scholarly journals Students’ Peer Feedback in EFL Writing Class of English Study Program

2021 ◽  
Vol 1 (1) ◽  
pp. 01-16
Author(s):  
William Y. Saptenno ◽  
Threesje R. Souisa
Keyword(s):  
Peer Feedback ◽  
Point Of View ◽  
Writing Classroom ◽  
Study Program ◽  
Writing Courses ◽  
Constructive Feedback ◽  
Classroom Activities ◽  
Surface Areas ◽  
Process Feedback ◽  
Giving Feedback

As a part of writing process, feedback in writing place as the significant role and peer feedback is one type of feedback in classroom activities. This study was intended to find out the facts and expectation on peer feedback in writing classroom. A classroom-based research was employed as the research design and the participants were the students in writing 2 and writing 4 courses. Furthermore, Classroom observation, in-depth interview and review of related documents were designed to collect the data. The findings revealed that the application of peer feedback was not properly applied; it was more focused on the surface areas (grammatical errors, spelling and error punctuation) and neglected to the content and organization of writings. It could happen because the students lack of trainings and unavailability of rubric and guidelines provided in the writing classroom activities. For that reason, the students didn’t know the ways to provide meaningful and constructive feedback. They also have negative point of view about the peer feedback in writing courses. The students expected that providing writing rubric containing content and organization aspects precisely in giving feedback and guiding them step by step in taking and giving peer feedback should be considered by the lecturers for better improvement in the future.

scholarly journals Peer feedback for peer learning and sharing

2015 ◽  
Vol 12 (1) ◽  
pp. 46-61
Author(s):  
Fawzi Al-Ghazali
Keyword(s):  
Undergraduate Students ◽  
Cultural Awareness ◽  
English Language ◽  
Peer Feedback ◽  
Writing Courses ◽  
Constructive Feedback ◽  
Complex Process ◽  
Language Courses ◽  
Arab Students ◽  
Views And Perceptions

Peer feedback is applauded in many writing courses for fostering students’ independence and collaboration and for creating a wider learning environment in which students can benefit from the feedback and diversity of input they get from other peers (Stubbe, 2013). It improves students’ writing skills by developing their use of effective composing processes since they can share ideas while planning, drafting, and revising writing forms (Richards and Schmidt, 2010). It also reduces the anxiety of students who can get constructive feedback on their writing from other peers instead of their teachers (Phillipson, 2007). However, application of peer feedback in writing courses is a complex process since it requires provision of rubrics and guidelines for students to follow; this is in addition to explaining the areas they need to focus on. It also requires having cultural awareness of the level of corrections Arab students can accept. This paper reflects on a practical experiment conducted with a group of undergraduate students for showing how peer feedback is approached and practised by students in English language courses. Students’ views and perceptions about peer feedback are also surveyed showing their appreciation of the level of collaboration peer feedback encourages among them. Nevertheless, the results also show a number of concerns students have about peer feedback.

scholarly journals InliAnTe: Instrument für die linguistische Analyse von Textkommentierungen

2018 ◽  
Vol 91 (4) ◽  
Author(s):  
Anke Beyer
Keyword(s):  
Text Analysis ◽  
Writing Process ◽  
Peer Feedback ◽  
Common Method ◽  
Theoretical Modelling ◽  
Writing Courses ◽  
Pragmatic Analysis ◽  
Linguistic Methods ◽  
Giving Feedback ◽  
Communicative Activity

Giving feedback on texts is a common method of supporting the writing process in different contexts. It involves using language in two different ways: It focuses on language and textual phenomena in the draft of the text, and is itself a communicative activity expressed through language. This double relationship with language has not, however, until now been taken into account systematically and comprehensively enough in either writing courses or research on feedback.This article presents an instrument for analysing students’ written commentaries on texts in peer feedback processes. By combining different linguistic methods, the instrument enables the identification of those characteristics of the text commentaries that are didactically relevant. The analysis distinguishes in each case between the places marked in the text draft and the commentaries. Those phenomena in the draft text that the feedback-givers react to in their commentaries are identified through text analysis. In addition, a pragmatic analysis of the commentary texts reveals how the feedback-givers draft their commentaries linguistically when, for example, encouraging the original author to revise the text.Applying the instrument to describe text commentaries should contribute to making theoretical modelling more exact, as well as to an empirically-based way of teaching how to comment on texts in peer-feedback processes.

scholarly journals Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs

2016 ◽  
Vol 9 (11) ◽  
pp. 38 ◽  
Author(s):  
Hsin-Yi Cyndi Huang
Keyword(s):  
Peer Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Courses ◽  
Empirically Supported ◽  
Alternative Approach ◽  
Theoretical Hypothesis ◽  
English Major ◽  
Southern Taiwan ◽  
Group Interviews

<p>With the availability of Web 2.0 technologies, blogs have become useful and attractive tools for teachers of English as a Foreign Language (EFL) in their writing classes. Learners do not need to understand HTML in order to construct blogs, and the appearance and content can be facilitated via the use of photos, music, and video files (Vurdien, 2013). To provide an authentic and motivating writing environment, a blog task was designed and integrated into three writing courses for 57 applied English or English major students at two southern Taiwan universities. Using the triangulated approach, this study collected data from three different angles (students’ questionnaires, students’ focus group interviews, and the teacher’s observation log) to investigate whether participant perceptions empirically supported the theoretical hypothesis that blogging contributes to writing performance. The findings showed that both the teacher and students had a positive attitude towards the blog task and may indicate that blogging is a useful alternative approach but may also be regular incorporated in writing classes to enhance EFL writing motivation. Nevertheless, blogs may not be the most suitable tool for all types of writing tasks and the most appropriate medium for all components of feedback. The conclusions of this study are consistent with previous findings on the practicality and potential of using blog software to promote peer feedback as well as to facilitate effective writing instruction.</p>

scholarly journals Pelatihan Penulisan Feature Pengalaman Warga Selama Masa Pandemi di Desa Tamantirto, Kasihan, Bantul

Bakti Budaya ◽  
2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Pujiharto Pujiharto ◽  
Rakhmat Soleh ◽  
Saeful Anwar
Keyword(s):  
Information System ◽  
Point Of View ◽  
Training Method ◽  
Next Generation ◽  
Study Program ◽  
Direct Training ◽  
The Common ◽  
Feature Writing ◽  
Power Point ◽  
Media Power

Tamantirto village, Kasihan, Bantul is an area which is positively responsive in terms of dealing with the Covid-19 pandemic. The citizens’ response is not only showed by implementing health protocol and entrances shutdown during the pandemic, but is also empowered by the consciousness of knowledge and experience transfer about pandemic for the next generation. Through the existing village’s information system, they offer a collaboration to lecturer of Indonesian Language and Letter Study Program of FIB UGM in order to conduct feature writing training about citizens’ point of view and experience during the pandemic. The training is held in two methods. The first is direct training method with power point elaborating the definition, type, example, and writing technique and feature editing. The second one is writing guidance using WA group where the participants can send their work to the group chat and then the trainer give feedback for the document. The training produce 21 feature documents which are averagely elaborate the participants’ profession regarding with the pandemic. Most of the documents are written with argumentative paragraph instead of narrating their experience during the pandemic like the common feature which is tend to be narrative. ===== Desa Tamantirto, Kasihan, Bantul merupakan wilayah yang tanggap dalam menghadapi pandemi Covid-19. Ketanggapan warga tidak hanya ditunjukkan melalui penerapan protokal kesehatan dan penutupan sejumlah pintu gang ketika masa pandemi, tetapi juga didukung pada kesadaran akan pentingnya pewarisan pengetahuan dan pengalaman seputar pandemi kepada generasi mendatang. Melalui Tim Sistem Informasi Desa yang mereka miliki, mereka mengajak kerja sama dengan dosen Prodi Bahasa dan Sastra Indonesia FIB UGM untuk mengadakan kegiatan pelatihan penulisan feature seputar pandangan dan pengalaman warga selama pandemi. Pelatihan diselenggarakan dengan dua cara. Pertama, pelatihan secara langsung dengan media power point yang menguraikan definisi, jenis, contoh, dan teknik penulisan serta penyuntingan feature. Kedua, bimbingan penulisan melalui WA Grup ketika peserta mengirimkan karyanya ke grup WA dan narasumber memberikan masukan terhadap naskah tersebut. Pelatihan menghasilkan 21 naskah feature yang rata-rata menguraikan profesi para peserta dan mengaitkannya dengan pandemi. Sebagian besar naskah masih lebih banyak diisi dengan paragrat argumentatif dibandingkan menarasikan pengalaman selama pandemi sebagaimana layaknya feature yang cenderung naratif.

scholarly journals Pathways Through Peer Assessment: Implementing Peer Assessment in a Lower Secondary Physics Classroom

2020 ◽  
Vol 18 (8) ◽  
pp. 1465-1484 ◽  
Author(s):  
Laura Ketonen ◽  
Markus Hähkiöniemi ◽  
Pasi Nieminen ◽  
Jouni Viiri
Keyword(s):  
Formative Assessment ◽  
Early Stage ◽  
Peer Assessment ◽  
Peer Feedback ◽  
Data Sources ◽  
Constructive Feedback ◽  
Audio Recordings ◽  
Field Notes

AbstractPeer assessment has been shown to advance learning, for example, by improving one’s work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students’ pathways: (1) students’ engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students’ understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one’s work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.

scholarly journals EFL Students’ Perception of Using Portfolio Assessment in the Writing Classroom: the Case of Libyan Undergraduate Second Year Students

2018 ◽  
Vol 8 (2) ◽  
pp. 144
Author(s):  
Hameda Suwaed
Keyword(s):  
Portfolio Assessment ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Writing Courses ◽  
Efl Students ◽  
Second Year

The aim of this study is to investigate EFL second year students’ perception towards using portfolio assessment in their writing courses. It has also intended to find out exam preference of the participants. The participants of the study are 38Libyan EFL students enrolled in second year in the Department of English. Data was collected by using a questionnaire, students’ portfolios and semi-structured interviews with the 8 participants. The results indicate that the participants generally prefer to be evaluated by the portfolio assessment. Most of them believed that portfolio assessment improved their writing and enhanced their motivation. However, some participants prefer traditional paper and pen tests.

scholarly journals 'You're in FunDzaland': Pre-service teachers (re)imagine audience on a creative writing course

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Belinda Mendelowitz
Keyword(s):  
Creative Writing ◽  
Detailed Analysis ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
Data Set ◽  
Digital Revolution ◽  
Writing Courses ◽  
Self And Other ◽  
Writing Course ◽  
Group 2

This study explores how collaborative writing for a digital platform can enable students to (re) imagine audience. Although in the context of process writing peer feedback is foreground, in practice, its effectiveness is uneven. The digital revolution offers new opportunities for alternative peer feedback through collaborative writing and re-imagining self and other in the process. This study examines data from a creative writing course in which pre-service teachers wrote collaborative short stories for the FunDza digital site and individual reflective essays about the process. The study’s research questions are the following: (1) what were the affordances of this multilayered audience for engaging the students’ imaginations? (2) How did this process of (re)imagining audience impact on students’ conceptions of themselves as writers? The data set comprised 16 collaboratively authored stories (published on the site) and 34 individual reflective essays. Six of the latter were selected for detailed analysis. Hence, the data for this study encompass detailed analysis of two groups’ reflective essays on the process of writing their stories. These groups were selected because they exemplified contrasting collaborative, imaginative writing processes. Group 1 was familiar with the FunDza audience and context, while Group 2 struggled to imagine it. Thematic content analysis was used for analysis. Each essay was read first in relation to the entire data set, then in relation to the other reflections in the author’s group. The combination of gearing stories towards the FunDza audience and writing stories collaboratively created two sets of audiences that writers needed to hold in mind simultaneously. Analysis indicates that both audiences challenged students to make imaginative leaps into the minds of an unfamiliar audience, deepening their understanding of the writing process. It also highlights students’ mastery of writing discourses and increasing awareness of the choices authors make for specific audiences. Theoretically, this study theorises audience in relation to imagination. A number of concepts have emerged from this research that may enable a more fine-tuned analysis of the audience – imagination nexus. Structured freedom is an important thread that connects the central concepts of audience, imagination and collaboration, foregrounding the idea that imaginative freedom needs to be understood and worked with in nuanced ways. While freedom and imagination are closely related, the provision of free pedagogic spaces with specific constraints in creative writing courses can be extremely productive, as illustrated by the data analysed in this study.

scholarly journals Implementation of artificial intelligence at airports

2021 ◽  
Author(s):  
Martin Jágerský ◽  
◽  
Anna Tomová
Keyword(s):  
Artificial Intelligence ◽  
Point Of View ◽  
Operational Performance ◽  
Study Program ◽  
New School ◽  
New Graduates ◽  
Security Controls ◽  
Current State ◽  
Baggage Handling ◽  
Operational Processes

This paper deals with the trend of implementation artificial intelligence systems at airports, its meaning and impact on the operational performance and functioning of the airports themselves. After summarizing the theoretical knowledge and examining the current state of the problem, there is created a raster of selected crucial operational processes of airports in which artificial intelligence has been implemented so far. The processing of this raster is based primarily on findings of the implementation of AI systems at five selected hub airports. In the paper, there is also examined a status and prospects of the implementation of artificial intelligence in the form of a questionnaire, especially at airports with a smaller number of handled passengers. This paper also discusses the operational and security implications of this implementation, such as faster check-in, easier baggage handling, easier traveling with biometric technologies, improved security controls at airports, improved operational performance with airport robots and more effective elimination of spreading the diseases at airports. The subject of possible economic and sociological consequences is also approached, due to the possible change in the nature of job from the point of view of airport employees and the creation of a certain kind of cooperation between them and artificial intelligence. The conclusions of this paper also include a proposal for a stronger representation of this area in the study program "air transport" with subsequent possible innovation or creation of new school subjects, in order to gain a deeper knowledge to new graduates in this field.

scholarly journals Peer feedback needs practice and faculty support to be effective in simulation based education.

2020 ◽  
Author(s):  
Gozie Offiah ◽  
Olivia Claire Walsh ◽  
Anafal Alkharaing ◽  
Clare Sullivan ◽  
Clare Mullhall ◽  
...  
Keyword(s):  
Performance Feedback ◽  
Peer Assessment ◽  
Peer Feedback ◽  
Individual Element ◽  
Metacognitive Skills ◽  
Self Assessment ◽  
Critical Reasoning ◽  
Constructive Feedback ◽  
Significant Difference ◽  
Faculty Input

Abstract Background Peer evaluation drives effective self-assessment, encourages autonomous learning and enhances both metacognitive skills and critical reasoning skills. 1 Students, by commenting on the work of others, gain a better understanding of the criteria required for successful performance and develop skills of objective judgment which can be transferred to the assessment of their own work. 2 Methods Peer feedback was introduced to simulated patient history taking consultations. Students were required to evaluate the observed performance and provide verbal feedback to their peers. This was compared to facility review and end of term examination results. In interview students indicated that they benefited from the opportunity to engage in peer feedback. Students reported that they felt more comfortable receiving feedback from peers than providing feedback to peers. Results 65% of students rated peer performance as excellent which did not correlate with summative OSCE results. When students did mark the borderline grade, a significant difference was found for one individual element of the feedback score. Students ticked "lacked confidence/fluidity" significantly more frequently than any other of the 7 elements suggesting they felt more comfortable relaying this element of performance feedback as it did not address content understanding or knowledge. Conclusion Ability to give constructive feedback should be viewed as an essential skill but for success students need to be taught how to give effective peer feedback. Emotions and loyalties affect student’s unwillingness to find fault with a fellow student’s work. Students may need more opportunities to conduct peer assessment to become familiar and comfortable with this process. Co-operative learning in simulation can combine with peer feedback to produce effective social constructivist approaches; however faculty input is required to monitor and validate the feedback.

scholarly journals Using Simulations in Teaching Research Academic Writing Course

2020 ◽  
Vol 26 (4) ◽  
pp. 68-75
Author(s):  
Ye. V. Luganskaya
Keyword(s):  
Academic Writing ◽  
Simulation Games ◽  
University Of Maryland ◽  
Writing Courses ◽  
Classroom Activities ◽  
Writing Course ◽  
Teaching Research ◽  
Before And After ◽  
Positive Learning Environment ◽  
Dual Degree

The article focuses on teaching research academic writing to undergraduates taking a Russian-American dual-degree program offered by Baikal International Business School and its partner University of Maryland Global Campus. As the American program is online, writing courses are mandatory. Being the final course in the writing module, research academic writing is challenging not only for students but also for the instructor. This makes the teacher look for new ways to improve the quality of teaching and to motivate undergraduates. The paper describes action research aiming at introducing simulation games in research academic writing course to engage students in classroom activities, vary practical assignments, and make classes more interactive. Using observation, student questionnaires and interviews, the author compares her class atmosphere and student involvement before and after the intervention. As a result of her research, the author comes to the conclusion that simulation activities, besides other advantages, can be successfully used for teaching academic writing since they increase motivation and student engagement creating a positive learning environment. Moreover, pair or group work can minimize difficulties, which helps to better understand the material. Furthermore, simulation activities have a practical value enabling students to develop skills and competences vital for future managers. Also the paper offers simulation activities developed for the course which are given in the appendices

Sign in / Sign up

Export Citation Format

Share Document