scholarly journals HOW SCAFFOLDING CONCEPT IS REALISED THROUGH THE USE OF FEEDBACK: A SOCIOCULTURAL PERSPECTIVE

2019 ◽  
Vol 1 (1) ◽  
pp. 15
Author(s):  
Entusiastik
Keyword(s):  
Learning Process ◽  
Corrective Feedback ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Sociocultural Perspective ◽  
Learning Context ◽  
The Us ◽  
L2 Learners ◽  
Experimental Researches

The aim of this paper is to discuss how the metaphor of scaffolding is realised through the use of feedback in an ESL class in the US. In doing the analysis, I look at three types of feedback (self-feedback, peer feedback, and teacher feedback) and how each type help to shape the learning process in the learning context which is discussed. A number of experimental researches indicate that L2 learners would benefit from corrective feedback -regardless of the type of the feedback (Alfaajreh and Lantolf, 1994; Caroll and Swain, 1992). In the same vein, from this learning context, it can be concluded that each type of feedback can potentially serve as a mediation tool to scaffold students’ learning process.

Is giving better than receiving?

2021 ◽  
Author(s):  
Ines A. Martin ◽  
Lieselotte Sippel
Keyword(s):  
Native Speaker ◽  
Corrective Feedback ◽  
Peer Feedback ◽  
Control Group ◽  
Special Focus ◽  
Provider Group ◽  
L2 Learners ◽  
L2 Production ◽  
Better Than

Abstract This study investigated the effects of teacher and peer corrective feedback on pronunciation development, with a special focus on whether providing or receiving peer feedback on pronunciation is more beneficial for L2 production skills. Participants included 96 L2 learners of German. They were assigned to one of three experimental groups or a control group. After general pronunciation training on a segmental and a suprasegmental feature, the teacher group received feedback from a teacher, the provider group gave feedback to peers, and the receiver group listened to feedback from peers. The control group received neither pronunciation training nor feedback. Results from native speaker comprehensibility ratings of learners’ productions indicated that while all groups outperformed the control group, both the teacher and the provider group improved more than the receiver group. In addition, the provider group had a slight edge over the teacher group. Theoretical and pedagogical implications of these findings are discussed.

scholarly journals DEVELOPING CRITICAL THINKING SKILLS THROUGH MICROTEACHING

2019 ◽  
Vol 5 (2) ◽  
pp. 297
Author(s):  
Ika Wahyuni Lestari
Keyword(s):  
Qualitative Research ◽  
Preservice Teachers ◽  
Critical Thinking ◽  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Teacher Feedback ◽  
Young Learners

This study aimed to explore how microteaching improved the students’ critical thinking skills. The method used was qualitative research. The procedure of collecting the data was assigning 20-minute microteaching to nine groups of preservice teachers over nine weeks of teaching and learning process. In a group of two to three, they were asked to demonstrate their understanding on how to teach English to young learners based on a given topic. Peer feedback and teacher feedback were also given as a post-activity. Two preservice teachers were interviewed to explore their views on how the microteaching model influenced their critical thinking. The results showed that all stages of the microteaching model - the preparation and planning, the 20 minutes microteaching, peer feedback, and teacher feedback - enhanced their critical thinking skills.

scholarly journals Exploring and reshaping learners’ beliefs about the usefulness of corrective feedback

2016 ◽  
Vol 167 (1) ◽  
pp. 46-77
Author(s):  
Dmitri Leontjev
Keyword(s):  
Foreign Language ◽  
Present Article ◽  
Learning Process ◽  
Language Use ◽  
Corrective Feedback ◽  
Small Scale ◽  
Sociocultural Perspective ◽  
Research Interview ◽  
Interview Group

A number of studies have shown that learners’ beliefs about the usefulness of corrective feedback for improving their L2 (a second or a foreign language) use influences the extent to which learners can utilize that same feedback. It seems, then, that changing some of these beliefs could benefit the L2 learning process. The present article reports on two small-scale studies, both drawing on a sociocultural perspective on the development of beliefs. Changes in learners’ beliefs about corrective feedback were observed both within a period of six months (Case study) and over the course of one research interview (Group study). The studies exemplify how the interplay of one’s own and other’s experience, others’ mediation, and authoritative voices facilitated these changes.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 117-131
Author(s):  
Dayang Suriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Academic Year ◽  
Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

scholarly journals THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Andianto -
Keyword(s):  
Random Sampling ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Teaching Techniques ◽  
Writing Ability ◽  
Teaching Technique ◽  
Tenth Grade ◽  
Research Findings ◽  
Multifactor Analysis ◽  
Cluster Random Sampling

The objectives of the research are to examine whether: (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity for the tenth grade students of SMA Muhammadiyah 1 Metro; and (3) there is an interaction between teaching techniques and students’ creativity to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro. The method applied in this research was an experimental study. It was conducted at the tenth grade students of SMA Muhammadiyah 1 Metro. It consists of six classes. The Samples were two classes of six classes chosen by using cluster random sampling. Each class was divided into two groups (the students having high and low students’ creativity). The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tuckey test. Based on the data analysis, there are some research findings that can be drawn. They are (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity; (3) there is an interaction between teaching techniques and students’ creativity to teach writing in which Peer Feedback Technique is more appropriate to teach writing for students having high creativity and Teacher Feedback Technique is more appropriate to teach writing for students having low creativity. In short, the effect of teaching technique depends on students’ creativity.

scholarly journals UTILIZING PEER AND TEACHER FEEDBACK IN ACADEMIC WRITING CLASS

2016 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Taufiqulloh Yuvita Imam Yuliarto
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Central Java ◽  
Writing Class ◽  
Experimental Group

A process approach is usually employed in the classroom instruction of academic writing, particulary essay writing, in the Indonesian colleges or universities. This study investigates the role of teacher and peer feedback inserted in the steps of writing process on students’ writing achievement. It is an experimental research conducted at the English Education Department of Pancasakti University Tegal Central Java Indonesia, in the seven semester of the  academic year 2015/2016. The participants of this study are 40 students who attended essay writing class. The instrument is essay writing test which was administered before and after treatment to both experimental and control group. By using paired-sample t-test and f-test, it was found that the use of teacher and peer feedback were effective to teach essay writing. Such a technique contributed a significant improvemental to the students writing achievement in the experimental group. The result also showed that the writing achievement of the students in the experimental group was better than that of those in the control group. To conclude,  utilizing teacher and peer feedback is considered to be one of the effective ways for the students in learning essay writing. However, some drawbacks were found that need to be taken into account in the next related researches.Keywords: Teacher feedback, peer feedback, essay writing

scholarly journals Flipping The Classroom: How Reversing Teaching-Learning Process Can Improve Learner’s Comprehension in Learning Foreign Language

Humaniora ◽  
2014 ◽  
Vol 5 (2) ◽  
pp. 1114
Author(s):  
Wishnoebroto Wishnoebroto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Traditional Method ◽  
New Method ◽  
Flipped Learning ◽  
Western Countries ◽  
The Us ◽  
Classroom Lesson ◽  
Teaching Learning

Flipping a classroom is not only recording classroom lesson into a video and bringing homework into the classroom. It is a whole new method with a lot better result compared to the traditional method. In western countries such as the US, flipping a classroom is already becoming a new method adopted by many different schools and universities. This paper tries to explore the possibility of flipping a classroom for learning foreign language at BINUS University by comparing it with the recent practices and findings in the western countries. After the analysis it can be concluded that this method can be applied at BINUS University but on several conditions such as the improvement of infrastructures, and the teacher’s awareness and understanding to optimize their understanding about flipped learning. 

scholarly journals CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT

Ta dib ◽  
2018 ◽  
Vol 21 (1) ◽  
pp. 9
Author(s):  
Sahyoni Sahyoni
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
Qualitative Approach ◽  
English Teacher ◽  
Classroom Activity ◽  
Teaching Learning ◽  
Clarification Request

The main focus of this research is to investigate corrective feedback made by the English teacher during classroom interaction. The study was qualitative research. The data in this study were the utterances that spoken by teacher and student during the classroom activity. The data were collected through a record where the writer himself recorded the utterances during teaching learning process a ninety-minute in duration. In this study, the teacher is an English teacher who teaches at grade XI SMA Payakumbuh. The data were analyzed by qualitative approach, writer explained corrective feedback types that happened in classroom interaction. There are six types of corrective feedback occurred in the classroom interaction at SMA 1 Payakumbuh namely: recast, repetition, clarification request, explicit correction, elicitation, and paralinguistic correction. Recast, clarification request and elicitation are the most corrective feedback applied by teacher in the classroom interaction. 

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