scholarly journals The Role of Teacher-Student Conferencing in Improving Grammatical Accuracy in University EFL Students' Composition Writing

2017 ◽  
Author(s):  
Naima Hamlaoui ◽  
Sarra Fellahi
Keyword(s):  
Teacher Student ◽  
Grammatical Accuracy ◽  
Efl Students

scholarly journals The Role of Teacher-Student Conferencing in Improving Grammatical Accuracy in University EFL Students’ Composition Writing

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Naima Hamlaoui ◽  
Sarra Fellahi
Keyword(s):  
University Students ◽  
Writing Classes ◽  
Oral Feedback ◽  
Teacher Student ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
Second Year ◽  
Written Compositions ◽  
Over Time

Based on the value of teacher-student conferencing practice in writing classes, the study investigates the role of this practice in improving grammatical accuracy in EFL university students’ writing. One particular aim of this study is to help second-year students at Sétif 2 University (Algeria) reduce subject-verb (S-V) disagreement and run-ons in their writing. Ten students took part in this study; they wrote 120 drafts, and were provided with teacher’s oral feedback on their written compositions at the editing stage. Corpora of students’ compositions were examined and instances of errors were counted before each conferencing session for four weeks. The findings reveal that the participants successfully show progress in grammatical accuracy over time to reach elimination for Subject-Verb disagreements and a significant reduction for run-ons.

scholarly journals The Effect of Collaborative Writing on EFL Students’ Grammatical Accuracy

2013 ◽  
Vol 11 ◽  
pp. 47-56
Author(s):  
Hussein Meihami ◽  
Bahram Meihami ◽  
Zeinab Varmaghani
Keyword(s):  
Language Learning ◽  
Collaborative Writing ◽  
Corrective Feedback ◽  
Foreign Language Learning ◽  
Advanced Students ◽  
Grammatical Errors ◽  
Grammatical Accuracy ◽  
Efl Students ◽  
Age Range

Writing is considered as an activity which is done individually and the role of thumb for its feedback is thought to be provided by teachers and instructors. Although there has been a growing body of research on using pair and small group activities in second or foreign language learning in relation to oral skill (e.g. Speaking), on writing there are only a few well-documented researches. This research describes a study exploring the effect of collaborative writing on EFL student’s grammatical accuracy in their writing. A total of 50 Iranian Advanced students of English all male and with the age range of 20 to 24 participated in this study. The subjects were engaged in tasks in which they worked on each other’s writing and gave feedback on grammatical points to each other. Obtaining corrective feedback from their fellows, enabled students to pinpoint their grammatical errors better and subsequently improve their grammatical accuracy in their upcoming writings. The results suggest that collaborative writing (CW) is beneficial in allowing EFL learners to make gain in grammatical accuracy.

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45
Author(s):  
Francis Nzuki
Keyword(s):  
Mathematics Instruction ◽  
Graphing Calculators ◽  
Graphing Calculator ◽  
Structured Interviews ◽  
Equity Issues ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Mediating Tools ◽  
Student Subject

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

Encouraging Learners Interactions in an Emergency Remote Environment

Relay Journal ◽  
2020 ◽  
pp. 201-208
Author(s):  
Mizuka Tsukamoto
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Interaction ◽  
Online Learning Environment ◽  
First Semester ◽  
Teacher Student ◽  
Remote Environment ◽  
Made In

This paper provides reflections on my first semester of teaching emergency remote teaching (ERT), due to the outbreak of the COVID-19 pandemic. After describing the context, I have described the choices I made in order to create and maintain an online learning environment, where student interaction is maximised, and enables the instructor to focus on the role of being a facilitator. Though it was not without a few challenges, overall, it could be considered a successful first attempt with possibly more teacher-student and student-student interaction achieved by the end of the semester.

Communication Improvement within the Education Process and Emotional Intelligence Development

2015 ◽  
Vol 3 (5) ◽  
pp. 163-175
Author(s):  
Adrian Sonea ◽  
Ovidiu Niculae Bordean ◽  
Eugenia Câmpeanu Sonea
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Educational Process ◽  
Communication Process ◽  
Current Phase ◽  
North West ◽  
Teacher Student ◽  
Education Process

Both the authors’ previous experience and the devoted literature highlight the particular role of teacher-student communication for the quality of graduates’ professional development and education. The research presented herein is based on a sociological survey conducted in a large university from north-west Romania, on more than 600 Economics Master’s students.The chief goal of our research is to determine efficient ways to improve the student training provided by the master programmes in Economics, by means of a better stimulation on the part of the teachers, a more efficient teacher – student communication, a better quality of the teaching materials employed and a greater relevance of the educational content for the particular area of specialisation pursued.After an initial review of the material resulted from the sociological survey, we continued to analyse the results in relation to the tiers of the communication process, the role of groups in the learning process and of the education process in the development of emotional intelligence.Within the current phase of our study, the underlying hypotheses are:(1) The training of Economics and Business Administration students provides them with opportunities of professional specialisation, while developing skills and abilities useful in everyday life.(2) The students’ training in Economics also entails an implicit educational process, which supports the development of their emotional intelligence.(3) Multiculturalism bears manifold benefits, both in terms of specialist professional training and on graduates’ attitudes and behaviour in the social life.This study allowed us to validate the hypotheses and to draw some interesting conclusions for the education of students enrolled in the university surveyed.

scholarly journals The Role of the Portal to English Syllabuses in Developing the Language Skills of Preparatory School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 44-48
Author(s):  
Telal Mirghani Khalid
Keyword(s):  
Group Work ◽  
Language Skills ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
Efl Teachers ◽  
Efl Students ◽  
Oral Interaction ◽  
Learning English

Teaching English through an effective curriculum enables EFL students to establish and achieve effective communication. The study aims to investigate issues affecting EFL students by learning English and discussing the role of Portal to English syllabuses in developing the language skills of Qatari school students. Research has harmonized the analytical approach. The required information was collected from a questionnaire distributed to twenty (20) Qatari EFL teachers in preparatory schools. Then, the data was analyzed according to the SPSS system. The results show that the Portal course syllabuses of Qatari preparatory schools introduce language activities that promote oral interaction in addition to the previous syllabuses. This current syllabus motivates students and builds a good understanding of learning English and improving language skills. The textbooks emphasize the use of English in social media and in the practice of Qataris customs and traditions. Portal lessons emphasize oral interactions with group work and discussions. Vocabulary and writing activities are presented and tested in many units in the Portal course series.

scholarly journals The Effect of Teacher-Student Relationships for the Self-Regulated Learning among Gifted Students

2018 ◽  
Author(s):  
NUR - EVA
Keyword(s):  
Gifted Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Self Regulated Learning ◽  
Teacher Student ◽  
Effective Training ◽  
Regulated Learning ◽  
Teacher Students ◽  
Science Subject

The purpose of this study was to determine the contribution of teacher-student relationships for self-regulated learning among gifted students in science subject. Self-regulated learning is formed of cognitive and social processes. Gifted students have the cognitive ability is very high. Cognitive processes of self-regulated learning are activity planning, monitoring, and regulating behaviors. The role of teacher help gifted students to learn effective training and as a model in the application of effective self-regulated learning. The method used is quantitative. Data were analyzed with regression analysis. Results showed significant the contribution of teacher-students relationships for self-regulated learning on gifted students in science subject.

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