Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study

2017 ◽  
pp. 162-187 ◽  
Author(s):  
Eddy White
Keyword(s):  
Academic Writing ◽  
Best Practice ◽  
Teacher Feedback ◽  
Student Writing ◽  
Self Assessment ◽  
English Writing ◽  
Teacher Commentary ◽  
Feedback Interventions ◽  
Giving Feedback

Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.

Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study

2020 ◽  
pp. 1200-1224
Author(s):  
Eddy White
Keyword(s):  
Academic Writing ◽  
Best Practice ◽  
Teacher Feedback ◽  
Student Writing ◽  
Self Assessment ◽  
English Writing ◽  
Teacher Commentary ◽  
Feedback Interventions ◽  
Giving Feedback

Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.

scholarly journals Self-Assessment in Academic Writing: A UAE Case Study

2009 ◽  
Vol 6 (2) ◽  
pp. 52-67
Author(s):  
David Litz
Keyword(s):  
Academic Writing ◽  
Statistical Correlation ◽  
Self Assessment ◽  
Writing Ability ◽  
English Writing ◽  
Moment Coefficient ◽  
Writing Assignment ◽  
University Level ◽  
The Relationship

The main purpose of this study was to examine the relationship between student ratings and teacher ratings on a university-level writing assignment in order to investigate the extent to which students have the ability and wherewithal to accurately and reliably assess themselves on a finished writing product. The Pearson Product Moment coefficient was used to determine whether or not there was a statistical correlation between student scores and teacher scores while the Intra-Class Coefficient and Spearman Brown Prophecy formula were used to determine the degree of agreement between raters as well as amongst all of the raters for an average reliability score. In this case the results were very promising as it was found that student and teacher scores correlated very highly and demonstrated a strong degree of agreement. This suggests that self assessment may be used to assist students in this particular context to better understand the conventions of English writing and ultimately improve their overall writing ability.

The use of general and specialized corpora as reference sources for academic English writing: A case study

ReCALL ◽  
2014 ◽  
Vol 26 (2) ◽  
pp. 243-259 ◽  
Author(s):  
Ji-Yeon Chang
Keyword(s):  
Academic Writing ◽  
Engineering Students ◽  
English For Academic Purposes ◽  
Discourse Community ◽  
Academic Experience ◽  
Academic English ◽  
Training Corpus ◽  
English Writing ◽  
English Speaking

AbstractCorpora have been suggested as valuable sources for teaching English for academic purposes (EAP). Since previous studies have mainly focused on corpus use in classroom settings, more research is needed to reveal how students react to using corpora on their own and what should be provided to help them become autonomous corpus users, considering that their ultimate goal is to be independent scholars and writers. In the present study, conducted in an engineering lab at a Korean university over 22 weeks, data on students’ experiences and evaluations of consulting general and specialized corpora for academic writing were collected and analyzed. The findings show that, while both corpora served the participants well as reference sources, the specialized corpus was particularly valued for its direct help in academic writing because, as non-native English-speaking graduate engineering students, the participants wanted to follow the writing conventions of their discourse community. The participants also showed disparate attitudes toward the time taken for corpus consultation due to differences in factors such as academic experience, search purposes, and writing tasks. The article concludes with several suggestions for better corpus use with EAP students regarding the compilation of a corpus, corpus training, corpus competence, and academic writing.

scholarly journals Mitigating Suburban English Writing Teachers’ Constrained Professional Development Through Distance Education: One Case Study

2018 ◽  
Vol 19 (5) ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Distance Education ◽  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Multiple Constraints ◽  
Academic English ◽  
Writing Teachers ◽  
English Writing ◽  
English Literacy ◽  
Support Students

This study reports on how a Chinese suburban English writing teacher responded to systemic functional linguistics (SFL)-based distance education. The study draws on qualitative content analyses of the teacher’s reflections, interviews, and classroom interactions. The results show that through SFL-based distance education, the teacher, interacting with his agency, overcame multiple constraints and developed academically in terms of how to understand valued academic writing. Additionally, the teacher also harnessed this newfound knowledge to support students’ socialization into academic English discourse. The study concludes the effectiveness of SFL-based distance education for English writing teachers in similarly constrained contexts, which could be enhanced by teachers’ agency. Implications of the study include synergizing the SFL-based curriculum with distance teacher education so that language educators can better assist students in gaining the knowledge needed for navigating academic English literacy.

scholarly journals Emailing in English Writing: a Case Study Towards Students in Two Classes at SMA Negeri 1 Sinjai

2018 ◽  
Vol 5 (2) ◽  
pp. 83
Author(s):  
Meta Mutiamiftah ◽  
Haryanto Atmowardoyo ◽  
Baso Jabu
Keyword(s):  
English Language ◽  
Student Writing ◽  
English Writing ◽  
Simple Protocol ◽  
Open Coding ◽  
Second Year ◽  
Axial Coding ◽  
Writing Competence ◽  
Theory Technique

This article explores the reasons of the  students for emailing activities and how emailing activities influence the student’ writing competence. It also discusses emailing support the students  writing competence at SMA Neg 1 Sinjai. This article applied a qualitative method, covering the collection, analysis, and interpretation of comprehensive narrative and visual data in order to gain insights into a particular phenomenon of interest. The participants of this article were the second year students of SMA Negeri 1 Sinjai, consisting of 10 students chosen from two classes using purposive sampling. The data of this research were collected through observation with simple protocol. The data were analyzed using the grounded theory technique, including three types or stages of data analysis:l open coding, axial coding, and selective coding.The result of this research reveals the student’s reasons for  emailing activities, that is because it  is interesting to do, comfortable, fast, and usable to send many file. Then, raising the habit of using English language when writing in email, improves their writing competence. And the  English teacher claims that email as a learning tool is beneficial  in  increasing  the students gradesin English language subject.

scholarly journals A Feedback Investigation of Comparing Teacher and Students’ Preferences on Writing Conference in a Novice EFL Writing Class

2019 ◽  
Vol 7 (2) ◽  
pp. 315
Author(s):  
Naria Fitriani ◽  
Sabarniati Sabarniati
Keyword(s):  
Teacher Feedback ◽  
Written Feedback ◽  
Writing Conference ◽  
English Writing ◽  
Writing Problems ◽  
Writing Class ◽  
Language Classroom ◽  
Feedback Strategies ◽  
Writing Assignment ◽  
Giving Feedback

To enrich students writing aptitude, it is significant to identify the effective feedback process in the language classroom. While the teacher is presenting the appropriate feedback strategies, it is needed to find whether the students prefer what their teacher applied in order to solve their writing problems. The teacher carried out both written and oral (writing conference) in giving feedback, however, this study aims at comparing the teacher and students’ preferences on the teacher feedback practice qualitatively. The students’ writing assignment of 200 words was submitted before the conference schedule. Receiving the written feedback on their writing sheets, the students read and review their teacher feedback. Next, participating in this study, the students were required to contribute on the questionnaire about their preferences during the conference, while the teacher was interviewed. The results show that the students (58%) in the novice writing class preferred on the writing conference. There were 79% students in English writing program would rather work in personal with their teacher which means each of students work one-to-one. Meanwhile, the teacher preferred providing the written feedback, though she realized that the conference might work better on the novice level.

scholarly journals Chinese graduate students’ translanguaging practice in the context of academic writing in English

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Xuezi Zhang ◽  
Xenia Hadjioannou
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Perceived Barriers ◽  
English Writing ◽  
Study Approach ◽  
Chinese Graduate Students ◽  
Literacy Knowledge ◽  
Negative Perceptions ◽  
English Academic Writing

Abstract This study explores the complexity of the languaging processes of Chinese graduate students in the context of their English academic writing. Utilizing a qualitative case study approach, we found that translanguaging was ubiquitously present in the writing processes of the Chinese graduate student participants. The participants leveraged translanguaging tools and strategies to support their English writing by accessing and utilizing resources in Chinese, using Chinese to support thinking and drafting, and integrating literacy knowledge across their linguistic repertoires. However, negative perceptions of these practices contributed to ambivalent bilingual identities and hindered them as writers. Findings also revealed perceived barriers and process hindrances that challenged the participants when composing academic text in English. The study highlights the importance of creating translanguaging spaces to support international students in higher education, but also the need to provide instruction in academic writing to support their academic performance.

A Scorecard for Supporting Enterprise Knowledge Management

2003 ◽  
Vol 02 (03) ◽  
pp. 191-201 ◽  
Author(s):  
Kathryn Cormican ◽  
David O'Sullivan
Keyword(s):  
Knowledge Management ◽  
Best Practices ◽  
Best Practice ◽  
Decision Makers ◽  
Self Assessment ◽  
Knowledge Assets ◽  
Case Study Analysis ◽  
Competitive Success ◽  
Knowledge Management Initiatives

Enterprise knowledge management is becoming a critical component of competitive success. Managers must ensure that they can successfully generate, leverage and reuse knowledge assets in their organisations. In this view, they must seek to develop an environment that promotes effective knowledge management initiatives. Self-assessment scorecards can help managers and decision-makers ascertain whether they are incorporating best practices in terms of knowledge management initiatives. This paper presents findings from an exploratory case study analysis. Specifically, it presents a knowledge management scorecard expressly designed to help managers measure their performance in terms of knowledge management against best practice. It helps to provide an overview of a company's strengths and areas for improvement with regard to knowledge management, highlighting those areas that require attention. In this view, it serves as a checklist for effective knowledge management.

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