scholarly journals Determining Efficient Post-writing Activity for Error Correction: Self-editing, Peer review, or Teacher Feedback?

2021 ◽  
pp. 101-117
Author(s):  
Cuneyt Demir
Keyword(s):  
Error Correction ◽  
Peer Review ◽  
Writing Development ◽  
The Other ◽  
Group Differences ◽  
Writing Proficiency ◽  
Student Groups ◽  
Teaching Pedagogy ◽  
Complete Solutions ◽  
Writing Activity

Writing in English has always been a formidable obstacle for learners; accordingly, many studies aimed to find not band-aid but complete solutions for learners to improve their writing proficiency. One of these solutions, largely thought to reduce language errors, is error correction. However, instructors seem to be alternating between different corrective feedbacks with the purpose of determining the most efficient one for their students. Previous research largely compared peer feedback and teacher correction and ignored self-editing. In this sense, this study investigated three error correction methods, namely self-editing, peer review, and teacher corrections. To achieve this, three student groups were created and each group, composed of 10 students, was tested with one method. Wilcoxon, Kruskal-Wallis, and Mann-Whitney U tests were employed for analyses and the results yielded significant differences in terms of all methods concerning comparisons of pre- and post-tests. On the other hand, the test to determine inter-group differences found significant results for the method of teacher correction. Furthermore, the most frequent linguistic errors in students’ writing were revealed. This research contributes to teaching pedagogy by comforting instructors regarding the efficiency of teacher correction and suggests instructors focus on particularly spelling, punctuation, and article to prompt writing development. 

scholarly journals “Teach more, but do not expect any applause”: Are Women Doubly Discriminated Against in Universities’ Recruitment Processes?

2021 ◽  
Author(s):  
Douglas Brommesson ◽  
Gissur Ó Erlingsson ◽  
Jörgen Ödalen ◽  
Mattias Fogelgren
Keyword(s):  
Political Science ◽  
Peer Review ◽  
The Other ◽  
Peer Evaluations ◽  
Other Hand

Abstract Studies repeatedly find that women and men experience life in academia differently. Importantly, the typical female academic portfolio contains less research but more teaching and administrative duties. The typical male portfolio, on the other hand, contains more research but less teaching and administration. Since previous research has suggested that research is a more valued assignment than teaching in academia, we hypothesise that men will be ranked higher in the peer-evaluations that precede hirings to tenured positions in Swedish academia. We analyze 861 peer review assessments of applicants in 111 recruitment processes in Economics, Political Science, and Sociology at the six largest Swedish universities. Our findings confirm that the premises established in previous research are valid in Sweden too: Women have relatively stronger teaching merits and men relatively stronger research merits, and also that, on balance, research is rewarded more when applicants are ranked by reviewers. Accordingly, male applicants are ranked higher compared to female applicants.

scholarly journals Chinese EFL Learners’ Decision-making While Evaluating Peers’ Texts

2010 ◽  
Vol 10 (2) ◽  
pp. 99 ◽  
Author(s):  
Jingjing Ma
Keyword(s):  
Decision Making ◽  
Peer Review ◽  
Study Data ◽  
Writing Proficiency ◽  
Structured Interviews ◽  
Related Factors ◽  
Efl Learners ◽  
Stimulated Recall ◽  
Chinese Writing

Approaching peer review from a process and contextualized perspective, this exploratory case study investigates two Chinese EFL learners’ decision-making patterns while evaluating peers’ texts in an online peer review and factors influencing these patterns. Detailed qualitative case study data were collected through think-aloud protocols, stimulated recall, semi-structured interviews, classroom observation and document analysis. Analyses indicate that the two learners with higher level of English writing proficiency to a certain extent illustrated contrasting patterns of decision-making, and yet both prioritized specific aspects of peers’ texts. Student-related factors such as perceptions of good English expository writing shaped by previous learning and assessment experiences of English (or Chinese) writing, type of writing task and weaknesses of student text interacted with one another to influence the participants’ decision-making patterns. Pedagogical implications for the findings are discussed.

Development of Design Guidelines for 21st Century Socio-Cognitive Writing Technologies

2016 ◽  
Vol 60 (1) ◽  
pp. 375-379
Author(s):  
B. Benedict ◽  
T. Smith-Jackson ◽  
A. Bells
Keyword(s):  
Phase Ii ◽  
Writing Development ◽  
Design Guidelines ◽  
Writing Proficiency ◽  
User Centered Design ◽  
Support Tool ◽  
Writing Technologies ◽  
Phase Study ◽  
Three Phase ◽  
Writing Research

STEM learners are expected to be competent in both technical and interpersonal proficiencies. The writing proficiency was defined to ensure the students are prepared for continuing graduate education and/ or a career in the private or public sector. Despite the current writing research, there is a lack of effective solutions to support writing development, specifically for collegiate STEM learners. Therefore, a three phase study was conducted to address concerns regarding writing in STEM fields but this article only discusses the implications of Phase II. Phase II involved the use of a User-Centered Design approach to increase the likelihood of adoption of a writing support tool. Methods included focus group and interviews and participants were professors and students. Qualitative Analysis was conducted and the NARA framework was used to extract user requirements for a Social Media inspired educational technology.

scholarly journals A-142 Examining the Impact of the Recent New Dot Counting Test Cut-Off Score in Bilingualism and Traumatic Brain Injury Survivors

2020 ◽  
Vol 35 (6) ◽  
pp. 935-935
Author(s):  
Graub N ◽  
Lopez-Hernandez D ◽  
Litvin P ◽  
Rugh-Fraser R ◽  
Rad H ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
First Language ◽  
The Other ◽  
Group Differences ◽  
Failure Rates ◽  
Language Groups ◽  
English Second Language ◽  
Chi Squared ◽  
The Impact

Abstract Objective McCaul et al. (2018) recently revised the Dot Counting Test (DCT) cut-off score from ≥17 to 13.80; we evaluated the new cut-off in monolingual and bilingual traumatic brain injury survivors (TBIS) and healthy comparison participants (HCP). Method The sample consisted of 43 acute TBI [ATBI; 23 English monolinguals (EM); 11 English first language bilinguals (EFLB); and 9 English second language bilinguals (ESLB)]; 30 chronic TBI (CTBI; 13 EM; 9 EFLB; 8 ESLB), and 56 HCP (23 EM; 11 EFLB; 22 ESLB). Results An ANCOVA, controlling for age and education, revealed an interaction where ATBI-EFLB had higher E-scores than the other groups and the CTBI-EFLB had lower E-scores than the other groups. Both the conventional and proposed new cut-off (PNC) scores had different failure rates in ATBI (conventional cut-off: 9%; PNC: 28%), CTBI (conventional cut-off: 10%; PNC: 20%), and HCP (conventional cut-off: 11%; PNC: 13%). For language groups, EM (conventional cut-off: 14%; PNC: 22%), EFLB (conventional cut-off: 10%; PNC: 26%), and ESLB (conventional cut-off: 5%; PNC: 10%) demonstrated different failure rates across cut-off scores. Group differences were found with McCaul et al. (2018) cut-off, but not the conventional cut-off score. Also, chi-squared analysis revealed ATBI EFLB and EM had greater failure rates than ATBI ESLB. Conclusion Unfortunately, the new DCT cut-off score resulted in greater failure rates in TBIS. Furthermore, ATBI EM and EFLB were impacted more by the new cut offs than ATBI ESLB who learned English later in life, although the reason for this finding is unclear and requires additional study.

Correction Tower: A General Embedding Method of the Error Recognition for the Knowledge Graph Correction

2020 ◽  
Vol 34 (10) ◽  
pp. 2059034
Author(s):  
Farhad Abedini ◽  
Mohammad Reza Keyvanpour ◽  
Mohammad Bagher Menhaj
Keyword(s):  
Vector Space ◽  
Error Correction ◽  
Correction Method ◽  
The Other ◽  
Knowledge Graph ◽  
Embedding Method ◽  
Extraction Step ◽  
Error Recognition ◽  
Knowledge Graphs ◽  
Embedding Methods

Today, knowledge graphs (KGs) are growing by enrichment and refinement methods. The enrichment and refinement can be gained using the correction and completion of the KG. The studies of the KG completion are rich, but less attention has been paid to the methods of the KG error correction. The correction methods are divided into embedding and nonembedding methods. Embedding correction methods have been recently introduced in which a KG is embedded into a vector space. Also, existing correction approaches focused on the recognition of the three types of errors, the outliers, inconsistencies and erroneous relations. One of the challenges is that most outlier correction methods can recognize only numeric outlier entities by nonembedding methods. On the other hand, inconsistency errors are recognized during the knowledge extraction step and existing methods of this field do not pay attention to the recognition of these errors as post-correction by embedding methods. Also, to correct erroneous relations, new embedding techniques have not been used. Since the errors of a KG are variant and there is no method to cover all of them, a new general correction method is proposed in this paper. This method is called correction tower in which these three error types are corrected in three trays. In this correction tower, a new configuration will be suggested to solve the above challenges. For this aim, a new embedding method is proposed for each tray. Finally, the evaluation results show that the proposed correction tower can improve the KG error correction methods and proposed configuration can outperform previous results.

High fidelity quantum teleportation assistance with quantum neural network

2014 ◽  
Vol 28 (24) ◽  
pp. 1450189 ◽  
Author(s):  
Chunhui Huang ◽  
Bichun Wu
Keyword(s):  
Neural Network ◽  
Master Equation ◽  
Error Correction ◽  
Quantum Teleportation ◽  
Qubit State ◽  
The Other ◽  
High Fidelity ◽  
Noisy Environment ◽  
Random Series ◽  
Quantum Neural Network

In this paper, a high fidelity scheme of quantum teleportation based on quantum neural network (QNN) is proposed. The QNN is composed of multi-bit control-not gates. The quantum teleportation of a qubit state via two-qubit entangled channels is investigated by solving the master equation in Lindblad operators with a noisy environment. To ensure the security of quantum teleportation, the indirect training of QNN is employed. Only 10% of teleported information is extracted for the training of QNN parameters. Then the outputs are corrected by the other QNN at Bob's side. We build a random series of numbers ranged in [0, π] as inputs and simulate the properties of our teleportation scheme. The results show that the fidelity of quantum teleportation system is significantly improved to approach 1 by the error-correction of QNN. It illustrates that the distortion can be eliminated perfectly and the high fidelity of quantum teleportation could be implemented.

Elk Velvet Antler in Rheumatoid Arthritis: Phase II Trial

2002 ◽  
Vol 3 (3) ◽  
pp. 111-118 ◽  
Author(s):  
Marion Allen ◽  
Kathleen Oberle ◽  
Michael Grace ◽  
Anthony Russell
Keyword(s):  
Rheumatoid Arthritis ◽  
Health Status ◽  
Adverse Events ◽  
Phase Ii ◽  
Phase Ii Trial ◽  
The Other ◽  
Group Differences ◽  
Sample Size Estimation ◽  
Size Estimation ◽  
Velvet Antler

The purpose of this phase II clinical trial was to examine safety of elk velvet antler taken concurrently with rheumatoid arthritis medications and to determine efficacy by dose to enable sample size estimation and dose standardization for a larger study. Forty patients with stage II rheumatoid arthritis were randomly assigned to 1 of 4 arms of 10 patients each. One group received placebo and the other 3 groups received 2, 4, or 6 capsules (215 mg) of elk velvet antler with appropriate placebos to total 6 capsules daily. All subjects continued to take their arthritis medications. Outcome variables were reported adverse events and health status. At 1 month, there were no significant differences between groups in number of adverse events or health status. The greatest improvement was in the 6 elk velvet antler group, the least was in the placebo group. Differences were not statistically significant. It was concluded that elk velvet antler can be taken safely in conjunction with a number of rheumatoid arthritis medications and should be studied further to assess efficacy.

Editor's Column: In Medias Res

PMLA ◽  
2005 ◽  
Vol 120 (2) ◽  
pp. 321-326
Author(s):  
Marianne Hirsch
Keyword(s):  
Peer Review ◽  
Review Process ◽  
Peer Review Process ◽  
The Other ◽  
Good News ◽  
Literary Studies ◽  
The One

What have i learned during my year and a half as editor of PMLA? Now, at the midpoint of my term, I thought I might reflect on some of my hopes and hesitations about the editorship and think about what, from the submissions to PMLA and from the process of its publication, we might glean about important trends in literary studies and the humanities more broadly. Two things have delighted and frustrated me, in particular: the workings of the peer review process, on the one hand, and the disciplinary and subdisciplinary boundaries that inform our writing and teaching, on the other. On these issues and on their relation, I have some good news and some less good news to report.

scholarly journals Peer review of statistics in medical research: the other problem

BMJ ◽  
2002 ◽  
Vol 324 (7348) ◽  
pp. 1271-1273 ◽  
Author(s):  
P. Bacchetti
Keyword(s):  
Medical Research ◽  
Peer Review ◽  
The Other
Sign in / Sign up

Export Citation Format

Share Document