scholarly journals A Study on the Effectiveness of Written Feedback in Writing Tasks among Upper Secondary School Pupils

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Written Feedback ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Writing Skill ◽  
English Classroom ◽  
Giving Feedback ◽  
Writing Task ◽  
Secondary School Pupils

This research is a study on the feedback received among upper secondary school pupils on their writing tasks in school. As it is known, English is the second language taught in schools in Malaysia. Among the four skills taught in the English classroom, the writing skill is said to be one of the most difficult skills to be acquired. There are many methods and strategies that have been carried out by teachers and pupils to make acquiring this skill easy. Giving feedback to pupils’ writing task has been one of the methods used to teach writing effectively. However, this skill continues to be the most difficult and the most time consuming skill to be taught and learned. Therefore, a study was carried out among 30 pupils of SMK Abdul Rahman Talib to examine the types of feedback received by secondary school pupils and the perception of pupils towards the feedback they received. Questionnaires were distributed to pupils which consist of four sections. Respondents were required to answer all sections. The data was analysed using SPSS. Based on the data collected, the results clearly showed that the feedback received by pupils helped them improve their writing skills. Thus, this study has proven that giving feedback in writing tasks is essential for pupils and it can make the teaching and learning of the writing skill easier to be carried out. Therefore, teachers have to practice giving written feedback in pupils’ writing tasks.

scholarly journals The Use of Models as a Form of Written Feedback to Secondary School Pupils of English

2010 ◽  
Vol 10 (2) ◽  
pp. 143 ◽  
Author(s):  
Noelia Martínez Esteban ◽  
Julio Roca de Larios
Keyword(s):  
Secondary School ◽  
Native Speaker ◽  
Written Feedback ◽  
Feedback Processing ◽  
Efl Writing ◽  
Proficiency Level ◽  
Stage 1 ◽  
Writing Task ◽  
Use Of Models ◽  
Secondary School Pupils

The present study investigated how noticing is related to composing and subsequent feedback processing in individual and collaborative EFL writing. Participants were Spanish secondary school pupils at a lowintermediate proficiency level who completed a three-stage writing task that included writing a picture-based story (Stage 1), comparing their written texts with two native-speaker models (Stage 2), and attempting subsequent revisions (Stage 3). The results indicate that the students noticed mainly lexical problems at the writing stage but could only find a few solutions to those problems in the models provided. However, the comparison with the models allowed them, especially those who wrote collaborativelly, to notice a large number of features related to the content of the pictures and the linguistic means used to express that content. They were also found to incorporate a reasonable number in subsequent revisions. A number of implications from these findings for research and pedagogy are suggested.

scholarly journals Inquiring chemistry teacher: The teaching and learning of chemistry concepts and phenomena (part V): Historical approach to chemistry teaching 2

2013 ◽  
Vol 1 (4) ◽  
pp. 387-424
Author(s):  
Simo Tolvanen ◽  
Maija Aksela ◽  
Maija Ahola ◽  
Outi Haatainen ◽  
Jarkko Huusko ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Chemistry Education ◽  
Theoretical Background ◽  
Research Literature ◽  
Upper Secondary School ◽  
Chemistry Teaching ◽  
Historical Approach ◽  
Upper Secondary ◽  
History Of

In spring 2013, students attending the course The Central Areas of Chemistry Education II studied the history of key chemistry concepts as well as the research on the use of historical approach to chemistry teaching. Based on the research literature, they produced materials for chemistry teaching in secondary and upper secondary school. In addition to teaching the concepts and phenomena of chemistry, the historical approach was used to deal with nature of chemistry as a science. In the articles, the students present the theoretical background for historical approach and history related to the produced material. The teaching materials (in Finnish) can be found online from the site of KEMMA Centre for Chemistry Education: http://www.luma.fi/kemma.

scholarly journals Economics Knowledge, Attitudes and Experience of Student Teachers in Scotland

2007 ◽  
Vol 7 (3) ◽  
pp. 175-188
Author(s):  
Catherine Fagan
Keyword(s):  
Secondary School ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Business Management ◽  
Upper Secondary School ◽  
Economic Literacy ◽  
Approaches To Teaching ◽  
Teaching Economics ◽  
Upper Secondary ◽  
Subject Areas

There is a move away from teaching Economics as a separate subject in Scotland. It is now mainly taught within Business Management courses in upper secondary school and is embedded within several subject areas in both primary and early secondary curricula, a move that is in step with broader curricular aims to break down artificial barriers among subjects. This writing discusses the need for clearly situated teaching and learning of economics, provided by teachers who have sufficient background knowledge to devise effective contexts for learning, whether or not it is taught as a discrete subject. The results of a survey of student teachers' levels of economic literacy are analysed and recommendations made for the preparation of teachers to deal effectively with embedded approaches to teaching about economics.

Hand dermatosis in upper secondary school pupils: 2-year comparison and follow-up

2000 ◽  
Vol 142 (3) ◽  
pp. 485-489 ◽  
Author(s):  
M. Yngveson ◽  
Å. Svensson ◽  
A. Johannisson ◽  
Å. Isacsson
Keyword(s):  
Secondary School ◽  
Upper Secondary School ◽  
Upper Secondary ◽  
Secondary School Pupils

Composing Music: Case Studies in the Teaching and Learning Process

1987 ◽  
Vol 4 (1) ◽  
pp. 25-52 ◽  
Author(s):  
Robert Bunting
Keyword(s):  
Secondary School ◽  
Case Studies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Upper Secondary School ◽  
School Age ◽  
Upper Secondary ◽  
Syllabus Design ◽  
Age Range

In this article the author opens up some of the issues involved in teaching composition to individual pupils of the upper Secondary School age range. To do this he studies the work of two boys over two terms in detail, including many of their sketches, and pays particular attention to the role of the boys' teacher. This study leads to some general considerations: syllabus design, the relationships between composing, performing and listening, and methods of assessment.

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