Academic emotions in giving genre-based peer feedback: an emotional intelligence perspective

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mo Li ◽  
Barry Lee Reynolds
Keyword(s):  
Emotional Intelligence ◽  
Foreign Language ◽  
Peer Feedback ◽  
Research Proposal ◽  
Five Factors ◽  
Proposal Writing ◽  
Giving Feedback ◽  
Focus Strategies ◽  
Practical Implications

Abstract Researchers have become interested in the emotion in feedback situations, yet little research has examined peer feedback-giving emotions. Giving feedback is emotionally laden and it is challenging and demanding for feedback givers to manage their emotions. Uncovering how feedback givers regulate their emotions as well as determining what influences them could extend the current understanding of the peer feedback-giving process. Informed by emotional intelligence (EI) (Goleman, Daniel. 1995. Emotional intelligence. London: Bloomsbury Publishing.), a notion describing an individual’s ability to monitor and manage one’s own and others’ emotions, this case study investigated how two Chinese Ph.D. English as a foreign language students utilized EI to regulate their feedback-giving process on research proposal writing. Data was collected from research proposal drafts and revisions, peer feedback, self-reported emotions, interviews, and stimulated recalls. The textual and qualitative data analysis revealed that individual differences existed regarding feedback focus, strategies, and emotions. The findings suggested that the feedback givers adopted different EI patterns to regulate their feedback giving process under the influence of five factors: goals and purposes, prior feedback experience, time constraints, the intimacy of relations, and the feedback givers’ perceived significance of the sections in a research proposal. Practical implications for teachers, supervisors, and students were discussed.

Four ways mind–body infused coaching approaches sharpen executives’ performance

2018 ◽  
Vol 17 (6) ◽  
pp. 282-289
Author(s):  
Alison Horstmeyer
Keyword(s):  
Emotional Intelligence ◽  
Work Performance ◽  
Holistic Approach ◽  
Personality Types ◽  
Content Type ◽  
Whole Person ◽  
Body Practices ◽  
The Brain ◽  
Practical Implications

Purpose This paper aims to describe mind–body infused coaching and to explain four distinct effects it can have on organizational executives and employees. Design/methodology/approach A review of theory and research on mind–body practices, emotional intelligence and work performance was conducted. A case study from the author’s experience also is included. Findings Mind–body infused coaching activates employees’ awareness, ignites a strengths-based approach, improves inner workings of the brain, boosts emotional intelligence and promotes curiosity. Practical implications HR professionals and managers are encouraged to obtain training in evidence-based mind–body principles to improve and sustain outcomes when coaching organizational executives and employees. Originality/value Conventional coaching approaches tend to be highly reductionistic by focusing solely on employees’ personality types, soft skills or achievement of specific goals. This paper discusses a holistic approach to coaching the whole person and outlines four specific benefits that could be anticipated as a result.

Determinants of bank branch density: a case study of Slovakia

2020 ◽  
Vol 38 (4) ◽  
pp. 933-959
Author(s):  
Martin Boďa ◽  
Katarína Čunderlíková
Keyword(s):  
Regulatory Oversight ◽  
Bank Branch ◽  
Content Type ◽  
Bank Branches ◽  
Five Factors ◽  
Decision Making Processes ◽  
Branch Density ◽  
Using Data ◽  
Practical Implications

PurposeThis paper studies the density of bank branches in districts of Slovakia and aims to identify determinants that explain or justify districtural differences in the density of bank branches.Design/methodology/approachBank branch density is measured by the number of branches in a district, and banks are further differentiated by size and profile. Potential determinants of bank branch density are sought through univariate and bivariate Poisson regressions amongst economic factors, socioeconomic factors, technological factors, urbanization factors, and branch market concentration.FindingsUsing data from 2016, it has been found that branch numbers in districts are determined chiefly by five factors that describe their economic development, population size with its characteristics, and existent branch concentration. The spatial distribution of bank branches in the territory of Slovakia is not random, but is found to be affected by environmental factors measurable at the districtural level. Only 22 Slovak districts representing administrative or economic centers are expected to be over-branched.Practical implicationsThe study helps to identify factors that need be accounted for in planning and redesigning of branch networks or in implementing mergers and acquisitions on a bank level. The results are also useful in regional policy and regulatory oversight.Originality/valueThe present study is unique since the decision-making processes of Slovak commercial banks in planning the location and density of their branch networks have not been rationalized and researched as of yet.

scholarly journals A revisão colaborativa e a produção textual em língua inglesa: o ponto de vista do aprendiz

2008 ◽  
Vol 1 (36) ◽  
pp. 81-97
Author(s):  
Doris De Almeida Soares
Keyword(s):  
Foreign Language ◽  
Rio De Janeiro ◽  
Peer Feedback ◽  
Feedback Session

Estudo de caso acerca da utilidade dos comentários dos colegas para a reescrita de textosem inglês na graduação em Letras em uma universidade pública no Rio de Janeiro. Participaram cincosujeitos divididos em dois grupos para a revisão colaborativa de seus textos. Após a reescrita, estesproduziram um relato escrito sobre a influência desta atividade para a revisão. Quatro sujeitos disseramque se beneficiaram dos comentários dos colegas, dado corroborado pela análise da sessão de revisãocolaborativa, pelo cotejo dos textos e das reescritas e pelas entrevistas com a pesquisadora. Conclui-seque a maior parte das modificações tem ligação com os comentários dos colegas e que mais revisõesforam feitas do que as sinalizadas durante a interação.PALAVRAS-CHAVE: Ensino de redação - Revisão colaborativa - Língua estrangeiraABSTRACT: Case study about the usefulness of peer feedback for the rewriting of texts in English inan undergraduate course in Languages in a federal university in Rio de Janeiro. Five students dividedinto two groups provided feedback on their partner’s essays. The subjects rewrote their texts andproduced a report about the influence of peer feedback on the revision of their texts. Four subjectsclaimed to have benefited from this activity. These data were checked against a comparison of the firstand the second drafts, the content of the feedback session and the interviews carried out by theresearcher. The study revealed that most of the changes were triggered by peer feedback and that extrarevisions were made.KEYWORDS: Writing - Peer feedback - English as a foreign language

scholarly journals Exploring Supervisory Feedback Formulation on Academic Writing of Research Proposals and Postgraduates’ Responses to Feedback: A Case Study

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110071
Author(s):  
Murad Abdu Saeed ◽  
Huda Suleiman Al Qunayeer ◽  
Musheer Abdulwahid AL-Jaberi
Keyword(s):  
Academic Writing ◽  
Research Proposal ◽  
Written Feedback ◽  
Current Case ◽  
Effective Feedback ◽  
Content Organization ◽  
Proposal Writing ◽  
Feedback Responses

Despite the emphasis on effective supervisory feedback formulation on postgraduates’ academic writing, our understanding of effective feedback forms may not be comprehensive without mentoring students’ responses to feedback. Therefore, the current case study explores feedback formulation on research proposal writing and two postgraduates’ responses to feedback in a Malaysian university. Data were collected from written feedback, students’ commenting responses to feedback, their text revisions, and follow-up interviews. The feedback is formulated as directive, referential, and expressive, and it addresses issues related to content, organization, linguistic accuracy, and appropriateness in research proposal writing. The two postgraduates engaged in cognitive (e.g., confusion), metacognitive (e.g., reading feedback), and affective (e.g., appreciating feedback) responses to feedback. They integrated most of the feedback in revising their writing and made additional text revisions. Although this study is primarily qualitative in nature, simple descriptive quantitative measures were applied to the data to determine the prevalence of feedback forms, responding and revision patterns. The study provides useful suggestions for supervisory feedback practices.

INVESTIGATING ENGLISH DEPARTMENT STUDENTS’ FOREIGN LANGUAGE SPEAKING ANXIETY: A CASE STUDY IN UNIVERSITAS AIRLANGGA, INDONESIA

2020 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Dyas Intan Rachmawati ◽  
Jurianto Jurianto
Keyword(s):  
Foreign Language ◽  
Significant Negative Correlation ◽  
English Department ◽  
Common Phenomenon ◽  
Speaking Anxiety ◽  
Pearson Product Moment Correlation ◽  
Efl Learners ◽  
Achievement Score ◽  
Anxiety Levels

Anxiety during a speaking performance is a common phenomenon experienced by any EFL learners, including students majoring in English. Focusing on the issue, this study investigates the correlation between students’ foreign language speaking anxiety and speaking achievement. Moreover, this study also observes the levels and the sources of the speaking anxiety among the English Department’s fifth-semester students of Universitas Airlangga. This study used the Foreign Language Speaking Anxiety Scale (FLSAS) by Öztürk and Gurbuz (2014). The FLSAS questionnaire was distributed to 114 students in order to explore the correlation between speaking anxiety and speaking achievement, the speaking anxiety levels, and the speaking anxiety sources. The data collected through questionnaire were analyzed with SPSS 25.0. Pearson Product Moment Correlation isused to determine the correlation, while descriptive statistic alanalys is isused to investigate the levels and the sources for speaking anxiety. Horwitz, Horwitzand Cope’s(1986) theory and Horwitz and Young (1991) about the source and the levels of foreign language speaking anxiety are also used in this study. This study found that there is a significant negative correlation between speaking anxiety levels and speaking achievement. This means the higher the speaking anxiety they experience, the lower the achievement score they get. Most of the students have moderate levels of speaking anxiety, which is mainly due to the fear of negative evaluation.This study indicates that although the EFL learners are often exposed to English, they still experience speaking anxiety. These findings suggest that the lecturers should be more aware of students’ anxiety and use strategies that might encourage the students to speak more confidently.

Guidelines for Research Proposal Writing in the Social Sciences

2008 ◽  
Vol 1 ◽  
pp. 99-105
Author(s):  
Krishna Bahadur Bhattachan
Keyword(s):  
Social Sciences ◽  
Research Proposal ◽  
Proposal Writing ◽  
The Social

No abstract available Himalayan Journal of Sociology & Anthropology Vol.1 2004 p.99-105

Assessment : Basic Concepts, Thoughtful Decisions

2017 ◽  
Vol 1 (1) ◽  
pp. 9-21
Author(s):  
Milton Raul Licona Luna ◽  
Elizabeth Alvarado Martínez
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Assessment For Learning ◽  
Continuous Assessment ◽  
Research Project ◽  
Basic Concepts ◽  
Education In Mexico

Institutions from basic to higher education in Mexico that offer courses of English as a Foreign Language rely heavily on the administering of assessment, usually a formal type of assessment. However, the literature shows how important it is the involvement of other types of assessment in the classroom for effective language learning to take place. For instance, assessment for learning, which consist of a continuous assessment where learners receive feedback so greater learning occurs, what is more, it enables teachers to modify their teaching ways as they reflect on the learners’ progress. To show how assessment is carried out in our context, this research project focuses on a case study within the CAADI from FOD in the UANL.

Corporate acceleration process: a systems psychodynamics perspective

2020 ◽  
Vol 33 (6) ◽  
pp. 1163-1180
Author(s):  
Piotr Wójcik ◽  
Krzysztof Obłój ◽  
Aleksandra Wąsowska ◽  
Szymon Wierciński
Keyword(s):  
Open Innovation ◽  
Negative Emotions ◽  
Acceleration Process ◽  
Content Type ◽  
Team Members ◽  
Third Phase ◽  
Multiple Case ◽  
Social Defenses ◽  
Practical Implications

PurposeThe purpose of this paper is to explore the emotional dynamics of the corporate acceleration process, using the systems psychodynamics perspective.Design/methodology/approachThe study applies inductive multiple case study of embedded 10 cases of corporate acceleration, covering both incumbent and startup perspectives, occurring in the context of a corporate accelerator.FindingsWe find that (1) the process of corporate acceleration involves three phases, each of them is dominated by a different emotional state (hope, anxiety and acceptance), triggering different behavioral responses; (2) as a means to deal with negative emotions, entrepreneurs and corporate acceleration program's team members develop different mechanisms of dealing with contradictories in subsequent acceleration phases (defense and copying mechanisms), which are reflected in their behaviors. Coping mechanisms with goal reformulation (i.e. refocus from the officially declared “open innovation” goals toward mainly symbolic ones) is an effective strategy to manage negative emotions in third phase of the acceleration.Research limitations/implicationsOur sample is limited to two relatively similar accelerators established by telecom companies, and therefore, our theoretical and practical conclusions cannot be generalized.Practical implicationsWe supplement the studies of corporate accelerators that imply how to design them better and improve decision-making rules with recommendation that in order to improve their effectiveness in terms of learning and innovations, their managers need not only to learn how to manage structural and procedural differences but also how to overcome social defenses triggered by corporate–startups cooperation.Originality/valueBy documenting a multidimensional impact of acceleration process, and especially shedding light on psychodynamic aspects behind such liaisons, this paper contributes to richer understanding of corporate–startup relationships, typically examined through a rationalistic lens of strategy literature. The study contributes to interorganizational research and open innovation literature, by showing that corporate acceleration process is marked by phases based on the type of emotions intertwined with the nature and dynamism of its life cycle. It indicates how these emotions are managed depending on their type.

Sign in / Sign up

Export Citation Format

Share Document