A Study on Case Study and Improvement Direction of Online Writing Feedback : Focused on the Case of online writing feedback system of Sookmyung Women"s University

2021 ◽  
Vol 15 ◽  
pp. 7-48
Author(s):  
Ji yoon Kim ◽  
Hyun jung Lee ◽  
Ja hwang Gu
Keyword(s):  
Feedback System ◽  
Online Writing ◽  
Writing Feedback

scholarly journals Promoting mobile collaborative language learning in Islamic higher education

2019 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Rully Agung Yudhiantara ◽  
Ade Yeti Nuryantini
Keyword(s):  
Language Learning ◽  
English Education ◽  
Group Discussion ◽  
Case Study Research ◽  
Word Meaning ◽  
Analysis Data ◽  
Education Department ◽  
Writing Feedback ◽  
Collaborative Language

<span lang="EN-US">This study sought to explore students’ experience in using Instagram to participate in mobile collaborative language learning (MCLL)</span><span lang="EN-US">. T</span><span lang="EN-US">he</span><span lang="EN-US"> contents they </span><span lang="EN-US">produced and shared, a</span><span lang="EN-US">s well as</span><span lang="EN-US"> their interaction and collaboratio</span><span lang="EN-US">n, were analyzed</span><span lang="EN-US">. The participants of this study were </span><span lang="EN-US">110 students in an </span><span lang="EN-US">English education department</span><span lang="EN-US">, in three different classes,</span><span lang="EN-US">who all had taken a </span><span lang="EN-US">translation course</span><span lang="EN-US">their third semester. Online tasks were assigned to students and they were required to produce, share, interact and collaborate to accomplish tasks. This study applied </span><span lang="EN-US">a </span><span lang="EN-US">qualitative method </span><span>with case study research design </span><span lang="EN-US">using observation, focus group discussion and content analysis. Data were analyzed through stages namely categorization, reduction and interpretation. </span><span>Results showed </span><span lang="EN-US">that </span><span>the </span><span lang="EN-US">students were able to participate in MCLL using Instagram. They produced and shared contents that met the requirement of MCLL. The contents include</span><span lang="EN-US">d</span><span lang="EN-US"> English sentences for structural collaboration in terms of subject-verb agreement and English sentences for word meaning collaborations. They interacted with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by writing feedback and comment</span><span lang="EN-US">s on the uploaded content</span><span lang="EN-US">. They collaborated with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by providing multiple interactions to accomplish tasks in MCLL like writing structural analysis, word meaning, paraphrasing sentences, and sentence translation.</span>

Teachers' and Students' Beliefs About Responding to ESL Writing: A Case Study

2005 ◽  
Vol 23 (1) ◽  
pp. 28 ◽  
Author(s):  
Rula L. Diab
Keyword(s):  
Relative Effectiveness ◽  
Study Data ◽  
Teaching Writing ◽  
Esl Writing ◽  
Teachers And Students ◽  
Beliefs About Teaching ◽  
Feedback Strategies ◽  
Writing Feedback ◽  
Feedback Techniques

The purpose of this study was to investigate ESL instructors' feedback techniques and the rationales behind these techniques, to explore ESL students' beliefs about the relative effectiveness of various types of feedback, and to compare students' beliefs with those of their instructors. A university-level ESL instructor and two of her students participated in this case study. Data were collected by think-aloud protocols and semistructured interviews, and results revealed four major categories: (a) types of feedback the instructor emphasized, (b) the instructor's beliefs about teaching writing, (c) students' beliefs about learning to write, and (d) students' views on the effectiveness of teachers' feedback strategies. Because some of the instructor's beliefs seemed to conflict with her students' views, it was concluded that teachers should make an effort to explore their students' beliefs about writing, feedback, and error correction and to try to bridge any gap between their own and their students' expectations.

scholarly journals Online detection of auditory attention with mobile EEG: closing the loop with neurofeedback

2017 ◽  
Author(s):  
Rob Zink ◽  
Stijn Proesmans ◽  
Alexander Bertrand ◽  
Sabine Van Huffel ◽  
Maarten De Vos
Keyword(s):  
Feedback System ◽  
Auditory Attention ◽  
Longitudinal Case Study ◽  
Future Studies ◽  
Acoustic Stimuli ◽  
Online Implementation ◽  
Closing The Loop ◽  
Application Potential ◽  
User Friendly

AbstractAuditory attention detection (AAD) is promising for use in auditory-assistive devices to detect to which sound the user is attending. Being able to train subjects in achieving high AAD performance would greatly increase its application potential. In order to do so an acceptable temporal resolution and online implementation are essential prerequisites. Consequently, users of an online AAD can be presented with feedback about their performance. Here we describe two studies that investigate the effects of online AAD with feedback. In the first study, we implemented a fully automated closed-loop system that allows for user-friendly recording environments. Subjects were presented online with visual feedback on their ongoing AAD performance. Following these results we implemented a longitudinal case study in which two subjects were presented with AAD sessions during four weeks. The results prove the feasibility of a fully working online (neuro)feedback system for AAD decoding. The detected changes in AAD for the feedback subject during and after training suggest that changes in AAD may be achieved via training. This is early evidence of such training effects and needs to be confirmed in future studies to evaluate training of AAD in more detail. Finally, the large number of sessions allowed to examine the correlation between the stimuli (i.e. acoustic stories) and AAD performance which was found to be significant. Future studies are suggested to evaluate their acoustic stimuli with care to prevent spurious associations.

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