scholarly journals Teacher Practices and Students’ Preferences for Written Corrective Feedback and Their Implications on Writing Instruction

2017 ◽  
Vol 7 (1) ◽  
pp. 112
Author(s):  
Aridah Aridah ◽  
Haryanto Atmowardoyo ◽  
Kisman Salija
Keyword(s):  
Writing Instruction ◽  
Teacher Practices ◽  
Survey Design ◽  
Corrective Feedback ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Effective Feedback ◽  
Writing Instructions ◽  
The One ◽  
Direct Feedback

The discrepancy between students’ preferences and teacher practices for feedback on writing has created difficulty on the side of teachers and confusion on the side of the students. What teachers believe and practice as effective feedback for students may not be the one that students perceive as useful and effective feedback for them. This paper investigates the types of written feedback preferred by the students and the types of feedback provided by the teachers on students’ writing. This study employed a survey design which involved 54 students and 22 teachers using convenience sampling technique. The instrument used in collecting data was a questionnaire in the form of Feedback Scale. The results showed that there were some points of compatibility between students’ preferences and teachers’ practices and some other points were incompatible. The data showed that both students and teachers preferred to have or to give direct feedback but the data also indicated that students liked to have more direct feedback than the teacher could provide. It was also found that the teachers provided more indirect feedback than the students expected to have. The students also preferred unfocused feedback to focused feedback. The findings of the study have crucial implications on writing instruction. There is a need to design writing instructions which accommodate both teachers’ practices and students’ preferences for written feddback. Based on the profile of students’ preference and teachers’ practices, a model of feedback provision in teaching writing is proposed. This model is called preference-based feedback on writing instruction.

scholarly journals INFORMATION TRANSFER TECHNIQUE IN TEACHING WRITING

2014 ◽  
Vol 3 (1) ◽  
pp. 97
Author(s):  
Ummi Khaerati Syam ◽  
Ismail Sangkala
Keyword(s):  
Information Transfer ◽  
Sampling Technique ◽  
Teaching Writing ◽  
Human Communication ◽  
Writing Ability ◽  
First Semester ◽  
Writing Test ◽  
Good Writing ◽  
Good Technique ◽  
The One

Writing is one of the language skills that plays important role in human communication. It is used to communicate with other people in society and also to express our opinion in writing form. The teaching of writing requires the students to write accurately. Have a good competence in English does not only mean to be fluent speakers of the language, as many people have in mind but in writing as well; a lot of varieties of occupations require skilled people in English both in speaking and writing. There are some factors that influence the students’ ability to write; they are the vocabulary, the interesting topics were given the interest of students in learning writing such as picture, map, graphic, etc and the time to teach writing in English course or inappropriate technique. Among these factors, technique is an important factor that should be given a special attention because by applying a good technique, the students can improve their ability to organize their ideas into a good writing. This research is intended to find out the improvement of the students’ writing ability by using Information Transfer Technique at first semester students’ of Muhammadiyah University of Makassar. The method will use a Pre-Experimental research with the one group pretest and posttest design. The sample is only one class that consisted of 40 students which were selected by using Purposive sampling technique. The data were obtained through writing test.

scholarly journals Approaches Reflected in Academic Writing MOOCs

2017 ◽  
Vol 18 (3) ◽  
Author(s):  
Subeom Kwak
Keyword(s):  
Writing Instruction ◽  
Academic Writing ◽  
Social Practice ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
College Level ◽  
Cultural Perspective ◽  
Writing Instructions ◽  
Grammatical Accuracy

<p class="3">Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the differences of writing MOOCs compared with traditional types of writing instruction in the classroom. Drawing on historical emphases in writing instruction, five approaches are illustrated: skills, creative writing, process, social practice, and a socio-cultural perspective. This study uses data from six academic writing MOOCs to examine what approaches are revealed within their writing instructions. Focusing on a group of six academic writing MOOCs at college level, attributes and features of writing MOOCs were explored by analyzing syllabi, video lectures, and assignments. Overall, the study found that these academic writing MOOCs stick to a traditional model of teaching writing, “writing as skills.” These findings suggest that instructors who teach academic writing through online platforms showed that their immediate concerns were not a social practice or socio-cultural context. Rather, teaching and learning of grammatical accuracy and surface features of texts at college level appear to be best purpose of academic writing MOOCs.</p>

Assessing the Effect of Direct and Indirect Corrective Feedback in Process-based vs Product-based Instruction on Learners’ Writing

2021 ◽  
Vol 21 ◽  
pp. 35-53
Author(s):  
Mojgan Khaki ◽  
Hossein Heidari Tabrizi
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Teaching Writing ◽  
Intermediate Students ◽  
Efl Learners ◽  
Indirect Feedback ◽  
Product Approach ◽  
Based Instruction ◽  
Post Hoc ◽  
Direct Feedback

The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers’ direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Four groups of intermediate students participated as a case in this study. The total number of participants was 120 female EFL learners selected based on a convenient non-random sampling method but randomly divided into four experimental groups. In the first group, the product-based approach was used to teach writing, and the learners received direct corrective feedback. In the second group, again product-based approach was used to teach writing, and the learners received indirect corrective feedback. In the third group, the writing was taught using a process-based approach, and the learners received direct corrective feedback, and in the last group, the learners received indirect feedback in process-based writing. The writing performance of the students in all four groups was compared in terms of accuracy. ANOVA and Post-hoc tests revealed that the process-based approach through which direct feedback was provided was more effective than other teaching writing approaches.

scholarly journals A Comparative Study on Teaching ESP Writing Using Inductive and Deductive Method in Balikpapan State Polytechnic

2019 ◽  
Vol 3 (1) ◽  
pp. 63-67
Author(s):  
Elisabeth Milaningrum
Keyword(s):  
Sampling Technique ◽  
Teaching Writing ◽  
Inductive Method ◽  
Control Group ◽  
Writing Achievement ◽  
Significant Difference ◽  
Deductive Method ◽  
The Mean ◽  
The One ◽  
Experimental Group

The objectives of this research are to know whether there is any significant difference in students’ writing achievement in Balikpapan State Polytechnic between the students who taught using inductive method and those taught using deductive method and to know which group has higher achievement, the group taught using inductive method or the one taught using deductive method. The research methodology used experimental method. The population of this research is the third semester students of mechanical engineering in Balikpapan State Polytechnic. The sampling technique used cluster random sampling and in collecting the data used a test. In analyzing the data used t-test formula. The result of the research shows that there is a significant difference in the achievement of students’ writing skill between the students taught using inductive method and those taught using deductive method. The mean of the experimental group taught using inductive method is 83 while the mean of the control group taught using deductive method is 70. It shows that the mean score of experimental group is higher than the control group. Therefore, it can be concluded that the students taught using inductive method have higher achievement than those taught using deductive. Key word: comparative, deductive method , inductive method, teaching writing 

PERCEIVED EFFECTS OF STREET HAWKING ON THE WELL-BEING OF CHILDREN IN ANYIGBA, DEKINA LOCAL GOVERNMENT AREA OF KOGI STATE, NIGERIA

2018 ◽  
Vol 8 (1) ◽  
pp. 01-07
Author(s):  
Alfred Eboh
Keyword(s):  
Local Government ◽  
Survey Design ◽  
Sampling Technique ◽  
Well Being ◽  
Local Government Area ◽  
Negative Consequences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Perceived Effects ◽  
The Government

Background: The hawking of wares by children has been a serious issue confronting the Nigerian society. Children hawk in some of the most horrible conditions conceivable, where they face a serious risk of injury, chronic illness, kidnapping, rape or death. Objective: The focus of this study was to assess the perceived effects of street hawking on the well-being of children in Anyigba, Dekina Local Government Area of Kogi State. Methods: The population of this study consists of parents of the street hawkers in Anyigba while cross-sectional survey design was used through the purposive sampling technique to choose the sample size of one hundred and sixty-two (162) respondents. The validated structured questionnaire and In-Depth Interviews (IDIs) served as the instruments for the data collection respectively. The hypotheses were tested using Chi-Square at a predetermined 0.05 level of significance. The quantitative data were analysed with the aid of the SPSS (version 20). Results: The results indicated among others that street hawking had significant social implications and physical consequences on children's moral behaviour as well as health status in the study area. Conclusion: The study, therefore, concluded that the government of Kogi State should carry out an enlightenment campaign through the media and religious institutions on the negative consequences of street hawking are recommended as panacea. Also, the child right act instrument and its implementation should be strengthened in order to curb street hawking in the study area.

Peran Kedisiplinan Belajar dan Kecerdasan Matematis Logis Dalam Pembelajaran Matematika

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Supardi Supardi
Keyword(s):  
Mathematics Achievement ◽  
Multiple Regression ◽  
Random Sampling ◽  
Survey Design ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Normality Test ◽  
Simultaneous Impact ◽  
Inferential Analysis ◽  
Test Requirements

<p>The purpose of this study was to determine the influence of learning discipline <br />and logical mathematical intelligence on mathematics achievement. This study is a survey design. This research did in student class XI IPA SMA Negeri 98 Jakarta semester 2012/2013. The sample taken by simple random sampling technique, involved 40 students. The instrument were in the forms of questionnaires and tests. The data were analyzed first by test requirements, the normality test, linearity and multicollinearity. Based on the fulfillment of the criteria in terms of the tes analyzed, inferential analysis to the test the research hypothesis. The data were analyzed using correlation and multiple regression. The findings showed that (1) learning discipline and logical mathematical intelligence had a positive and significant simultaneous impact on mathematics achievement. (2) learning discipline had a positive and significant impact on mathematics achievement. (3) logical mathematical intelligence had a positive and significant impact on mathematics achievement. </p>

Availability of Print Resources as a Factor Affecting Reading Culture of Secondary School Students in Edo State, Nigeria

Libri ◽  
2020 ◽  
Vol 70 (2) ◽  
pp. 157-167
Author(s):  
Christopher Osaretin Ukpebor
Keyword(s):  
Secondary School ◽  
Local Governments ◽  
Secondary School Students ◽  
Survey Design ◽  
Weighted Average ◽  
Sampling Technique ◽  
School Students ◽  
Poor Reading ◽  
Edo State ◽  
Reading Culture

AbstractStudies have shown that Nigerians have a poor reading culture which could be as a result of several factors including unavailability of print resources. Literature has revealed that the quality of reading by secondary school students in Edo State was regrettably on the decline and that inadequate use of print resources was a major factor. The descriptive survey design of correlational type was adopted for the study. Stratified multi-stage sampling technique was adopted in selecting participants for this study. Fifty percent was used to select nine local governments, 10 % to select public and private secondary schools from the already selected nine local governments, making a total of 65 schools. From each of the selected 65 schools, a sampling fraction of 11 % was used to select a total of 895 students for the study. A questionnaire was used for students while an interview checklist was used for school principals in justification of the students’ responses. Regression analysis (at 0.05 level of significance) was used to analyse the data. Findings revealed that secondary school students in Edo State have print resources readily available, while secondary school students had a poor reading culture with the weighted average of 3.06. The effect of print resources (β = 0.141; p < 0.05) in predicting students’ reading culture was significant. Conclusively, the study showed that secondary school students in Edo State have a poor reading culture irrespective of the availability of print resources.

The Two Problems of Russian Statistics: User's Perspective.

2021 ◽  
Vol 28 (4) ◽  
pp. 5-22
Author(s):  
V. A. Bessonov
Keyword(s):  
Extended Period ◽  
Economic Transformation ◽  
Statistical Information ◽  
Statistical Methodology ◽  
Effective Feedback ◽  
Blood Clots ◽  
History Of ◽  
Printed Materials ◽  
The One ◽  
Expert Community

The article discusses two groups of problems in Russian statistics that still have no viable solutions. The frst one - the state of the statistics interface – is the set of channels through which users obtain statistical information. The second – metadata status – is the information on how the indicators are constructed. The problems are considered from the standpoint of consumers of statistical information, performing tasks of analyzing economic dynamics.It is concluded that with the transition from traditional printed materials to statistical information systems, interface development has come to a standstill, and in the development of metadata, there is no compliance with any standards, uniformity, and consistency. In the author's opinion, these problems seriously hinder the improvement of all Russian statistics, being a kind of blood clots. When an interface becomes a bottleneck, the value of statistics to users decreases. The unsatisfactory state of metadata leads to the fact that consumers of statistical information are not always able to use it adequately, and the problems of statistical methodology are conserved.The causes of the problems are determined, on the one hand, by the complex history of domestic statistics (extended period of development in a planned economy and the specifcs of economic transformation), and, on the other hand, by the lack of effective feedback.The author considers possible approaches to addressing the problems. The expediency of creating groups of specialists in the structure of the statistical department on the main problem blocks, acting as points of growth and centers of competence, accumulating knowledge, mastering domestic and foreign experience, attracting representatives of the expert community, directing and controlling the activities to solve problems, is substantiated.

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 Gender and Transaction Costs in Use of Zero Grazing Net for Tsetse Fly and Trypanosomiasis Control in Stall Feeding Systems in Kenya

2017 ◽  
Vol 7 (3) ◽  
pp. 96
Author(s):  
Jared Isaboke Mose
Keyword(s):  
Transaction Costs ◽  
Institutional Economics ◽  
Survey Design ◽  
Sampling Technique ◽  
New Institutional Economics ◽  
Tsetse Fly ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Men And Women ◽  
Zero Grazing

Trypanosomiasis is a widespread constraint in livestock production, mixed farming and human health in Africa. Several technologies have been developed to ameliorate the effects of the disease but delivery of these technologies to farmers has been undertaken on trial and error basis without a proper strategy leading to more failure than success and wastage of scarce resources. The purpose of this paper was to carry out an analysis of transaction costs incurred in accessing and using insecticide treated net in tsetse and trypanosomiasis control among smallholder cattle farms in Busia County, Kenya. The study utilized cross–sectional survey design and was guided by the New Institutional Economics approach and utilized stratified and simple random sampling technique to get 211 respondents for the study. Data was collected by use of structured questionnaires and analyzed using descriptive and inferential statistics. Conjoint analysis results for zero grazing net showed that cost was the most important factor influencing farmers’ decision, accounting for 38.52% of the total while durability and availability each accounted for 25% and retreatability accounted for 10% of the decisions. Further t-test results showed that there were significant differences between men and women with respect to attribute scores (at 99 d.f. and alpha = 0.05%) suggesting that men and women face different transaction costs in accessing T&T control technologies. Therefore there is need for gender sensitive strategies in T&T technology design and dissemination. Tsetse fly and Trypanosomiasis control by use of low cost technologies such as insecticide treated zero grazing net should be promoted by government and other development partners. The net should be affordable, available at supply outlets close to farmers, long lasting and re-treatable for famers to take it up.

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