scholarly journals Undergraduates’ use of metacognitive strategies in a PBL writing process

2020 ◽  
Vol 9 (2) ◽  
pp. 44-55
Author(s):  
Muhammad Mukhtar Aliyu ◽  
Mei Fung Yong
Keyword(s):  
Planning Process ◽  
Writing Process ◽  
Writing Skills ◽  
Monitoring And Evaluation ◽  
Metacognitive Strategies ◽  
Linguistic Knowledge ◽  
Content Organisation ◽  
Video Recordings ◽  
North Eastern ◽  
Second Year

This study examines the use of metacognitive strategies in undergraduates’ PBL writing process. The participants of the study are 18 second-year undergraduates in an intact class of Advanced Composition in a university in North-eastern Nigeria. Data for the study were collected through audio and video recordings of the participants’ interactions in the PBL process. The findings of the study showed the PBL allowed the participants to effectively use metacognitive strategies: planning, monitoring and evaluation in various ways to achieve their writing goals.  For the planning process, the participants made an overall plan of their writing process, generated various ideas, retrieved their rhetorical and linguistic knowledge, and made decisions on what and how to present ideas in their writing. For monitoring, they kept track of the transition of ideas and paragraphs in their writing and identify and remedy problems that affect the writing progress. For evaluation, they evaluated the content, organisation, and language of their writing. The paper makes some recommendations for teachers to assist students in the use of metacognitive strategies which eventually improve their writing skills.

scholarly journals The Role of Metacognitive Technique for Enhancing the Writing Skills of Arab EEFL Students

2019 ◽  
Vol 4 (2) ◽  
pp. 191-205
Author(s):  
Tamer Mohammad Al-Jarrah ◽  
Noraien Mansor ◽  
Rania Hassan Talafhah ◽  
Jarrah Mohammad Al-Jarrah ◽  
Fedaa Mahmoud Al-Shorman
Keyword(s):  
Self Regulation ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Monitoring And Evaluation ◽  
Metacognitive Strategies ◽  
Strategy Training ◽  
School Students ◽  
Writing Performance ◽  
L1 Transfer ◽  
Efl Students

One of the most problematic areas for foreign language learning is writing. Writing is the most complicated and complex aspect of the language system. This study aimed to investigate the kind of metacognitive strategies EFL students used before and after metacognitive strategy training and the effect of the changes observed. It also aimed to examine the influence of other external factors (L1 transfer, motivation, anxiety) on EFL students' performance when instructed to use metacognitive strategies. The subjects were 22 secondary school students in Irbid, Jordan. Two questionnaires were used to gather the data of this study. Questionnaire 1 contains metacognitive strategies (planning, monitoring, and evaluation). Questionnaire 2 entails three variables (L1 transfer, motivation, anxiety). This paper helps to understand how the level of writing skills can be increased among Arab EFL students. Hence, metacognitive techniques must be developed to have a mutual connection with self-regulation and learner’s development of self-scripting approaches. The result showed a positive significant correlation between metacognitive strategies and motivation, L1 transfer, and anxiety. Metacognitive strategies played an important role in enhancing students' writing performance and planning, monitoring, and evaluation process in writing performance.

scholarly journals Comparative study of patient-based versus case-based teaching in prescription writing skills of second year MBBS students

2020 ◽  
Vol 9 (2) ◽  
pp. 289
Author(s):  
Shilpa P. Jadav ◽  
Nishant B. Bhansali ◽  
Dinesh M. Parmar
Keyword(s):  
Comparative Study ◽  
Writing Skills ◽  
Educational Interventions ◽  
Good Tool ◽  
Significant Difference ◽  
Group A ◽  
Second Year ◽  
Group B ◽  
Case Based ◽  
Prescription Writing

Background: Prescription writing errors can lead to deficiencies in healthcare. Although prescription writing is a part of the medical students' curriculum with traditional methods, their prescribing skills are still poor due to inadequate training. To fulfil the need for new educational interventions this study aims to compare patient-based teaching with case-based teaching in improving prescription writing skills of second year MBBS students.Methods: This prospective comparative study was carried out after orientation of participants to prescription writing as per WHO prescribing guidelines (n=71). Group A (n=37) and group B (n=34) were given patient-based teaching and case-based teaching respectively of prescription writing for the same five common clinical conditions. The prescription writing skill was assessed by evaluating the prescriptions written by both the groups and scored by 19-point scoring system. Feedback from the group A students was also taken.Results: Statistical analysis of mean scores of group A (15.90) and group B (13.14) was done by Mann-Whitney U test (p<0.001). Comparison of both the groups for the individual parameters was done by Chi-square test which found significant difference in writing some important parameters like doctor’s registration no., contacts of prescriber, name of the medicine, strength of drug, dosage form, dosing instructions, total quantity of medicine and duration of medication etc. Group A students’ feedback brought out the fact that patient-based teaching is a good tool for teaching and learning.Conclusions: Patient-based teaching for prescription writing improves students’ prescription writing skills in an effective way in comparison with traditional case-based teaching.

scholarly journals Evaluation of error correction in writing process

2019 ◽  
Vol 3 (2) ◽  
pp. 45-51
Author(s):  
Cuong Phu Nguyen
Keyword(s):  
University Students ◽  
Error Correction ◽  
Positive Attitude ◽  
Writing Process ◽  
Writing Skills ◽  
Mutual Understanding ◽  
English Writing ◽  
The World ◽  
Popular Language ◽  
Giving Feedback

It is obvious that English has become a popular language in many countries in the world. As a means of communication, English guarantees better mutual understanding and has become indispensable for most of people around the world. Thus, it is necessary to find out an appropriate and effective methods of giving feedback to help university students improve their English writing skills. The result of this study indicates that using indirect coded feedback in error correction help students make noticeable progress. The students’ positive attitude towards teacher’s feedback (indirect coded feedback) means that they enjoyed using error codes to find and correct their errors. Moreover, their confidence was boosted because error codes motivated them.

scholarly journals Improving informative and narrative writing skills associated with multimodal literacy of middle school students

2018 ◽  
Vol 10 (4) ◽  
pp. 79-94
Author(s):  
Mazhar Bal
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Writing Process ◽  
Writing Skills ◽  
Comic Book ◽  
Structured Interview ◽  
Middle School Student ◽  
Semantic Interpretation ◽  
Narrative Writing ◽  
School Students

The purpose of this research is to improve informative and narrative writing skills of middle school students. The study was designed with action research. The research group is middle school students. Data collection techniques were student diary, semi-structured interview form, semi-structured observation form and documents that consist of comics produced by the students. Descriptive analysis and content analysis techniques were used together in the analysis. It has been determined that the writing process has not attracted students; however, comic books have been shown to attract students It has also been found that the process of semantic interpretation of the text is facilitated. It has been determined that most spelling and punctuation mistakes were made in the writing process. It is thought that the reasons for these mistakes are the habits of out-of-school life. It has been determined that writing processes related to multimodal texts have a positive effect on students’ interest and sense of responsibility.Keywords: Comic book, graphic novel, informative writing, middle school student, narrative writing.*

scholarly journals Prescription Writing Skills of Pre-Clinical Medical and Dental Undergraduate Students

2008 ◽  
Vol 47 (172) ◽  
Author(s):  
GP Rauniyar ◽  
RK Roy ◽  
BP Das ◽  
G Bhandari ◽  
SK Bhattacharya
Keyword(s):  
Prospective Study ◽  
Undergraduate Students ◽  
Writing Skills ◽  
First Year ◽  
Limited Extent ◽  
Dental Examination ◽  
Preclinical Phase ◽  
Rational Prescribing ◽  
Second Year ◽  
Prescription Writing

Objective of this prospective study was to assess the acquisition of prescribing skill of preclinicalmedical and dental undergraduate students. Prescription writing skills of 258 students of both firstand second year of MBBS and BDS students were analyzed through an objective structured practicalexamination. MBBS student of second year scored 85.01% and 92.82% respectively in physician anddrug related component whereas first year MBBS students scored 89.9% and 83.4%. BDS studentof first year scored 91.96% and 86.33% in physician and drug related components which is betterthan second year that scored 83.33% and 77.94% respectively. This study revealed that the studentsof both courses acquire prescribing skills to a limited extent during preclinical phase. Prescribingerrors were found both in physician and drug related components. To minimize the different form ofprescribing errors vigorous training in the internship period will help to minimize prescribing errorsand improve rational prescribing too.Key words: dental, examination, medical, objective, prescription, student

Planning Tools

2012 ◽  
pp. 236-260
Keyword(s):  
Strategic Planning ◽  
Planning Process ◽  
Monitoring And Evaluation ◽  
Planning Stage ◽  
Planning Tools

In this chapter, various categories of planning tools are discussed and explained. These tools are proposed to be applied at the different stages of the project. They are applicable to the strategic planning stage and for the monitoring and evaluation stages. As the planning process is dynamic in nature, it is highly recommended to apply different tools at different phases of the project.

Artifacts at Work

2014 ◽  
Vol 6 (2) ◽  
pp. 53-66
Author(s):  
Thomas Winman
Keyword(s):  
Nursing Students ◽  
Medical Records ◽  
Practical Knowledge ◽  
Nursing School ◽  
Approach To Learning ◽  
Video Recordings ◽  
Use Of Technology ◽  
Different Types ◽  
Second Year ◽  
Source Of Information

This study focuses on nursing students' internships and how the students are handling the tension created by expectations and dilemmas when using medical records (MRs) in practice. The overall aim of this study is to develop knowledge about what is required by nursing students in order to coordinate and sustain knowledge through the use of MRs. The theoretical approach to learning that has been adopted implies that learning takes place in social activities, and empirically this means that the study of learning and professional knowledge is a matter of studying activities where, for example, technologies are put into practical use, where experience and knowledge are brought to life. The data consists of observations of five nursing students during their second year in nursing school, interviews and ten video-recordings from shift reports. The result shows that nursing students regularly use MRs as a source of information and that they are struggling with transforming that information into action-oriented knowledge. The conclusion is that information systems such as MRs need to be understood and defined by teachers as materials and devices created or adapted to solving practical problems, and should be treated thereafter. Providers of education need to take into account the different types of intellectual or practical knowledge that professionals like nurses are expected to have, where the use of technology cannot be separated from, but need to be integrated into other aspects of knowledge.

Liming and re-liming needs of acidic soils used for crop - pasture rotations

1997 ◽  
Vol 37 (5) ◽  
pp. 577 ◽  
Author(s):  
W. J. Slattery ◽  
G. W. Ganning ◽  
V. F. Burnett ◽  
D. R. Coventry
Keyword(s):  
Grain Yield ◽  
Soil Degradation ◽  
Root Zone ◽  
Wheat Grain ◽  
Acidic Soils ◽  
North Eastern ◽  
Second Year ◽  
Yield Responses ◽  
Degradation Problem

Summary. In a long-term liming experiment in north-eastern Victoria, we have re-applied lime and applied gypsum (1992 season) to assess wheat grain yield responses with on-going changes in soil pH and extractable aluminium. An acid-sensitive wheat (cv. Oxley) was grown in 2 seasons (1992–93), 12 years after initial applications of lime. Where lime (2.5 t/ha) was applied in 1992 to a previously unlimed soil, grain yield was increased by 19 and 46% respectively in the 2 seasons. However, the yield from these newly limed plots was well below the yields obtained from plots limed in 1980. Re-liming plots limed in 1980 resulted in further yield increases, with lime re-applied at 2.5 t/ha increasing yields by 12% in both seasons. Gypsum decreased grain yields on unlimed soil in the year of application but in the second year gave increases in yield. Whilst pH had changed little in the unlimed soil over the 12 years, the concentrations of extractable aluminium in the root zone increased substantially such that these concentrations far exceed levels which may affect acid-sensitive wheats. Liming at 2.5 t/ha did reduce the aluminium at 0–10 cm depth, but the concentrations at 10–20 cm depth (11.7 mg/kg) are likely to restrict grain yield. The data illustrate the progressive nature of soil acidification and the risk to wheat productivity through delaying treating this soil degradation problem.

scholarly journals Testing the Noticing Function of the Output Hypothesis

2016 ◽  
Vol 9 (2) ◽  
pp. 136 ◽  
Author(s):  
Sumayyah Qaed Alsulami
Keyword(s):  
Original Writing ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Writing Skills ◽  
Language Learner ◽  
Linguistic Knowledge ◽  
Second Language Learner ◽  
Comprehensible Input ◽  
Stage 1

<p>In spite of Krashen’s (1985) claims that the only way to acquire a second language is through non-stressful comprehensible input, Swain (1995, 1998, 2005) and others propose that the production of language (speaking or writing), under certain circumstances, is a significant part of the second-language acquisition process. Swain also states that there are three functions of output, and one of these is the noticing or triggering function, in which through producing output, learners become aware of their linguistic knowledge. This study examines the role and effectiveness of output – in particular, the noticing function of language output – in developing the writing skills of an English as a Foreign Language (EFL) student from Saudi Arabia. The notice function enables the student to identify lexis and grammar problems in his writing. Data collection for the study was conducted in three stages: In Stage 1 the participant, who studies English at Latrobe Language Centre in Level 4A, wrote three paragraphs in response to illustrated questions. In Stage 2, the participant compared his original writing to model paragraph feedback tools. In Stage 3, the student rewrote his original paragraphs based on what he noticed in Stages 1 and 2. This methodology demonstrated the aspects of language that a second-language learner noticed while forming a paragraph on his own. It also illustrated what the participant noticed when he compared his writing to a model and what changes he made to his writing, as a result. It pushed the learner to create a modified output, leading to development of his writing skills in second-language acquisition.</p>

scholarly journals Advancing the Practice of Performance Monitoring & Evaluation in Ocean Planning

2018 ◽  
Author(s):  
SeaPlan
Keyword(s):  
Adaptive Management ◽  
Performance Monitoring ◽  
Planning Process ◽  
Monitoring And Evaluation ◽  
Critical Component ◽  
Practical Application ◽  
Substantial Body ◽  
On Line ◽  
Rigorous Treatment ◽  
Management Cycle

A substantial body of literature from the broader planning discipline identifies performance monitoring and evaluation (PM&amp;E) as the engine of the adaptive management cycle. In ocean planning, ideally PM&amp;E is integrated throughout the cycle, enabling a plan to identify and respond to changing conditions and, ultimately, to evolve iteratively toward its goals. However, planning authorities face a variety of challenges on the ground, which leads to PM&amp;E seldom being thoroughly considered early in the planning process, instead typically relegated to less than rigorous treatment in later implementation phases.This paper acknowledges the barriers to effective PM&amp;E integration and explores strategies for advancing its practical application in ocean planning. The intent is to promote discussion among ocean planning practitioners and stakeholders about this critical component as new ocean plans come on line and existing plans are updated.

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