scholarly journals The Effects of Different Types of Feedback in the EFL Writing Class: A Study of Efficiency, Affective and Cognitive Aspects, and Thai Cultural Dimensions

1970 ◽  
Vol 2 (2) ◽  
pp. 24-34
Author(s):  
Raveewan Wanchid
Keyword(s):  
Interaction Effect ◽  
Engineering Students ◽  
English Proficiency ◽  
Peer Feedback ◽  
Cultural Dimensions ◽  
Writing Achievement ◽  
Depth Data ◽  
Writing Class ◽  
Different Types ◽  
Students Attitudes

The purposes of this research were to 1) compare the effects of self-correction, paper-pencil peer feedback, and online peer feedback on the students’ writing achievement; 2) compare the effects of the students’ levels of general English proficiency (high, moderate and low) on writing achievement; 3) investigate the interaction effect between the types of feedback and levels of general English proficiency on the students’ writing achievement; and 4) survey the students’ attitudes toward the use of feedback activity they experienced in terms of its efficiency, affective and cognitive aspects, and Thai cultural dimensions. The study was conducted with 72 engineering students having different levels of general English proficiency. They were randomly selected and assigned into three groups. Two-way Analysis of Variance (ANOVA), descriptive statistics, and content analysis were used to analyze the data. The questionnaire and interview were used to gain more in-depth data. The results revealed that the different types of feedback and levels of English proficiency had a significantly different effect on the students’ writing achievement, and the interaction effect was also found.

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 THE EFFECT OF PEER FEEDBACK TECHNIQUE IN TEACHING WRITING ON STUDENTS’ WRITING ACHIEVEMENT OF WRITING II COURSE AT ENGLISH DEPARTMENT FKIP LAMBUNG MANGKURAT UNIVERSITY

2019 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Nadya Isnan Furqoni
Keyword(s):  
Peer Feedback ◽  
Teaching Writing ◽  
Teacher Feedback ◽  
Control Group ◽  
English Department ◽  
Writing Achievement ◽  
Proof Reading ◽  
Writing Class ◽  
The Difference ◽  
And Control

Providing student with clear feedback is one of the ways that can facilitate students to be able to write well. This study is aimed to find out the difference between students who are taught by using peer feedback and those who are taught by using teacher feedback.  This was an experimental research that used quantitative approach. The subjects of this research were students of Writing II of English Department of FKIP Lambung Mangkurat University. Writing II class A1 was the experiment group and Writing II class A2 was the control group. The data of this research were students’ writing achievement in both experiment and control class. The data analyzed by using SPSS (One-Way ANOVA). Ha was found 0.003 which meant that Ha was accepted. It showed that there was difference in students’ writing achievement between students in experiment and control class. It was proved that students who were taught by using peer feedback had higher achievement in writing than students who were taught by using teacher feedback. On the whole, it is suggested for students to improve their ability in proof reading and for the teachers, it is suggested to apply not only teacher feedback technique, but also peer feedback technique to their students in writing class.

scholarly journals Investigating the Effect of Team-teaching Approach on ESP Students’ English Proficiency; Evidence from Students’ Attitudes

2017 ◽  
Vol 6 (5) ◽  
pp. 41 ◽  
Author(s):  
Mohammadhossein Besharati ◽  
Golnar Mazdayasna
Keyword(s):  
Team Teaching ◽  
Engineering Students ◽  
English Proficiency ◽  
Traditional Approach ◽  
Electrical Engineering ◽  
Descriptive Analysis ◽  
Teaching Approach ◽  
Control Group ◽  
Efl Students ◽  
Students Attitudes

The current study was an attempt to investigate EFL students’ attitudes regarding team-teaching approach. In addition, it explored to what extent the team-teaching approach was effective in terms of enhancing Electrical Engineering Students' English proficiency in an English for Specific Academic Purpose (ESAP) program. To this end, 60 university students studying Electrical Engineering at the faculty of Engineering in Yazd University enrolled in the ESP course participated in this study. Prior to the instruction, the students were randomly divided into two groups as control and experimental. The experimental group was instructed based on the team-teaching approach while the control group was taught based on the traditional approach. The data was gathered through a pretest, posttest, and a questionnaire. The analysis of data via independent sample t-test and descriptive analysis revealed that most of the students had a positive attitude toward utilizing team-teaching approach. Furthermore, the findings indicated that Electrical Engineering students who were taught through team teaching approach performed better than those taught by a single instructor.   

scholarly journals Patterns of Interaction on Peer Feedback: Pair Dynamics in Developing Students’ Writing Skills

2019 ◽  
Vol 8 (3) ◽  
pp. 191
Author(s):  
Sirikarn Kuyyogsuy
Keyword(s):  
Undergraduate Students ◽  
English Proficiency ◽  
Peer Feedback ◽  
L2 Writing ◽  
Writing Ability ◽  
Proficiency Level ◽  
Stimulated Recall ◽  
Writing Class ◽  
Expert Novice ◽  
Patterns Of Interaction

The study investigated students’ patterns of interaction and their viewpoints toward incorporating peer feedback in L2 writing class, making use of a video stimulated recall (VSR) interview and the compositions. Data were analyzed qualitatively; two groups of six students with mixed English proficiency were analyzed in terms of the language-related episodes (LREs). The participants of the study were 21 undergraduate students, majoring in English in a university in the three southernmost border provinces of Thailand. For data analysis, peer dialogues were recoded, transcribed and coded to identify students’ patterns of interactions in terms of collaborative, expert/novice, dominant/dominant and dominant/passive patterns, based on Storch’s (2002) scheme. Moreover, the findings revealed that the students’ English proficiency level did not influence the LREs and their writing ability. Additionally, students’ writing performance was improved in the identified patterns of the collaborative and expert/novice instances. Specifically, students perceived the writing process, developed affective strategies, reinforced their critical thinking ability and enhanced their social interaction skills.  Besides, it encouraged them to become more effectively autonomous learners. Hence, peer feedback should be implemented in L2 writing.  

Correlation between sustainability education and engineering students’ attitudes towards sustainability

2018 ◽  
Vol 19 (3) ◽  
pp. 459-472 ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Sustainable Development ◽  
Design Methodology ◽  
Engineering Students ◽  
Sustainability Education ◽  
Content Type ◽  
Fundamental Knowledge ◽  
Students Attitudes ◽  
Development Course ◽  
Beliefs And Attitudes ◽  
Insight Into

Purpose The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach Questionnaire survey was conducted among the cohort of students encompassing the three facets mentioned. Findings The respondents expressed low to medium agreement towards all the survey items related to beliefs, attitudes and intentions. A sense of moral obligation towards sustainability is linked to higher sustainability awareness, willingness to safeguard sustainability and a sense of responsibility towards sustainable development. The respondents were generally perceived to have fundamental knowledge of sustainable development. Research limitations/implications This study shows that a sustainable development course called Engineering Sustainable Development offered in a university in Miri, produced positive impacts on the beliefs, attitudes and intentions of the engineering students towards sustainable development. Sustainable development courses are generally instrumental to impart the value and practices of sustainability among university students. Originality/value As limited correlational studies on whether sustainable development courses effectively shape the beliefs and attitudes of students have been previously conducted, this study provides insight into the effectiveness of one of such courses and how the course can be further improved to enhance its effectiveness.

Developing a Motivation Scale for Engineering Studies in a Francophone Context

2021 ◽  
Vol 42 (spécial) ◽  
pp. 5-37
Author(s):  
Marie Chédru
Keyword(s):  
Engineering Students ◽  
Self Determination Theory ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Engineering Studies ◽  
External Regulation ◽  
Social Prestige ◽  
Confirmatory Factor ◽  
Different Types ◽  
Identified Regulation

Based on self-determination theory, this research presents the development of a scale to assess motivation for engineering studies in a Francophone context. Three phases of data collection were conducted (N = 462, 545 and 864) for a total of 1871 engineering students (59.2% female). Results from both exploratory and confirmatory factor analyses support a seven-factor structure for the scale: 1) intrinsic motivation, extrinsic motivations characterised by 2) identified regulation – altruism, 3) introjected regulation – ego, 4) introjected regulation – conscience, 5) external regulation – security, 6) external regulation – social prestige and, finally, 7) amotivation. The dimensions of altruism and security are specific to engineering studies. The scale meets generally accepted criteria for reliability and verifies different types of validity evidence.

scholarly journals College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

2021 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Meilisa Sindy Astika Ariyanto ◽  
Nur Mukminatien ◽  
Sintha Tresnadewi
Keyword(s):  
Structured Interview ◽  
Writing Achievement ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Class Time ◽  
Self Confidence ◽  
Writing Class ◽  
Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

scholarly journals How are Kawaii (Cute) Fictional Characters Used in Japanese Advertising

2021 ◽  
Vol 14 (1 (39)) ◽  
pp. 55-78
Author(s):  
Oana-Maria BÎRLEA
Keyword(s):  
Egg Yolk ◽  
Cultural Dimensions ◽  
Fictional Characters ◽  
Japanese Company ◽  
The Public ◽  
Different Types ◽  
The Government ◽  
Commercial Advertising

This article aims to explain the use and role of cute, adora- ble characters in Japanese advertising. Kawaii culture or the “culture of cute” has become known worldwide mainly because of Hello Kitty, the cat which led the “pink globalization”, as Yano (2013) states. In this paper we have attempted to reveal the symbolism of these apparent meaning- less cute signs and characters. Starting from Hofstede’s theory of cultural dimensions (2001, 2003, 2010), which shows how a society’s culture influ- ences the values of its members, we intended to show how are these kawaii characters used in Japanese advertising and how they fit cultural specif- ics. Used either in non-commercial, educational or commercial advertising, cute personae can make the target audience feel more comfortable, secure and cooperating (Murakami, 2005). In this paper we have discussed the role of three iconic characters: the emblematic Hello Kitty, Kumamon, the lovely bear created by the government of Kumamoto Prefecture (Japan) and Gudetama, a lazy egg yolk produced by the Japanese company Sanrio in 2014. The selected characters reflect different types and personalities and each of them serves a specific purpose, but via the analysis conveyed we conclude that perhaps their main aim is to persuade and create a long-term relationship with the public.

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