scholarly journals Applying the Benefits of Peer Assessment to the High School English Classroom

2015 ◽  
Vol 39 (6) ◽  
pp. 19
Author(s):  
David O'Flaherty
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Group ◽  
Peer Assessment ◽  
Assessment Criteria ◽  
School Students ◽  
High School English ◽  
Active Involvement ◽  
English Classes ◽  
The Creation

The vast majority of studies and literature relating to peer assessment has focused on university level students. Proponents of peer assessment (PA) argue that the active involvement of students in the creation of assessment criteria, ongoing feedback, and the opportunity to grade and be graded by their peer group leads to greater understanding and ownership of the learning process. Critics of the process point to students’ reluctance and lack of ability to effectively engage in the process of assessment. Limited knowledge and a lack of confidence in their ability could result in the assessment element of PA being a step too far for high school students. Involving students in the creation of assessment criteria and the giving and receiving of feedback are, however, elements of PA that can be adopted for use in high school English classes in Japan. ピアアセスメント（生徒相互評価）に関する研究や考察は大学レベルの生徒に焦点が当てられているものが大多数である。ピアアセスメントの肯定論者は、生徒自身が積極的に評価基準の作成に関わること及びフィードバックの生徒間相互付与が、学習過程における理解深化及び積極性を高めるのに非常に有効であると主張し、否定論者は限られた知識及び自身の能力に対する自信の欠如を挙げ、生徒の非積極性と評価基準作成に対する能力の欠如を指摘する。本論では、評価基準作成における生徒の参加、フィードバックの相互付与といったピアアセスメントの要素の、高等学校英語授業における有効性について述べる。

Interacting in Japanese and English in the English as a Foreign Language Classroom

2021 ◽  
Vol 45 (1) ◽  
pp. 3
Author(s):  
Andrew McCarthy
Keyword(s):  
High School ◽  
High School Students ◽  
High School Teachers ◽  
Listening Skills ◽  
School Students ◽  
High School English ◽  
English Classes ◽  
Quantitative And Qualitative Research ◽  
Language Classes ◽  
Language Classroom

Due to recent directives from the Japanese government, high school English teachers in Japan are under increasing pressure to conduct their classes mostly in English. This study explored the attitudes of Japanese high school students toward the use of English in language classes to better determine when and how teachers may integrate English and Japanese into their lessons. The researcher conducted quantitative and qualitative research, including action research, with 12 participants to devise pedagogy that high school teachers in Japan could adopt and implement to make better and more authentic use of English in the classroom. The results suggest that most of the student participants favour more classroom English use for the purposes of improving their speaking and listening skills. Pedagogy implemented following the research comprised specific tasks that teachers can adopt in their English classes to increase L2 use. 日本政府の近年の方針により、日本の高校英語教員は授業をほぼ英語で行わなければならないという、増大するプレッシャーの下に置かれている。本研究では、教師が授業で、いつ・どのようにして英語と日本語を使い分けるのが良いかをよりよく判断するために、英語使用に対する日本人高校生の態度を探究した。本研究者は、12人の被験者を使って、日本の高校教師が、授業で英語をより適切かつ本格的に使用する目的で、適用および実行可能な教授法を考案するため、アクション・リサーチを含む定量的および定性的研究実施した。研究結果は、参加した生徒たちの大半がスピーキングやリスニングスキル向上のために、教室内でより多くの英語の使用を好んだことを示している。研究結果を反映し、第二言語使用を増やすため、英語の授業において教員が採用できる特定のタスクを含む教授法がアクション・リサーチとして用いられた。

Basic English Speech Support And Pronunciation Skills Of Senior High School Students

2021 ◽  
Vol 8 (3) ◽  
pp. 662-671
Author(s):  
Henry Orbasayan Alperito ◽  
Cristobal Millenes Ambayon
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
High School English ◽  
Management Students ◽  
Basic English ◽  
Experimental Group ◽  
Senior High School Students

The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

scholarly journals The Effect of Using Peer Assessment Training on Writing Performance among Arab EFL High School Students in Malaysia

2019 ◽  
Author(s):  
Abdallah Mohammad Salem Almahasneh ◽  
Samsiah Abdul-Hamid
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
School Students ◽  
Design Data ◽  
Writing Performance ◽  
English As Foreign Language ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Assessment Training

Peer assessment training has appeared as potential new tools for enhancing Arab English as foreign language (EFL) high school students on writing performance. The purpose of this research was to investigate the effect of using peer assessment training on writing performance among Arab EFL high school students. One hundred and twenty students aged fifteen and sixteen years old participated in this study with an equal number of male and female students. The students were from two Arab high schools in Malaysia. This study employed a quasi-experimental research design. Data was collected using Analytical Marking Scale (Alderson, et al., 1995) to assess student’s writing performance in the pretest and posttest. The result of this study shows that there is a significant difference in the writing performances between the experimental and control groups at P < 0.001. The findings suggests that students who have been exposed to peer assessment training write a better draft compared with those students who were only given conventional training in writing an essay, and without the benefit of peer feedback.

Internet-Based Peer Assessment in High School Settings

2009 ◽  
pp. 743-754 ◽  
Author(s):  
Chin-Chung Tsai
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Interactions ◽  
Peer Assessment ◽  
Meta Analysis ◽  
Internet Technology ◽  
School Students ◽  
School Settings ◽  
Peer Reviewers ◽  
Online Peer Assessment

Many educators have suggested the usage of peer assessment for the improvement of learning outcomes. Peer assessment facilitated by Internet technology can enhance anonymity and lead to better interactions between students and peer reviewers. In addition, online peer assessment can effectively store students’ peer interactions and learning progression portfolios for further analyses or evaluations. However, most peer assessment studies have been conducted with higher education students, such as college or graduate students. This chapter reports an initial meta-analysis of a series of research utilizing online peer assessment involving Taiwanese high school students. This study also summarizes some practical principles for conducting online peer assessment in high school settings. Finally, this chapter proposes the required literacy of using Internet-based peer assessment, both for the learners and teachers.

scholarly journals A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China

2016 ◽  
Vol 9 (8) ◽  
pp. 1 ◽  
Author(s):  
Fangfang Deng ◽  
Yuewu Lin
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Beliefs ◽  
Teaching Behaviors ◽  
School Students ◽  
High School English ◽  
Grammar Teaching ◽  
Quantitative And Qualitative Research ◽  
Teachers And Students ◽  
Traditional Grammar

<p>Grammar is “a system of rules governing the conventional arrangement and relationship of words in a sentence” (Brown 1994) which can facilitate the acquisition of a foreign language and is conducive for cultivating comprehensive language competence. Most teachers regard grammar as a frame of English learning. The grammar teaching beliefs held by teachers can affect their practical teaching behaviors in class, thus can have different teaching results in the end. Therefore, through quantitative and qualitative research, this paper aims to investigate the present status of grammar beliefs of high school students as well as teachers’ beliefs and their grammar teaching behaviors, analyze and compare the similarities and differences between them. The result shows that teachers’ grammar teaching has the tendency of communicative teaching while students’ grammar beliefs have the characteristic of integration of communicative and traditional grammar teaching. Teachers’ grammar teaching behaviors can basically be consistent with their grammar teaching beliefs.</p>

scholarly journals Integrating Multimodal Arguments Into High School Writing Instruction

2017 ◽  
Vol 49 (2) ◽  
pp. 181-209 ◽  
Author(s):  
Emily Howell ◽  
Tracy Butler ◽  
David Reinking
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Tools ◽  
School Students ◽  
High School English ◽  
Formative Experiment ◽  
English Classrooms ◽  
High School Writing ◽  
Essential Components ◽  
Teacher Students

We conducted a formative experiment investigating how an intervention that engaged students in constructing multimodal arguments could be integrated into high school English instruction to improve students’ argumentative writing. The intervention entailed three essential components: (a) construction of arguments defined as claims, evidence, and warrants; (b) digital tools that enabled the construction of multimodal arguments; and (c) a process approach to writing. The intervention was implemented for 11 weeks in high school English classrooms. Data included classroom observations; interviews with the teacher, students, and administrators; student reflections; and the products students created. These data, analyzed using grounded-theory coding and constant-comparison analysis, informed iterative modifications of the intervention. A retrospective analysis led to several assertions contributing to an emerging pedagogical theory that may guide efforts to promote high school students’ ability to construct arguments using digital tools.

Optimizing Students’ Engagement through Implementing Peer-assessment Practice in Iranian Public High School: An Action Research

2020 ◽  
Vol 10 (8) ◽  
pp. 940
Author(s):  
Seyyed Hossein Sanaeifar ◽  
Seyyed Bagher Mirshojaee
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Assessment ◽  
Peer Evaluation ◽  
Public High School ◽  
Classroom Engagement ◽  
Assessment Practice ◽  
School Students ◽  
Male High School ◽  
And Mathematics

This study aimed to find the solution for students’ lack of engagement in classroom. The researchers used peer-assessment (PA) practice in classroom based on small group collaboration. 21 male high school students took part in this research. They were in Grade 10th and had been studied physics and mathematics course in 15th Khordad public high school in Sari, Mazandaran, Iran. To conduct this research, three instruments were used including teacher-made test, students’ engagement questionnaire, and peer-evaluation observation checklist. The researchers implemented PA practice in their classroom in which participants were divided into seven groups each had three members with different proficiency levels. These groups’ members were supposed to practice PA on their exams. Also, the students were asked to answer students’ engagement questionnaire in order to put their idea about PA practice and the teacher observed all the groups’ members and filled the peer-evaluation observation checklist based on students’ interactions and participation. The analyses of data showed that, exposing student to the PA significantly enhanced students’ classroom engagement and improves their English course scores.

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