ◽  
Mathematics Learning ◽  
First Year ◽  
Rigorous Evaluation ◽  
Assessment Design ◽  
University Of Technology ◽  
Computer Based ◽  
Mathematical Sciences ◽  
Automated Feedback ◽  
Computer Aided Learning

This paper outlines an initiative that involved implementing ‘Numbas’ as a computer-based tool to support mathematics learning. ‘Numbas’ was implemented within the existing learning management system at Queensland University of Technology, where students engaged in formative assessment activities independently and were provided with automated feedback along the way. An initial evaluation was undertaken by learning designers using the ‘Assessment Design Decisions Framework’, and although more rigorous evaluation is underway, results indicate positive outcomes, and appropriate adjustment is likely to be made before rolling it out to other units within the School of Mathematical Sciences. This paper will be of interest to other educators looking for ways to embed independent computer-aided learning of mathematics.

scholarly journals English Writing Formative Assessment in Indonesia

2021 ◽  
Author(s):  
Alexander Musa
Keyword(s):  
Formative Assessment ◽  
Classroom Observation ◽  
Writing Skills ◽  
Narrative Text ◽  
Performance Tasks ◽  
English Writing ◽  
Short Answer ◽  
Assessment Tasks ◽  
Assessment Techniques ◽  
Construction Task

This study aimed to investigate the assessment techniques used by a teacher in assessing students’ writing skills, the reason in implementing the techniques, and the students’ responses toward the implementation of the techniques. The collected data in this study included classroom observation that had been held in three times, interview, and written document. The following is the conclusions based on the data analysis. Since formative assessment of writing skill is the main focus of this study, the teacher implemented five writing performance tasks suggested by Brown (2010) namely dicto-comp, picture-cued task, short answer task, guided question and answer, and paragraph construction task. From the teaching process done by the teacher, the assessment tasks were implemented for formative purposes, that is, to monitor students’ progress in comprehending the lesson that is about narrative text. The teacher implemented some assessment tasks in an informal way to monitor students’ ongoing progress without recording the result of the performance, while the other tasks were implemented in a formal way to record students’ progress and to give them an appraisal of their progress and achievement.

scholarly journals Promoting Students' Autonomous Learning Using Portfolio Assessment in EFL Writing Class

2020 ◽  
Vol 5 (1) ◽  
pp. 75-81
Author(s):  
Peptia Asrining Tyas
Keyword(s):  
Peer Review ◽  
Portfolio Assessment ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Essay Writing ◽  
Self Evaluation ◽  
Writing Class ◽  
And Performance ◽  
Writing Competence ◽  
Review Session

This study attempts to present the implementation of portfolio assessment to promote students’ autonomous learning in one of reputable universities in Indonesia. The participants were 30 students enrolled Essay Writing Class. A collection of students’ work during the course in the form of ‘Essay Writing Module’ was used to provide authentic evidence of the implementation of portfolio assessment and observation checklists of students’ work was used to present the completeness of portfolio assessment of each student. To know students’ autonomous learning, semi-structured interview was carried out. The results prove that portfolio assessment can promote students autonomous learning since it provides some benefits for students such as motivate them to do self-evaluation and reflection, encourage them to be actively involved in peer review session, and also enhance their awareness of their weaknesses. HIGHLIGHTS: Portfolio assessment promotes students’ autonomous learning by providing some benefits for students such as provide a guide for self-evaluation, reflection, and peer review. Each element in portfolio encourages students’ engagement during the writing activities both inside and outside the classroom. An insightful idea of specific criteria motivates students to set goals in improving their writing competence and performance.

scholarly journals PENERAPAN DIALOGUE JOURNALS PADA PEMBELAJARAN MENULIS BAHASA INGGRIS UNTUK MENINGKATKAN MOTIVASI MENULIS DAN KETERAMPILAN MENULIS SISWA ENGLISH AS ADDITIONAL LANGUAGE (EAL) KELAS 4 DI AUSTRALIAN INDEPENDENT SCHOOL (AIS) [THE IMPLEMENTATION OF DIALOGUE JOURNALS IN ENGLISH WRITING LEARNING TO INCREASE THE WRITING MOTIVATION AND WRITING SKILLS OF GRADE 4 ENGLISH AS ADDITIONAL LANGUAGE (EAL) STUDENTS AT AN AUSTRALIAN INDEPENDENT SCHOOL (AIS)]

2021 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dwi Endah Puspitowati
Keyword(s):  
Time Management ◽  
Writing Skills ◽  
Independent School ◽  
Implementation Process ◽  
Dialogue Journals ◽  
Observation Study ◽  
Writing Improvement ◽  
English Writing ◽  
Writing Motivation ◽  
Development Of Students

<p>Writing in English takes place intensively but students’ writing motivation was low and their writing improvement didn’t meet the expectation. This situation raised concerns which led to improvement planning that aimed to 1) describe the implementation process of Dialogue Journals, 2) analyze the development of students’ writing motivation, 3) analyze the development of students’ writing skills, and 4) identify obstacles faced during the process of implementation and solutions to overcome them. This research used a classroom action research which consisted of three cycles and was conducted at Australian Independent School with six grade 4 EAL students involved. Resources of data collection were based on class observation, study of documentation, and measurement of students’ writing motivation and writing skills using writing motivation and writing rubric. The results of the research showed that 1) Dialogue Journals were applied based of suggestive steps and plans, 2) 5 out of 6 students’ writing motivation raised , 3) 5 out 6 students’ writing skills improved, 4) obstacles had been identified which included students’ absence, emotional, and behavioural problems which needed immediate solution, and teacher time management to reply to students, and learning tool availability and access. Solutions to the related obstacles were arranged and applied.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Kegiatan menulis bahasa Inggris siswa <em>EAL</em> kelas 4 berlangsung secara intensif namun motivasi menulis siswa rendah dan perkembangan keterampilan menulis siswa tidak sesuai harapan. Kondisi ini merisaukan. Bermula dari kerisauan ini, guru melakukan tindakan perbaikan dengan penerapan <em>Dialogue Journals </em>yang bertujuan: 1) mendeskripsikan proses penerapan <em>Dialogue Journals</em>, 2) menganalisis perkembangan motivasi menulis bahasa Inggris, 3) menganalisis perkembangan keterampilan menulis bahasa Inggris, dan 4) mengidentifikasi kendala yang dihadapi selama proses penerapan berlangsung dan solusinya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Penelitian dilaksanakan dalam tiga siklus di <em>Australian Independent School</em> (<em>AIS</em>). Subyek penelitian terdiri dari enam orang siswa dan siswi kelas 4. Pengumpulan data dilakukan melalui observasi, studi dokumentasi dan penilaian dengan menggunakan rubrik, serta dianalisis secara kualitatif deskriptif. Hasil penelitian menunjukkan: 1) penerapan <em>Dialogue Journals </em>sesuai dengan langkah-langkah yang disarankan dan direncanakan, 2) motivasi menulis 5 dari 6 orang siswa meningkat, 3) keterampilan menulis 5 dari 6 siswa meningkat dan 4) kendala dalam proses penerapan diantaranya ketidakhadiran siswa, masalah sikap yang timbul yang perlu penanganan segera, manajemen waktu guru,  penggunaan  dan ketersediaan fasilitas alat bantu. Solusi berupa penyediaan strategi manajemen emosi dan sikap, mengatur waktu dan mendorong siswa belajar secara mandiri.</p>

Vocabulary Learning and Consolidation With Mobile Application

2019 ◽  
pp. 1383-1395
Author(s):  
Dongshuo Wang ◽  
Bin Zou ◽  
Minjie Xing
Keyword(s):  
Language Learners ◽  
Mobile Learning ◽  
Learning Theory ◽  
Real World ◽  
Vocabulary Learning ◽  
Smart Phone ◽  
Autonomous Learning ◽  
Grammatical Class ◽  
Over Time ◽  
Future Reference

Language learners at all levels need a way of recording and organising newly learned vocabulary for consolidation and for future reference. Listing words alphabetically in a vocabulary notebook has been a traditional way of organising this information. However, paper-based notes are limited in terms of space (learners often run out of space for certain categories; for others the space might be unused) and time (handwritten pages deteriorate over time and cannot easily be updated). Organizing vocabulary in more meaningful categories might make it easier to learn. Textbooks, for example, often introduce new vocabulary thematically. Words can also be organised according to their grammatical class or characteristics, their real world category (e.g. modes of transport, means of communication), their phonological pattern, their etymological elements, or according to when/where they were learnt. This research experiments how the mobile learning of a lexical spreadsheet can be used for the consolidation of and reference to new vocabulary. Offering the learner multiple ways of organising vocabulary at the same time – combining all of the approaches mentioned above, the resource can easily be modified and updated. Importantly, in keeping with autonomous learning theory, the spreadsheet is designed to encourage learners to take more responsibility for their own vocabulary learning and to approach this process more systematically. The resource can be used from any mobile smart phone, tablet or i-Pad.

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