Computer-mediated and face-to-face peer feedback in second language writing

<p>With the ongoing development and application of technology in the writing classroom, peer feedback through computer-mediated communication (CMC) has been increasingly practiced and researched in the past couple of decades. Researchers have been interested in examining how CMC peer feedback differs from the traditional pen and paper or face-to-face (F2F) peer feedback. Results of previous research have indicated that CMC and F2F each has its own merits, and simply replacing the latter with the former is not advisable (Guardado & Shi, 2007; Ho, 2015; Liu & Sadler, 2003). Instead, researchers have suggested using the two means of communication together; and when that is the case, written asynchronous computer-mediated communication (WACMC) and traditional oral F2F (OF2F) commenting are recommended. While some researchers have suggested that WACMC should come before OF2F commenting, others recommended putting WACMC after OF2F commenting. Though the field has seen numerous studies that compare CMC with F2F commenting, both in written and oral forms, little has been done to examine the effects of WACMC and OF2F peer feedback when they are used together. To address these gaps, this study investigates how WACMC in Google Docs and traditional OF2F peer feedback affect three aspects: student comments, revisions, and writing quality. It also examines whether WACMC followed by OF2F (WACMC–OF2F sequence, henceforth) or OF2F followed by WACMC (OF2F–WACMC sequence, henceforth) works better regarding the three aspects mentioned above. In order to achieve the above aims, both quantitative and qualitative approaches were used. A quantitative approach, descriptive statistics in particular, was employed to understand the outcomes of student feedback, revisions, and writing quality from the two feedback forms and sequences. A qualitative approach was used to examine attitudinal aspects and to support quantitative findings. By means of interviews, student opinions about the feedback forms and sequences, their review and revision strategies were explored. Thematic analyses were employed to process qualitative data and results were reported in themes. Data analysis yielded several major findings. First, the student participants typically offered feedback on grammar and vocabulary in the form of suggestions, and they revised at surface and word levels. Second, the students’ last drafts had higher scores than the first, suggesting the effectiveness of student revisions. Third, in terms of feedback forms, WACMC was used as the main feedback tool for both feedback and revisions. Fourth, regarding feedback sequences, the students made more quality comments, i.e., comments that were revision-oriented, on both local and global areas in the WACMC–OF2F sequence. Fifth, also in the WACMC–OF2F sequence, the students made more revisions at global level. Sixth, the students’ writing mean scores were higher in the WACMC–OF2F than in the OF2F–WACMC sequence. Finally, results of the end-of-study survey questionnaire and student opinions showed that a majority of the students found the WACMC–OF2F sequence to be more helpful because the WACMC step better prepared them for the OF2F step. This study explores the affordances of WACMC and OF2F peer feedback. The overall conclusion of the study is both WACMC and OF2F commenting should be used together, and when that is the case, WACMC should be followed by OF2F feedback. The study contributes to the existing literature on computer-assisted language learning in two regards: (1) it examines two feedback forms that are underexplored: the WACMC and traditional OF2F commenting, and (2) it confirms that the WACMC commenting followed by traditional OF2F commenting is more helpful to student writing.</p>

Computer-mediated and face-to-face peer feedback in second language writing

<p>With the ongoing development and application of technology in the writing classroom, peer feedback through computer-mediated communication (CMC) has been increasingly practiced and researched in the past couple of decades. Researchers have been interested in examining how CMC peer feedback differs from the traditional pen and paper or face-to-face (F2F) peer feedback. Results of previous research have indicated that CMC and F2F each has its own merits, and simply replacing the latter with the former is not advisable (Guardado & Shi, 2007; Ho, 2015; Liu & Sadler, 2003). Instead, researchers have suggested using the two means of communication together; and when that is the case, written asynchronous computer-mediated communication (WACMC) and traditional oral F2F (OF2F) commenting are recommended. While some researchers have suggested that WACMC should come before OF2F commenting, others recommended putting WACMC after OF2F commenting. Though the field has seen numerous studies that compare CMC with F2F commenting, both in written and oral forms, little has been done to examine the effects of WACMC and OF2F peer feedback when they are used together. To address these gaps, this study investigates how WACMC in Google Docs and traditional OF2F peer feedback affect three aspects: student comments, revisions, and writing quality. It also examines whether WACMC followed by OF2F (WACMC–OF2F sequence, henceforth) or OF2F followed by WACMC (OF2F–WACMC sequence, henceforth) works better regarding the three aspects mentioned above. In order to achieve the above aims, both quantitative and qualitative approaches were used. A quantitative approach, descriptive statistics in particular, was employed to understand the outcomes of student feedback, revisions, and writing quality from the two feedback forms and sequences. A qualitative approach was used to examine attitudinal aspects and to support quantitative findings. By means of interviews, student opinions about the feedback forms and sequences, their review and revision strategies were explored. Thematic analyses were employed to process qualitative data and results were reported in themes. Data analysis yielded several major findings. First, the student participants typically offered feedback on grammar and vocabulary in the form of suggestions, and they revised at surface and word levels. Second, the students’ last drafts had higher scores than the first, suggesting the effectiveness of student revisions. Third, in terms of feedback forms, WACMC was used as the main feedback tool for both feedback and revisions. Fourth, regarding feedback sequences, the students made more quality comments, i.e., comments that were revision-oriented, on both local and global areas in the WACMC–OF2F sequence. Fifth, also in the WACMC–OF2F sequence, the students made more revisions at global level. Sixth, the students’ writing mean scores were higher in the WACMC–OF2F than in the OF2F–WACMC sequence. Finally, results of the end-of-study survey questionnaire and student opinions showed that a majority of the students found the WACMC–OF2F sequence to be more helpful because the WACMC step better prepared them for the OF2F step. This study explores the affordances of WACMC and OF2F peer feedback. The overall conclusion of the study is both WACMC and OF2F commenting should be used together, and when that is the case, WACMC should be followed by OF2F feedback. The study contributes to the existing literature on computer-assisted language learning in two regards: (1) it examines two feedback forms that are underexplored: the WACMC and traditional OF2F commenting, and (2) it confirms that the WACMC commenting followed by traditional OF2F commenting is more helpful to student writing.</p>

Student Perceptions of Online Learning: Student Opinions and Expectations

The case of Covid-19 affects the world of education. One of the consequences is that learning to be carried out online is decided by the Indonesian government. However, in learning, this strategy is burdensome for learners. The goal of this case study is to find out student opinions on online applications are used, what their challenges are, and what online learning expectations of students are. This research uses a questionnaire to find out student opinions using a Google form. Ninety-two students from various universities were the number of respondents. To get results, the questionnaires that have been collected are evaluated manually. The outcome of this study is that most of the software used by lecturers was unable to enhance the comprehension of the content being learned by students. During this pandemic, the hope of students in learning is to increase discussion time and time to complete assignments, not too many assignments, and the strategy of the university to have internet quota buying subsidies

A Survey Study of Veterinary Student Opinions and Knowledge about Pet Reptiles and Their Welfare

Exotic pet medicine is rapidly evolving, with reptiles becoming increasingly popular pet animals. Yet, there are only a few literature reports on veterinary perception of reptiles kept as pets. The aim of the study was to assess opinions and knowledge of the Croatian veterinarians-to-be about pet reptiles and their welfare. The questionnaire survey was conducted in the academic year 2019–2020 and included students of all six years of the integrated undergraduate and graduate study at the Faculty of Veterinary Medicine, University of Zagreb. First-year students were surveyed twice, before and after having attended the compulsory course on animal welfare. Questionnaire statements were 5-point Likert scale questions, requiring the students to express their opinions about turtles, lizards and snakes as pets, issues related to their welfare, risks they pose to the health and safety of humans, other animals and the environment, and their self-reported knowledge about pet reptiles. Although expressing higher opinions after having attended the course on animal welfare, first-year student responses remained neutral to most of the statements. Such a trend continued until the end of the study. Student responses revealed that they were uncertain about their knowledge of reptiles as pets, considering different educational areas observed. Study results emphasised the need of alterations in veterinary curriculum and additional student education in reptile medicine. The results obtained have broad implications involving not only the welfare of pet reptiles in clinical practice and elsewhere but also the health and safety of humans and other animals, as well as environmental protection.

Teaching Kazakh novels with electronic book applications; Teacher and student opinions

Changes in the understanding of Education have led to the emergence of new approaches to teaching, strategies for teaching teachers, tools, methods and techniques. The purpose of this study is to evaluate the preparation of Kazakh novels for a book with electronic additions from the point of view of teachers and students. This study is based on high-quality research models, real scientific models. To collect data, the researcher created a semi-structured type of interview with the teacher and a semi-structured type of interview with the student. Study participants include 25 literature teachers from Almaty and Kazakhstan secondary schools and 122 students from various secondary schools. The study was conducted in the 2020-2021 academic year. As a result of the study, part of reading Kazakh novels in print or electronic form was evaluated, and it was noted that the teacher likes printed stories. The results of students ' responses also show that reading printed Kazakh stories is higher than reading electronic Kazakh teaching. Keywords: e-book; Kazakh stories; myth; Kazakh mythology; memories of students; memories of teachers.

Formation of information culture of students through information technology

The aim of this research is to evaluate the formation of students' knowledge culture through information technology with student views. In the research, qualitative methods were used to collect the data, and the content analysis method was used for the analysis of the data. The data were collected by the researcher through semi-structured interview forms prepared for the teacher and the students. The participants of the research consisted of 40 primary school 4th grade students studying in Almaty, Kazakhstan in the 2020-2021 academic year. The results of the research reveal that students sometimes benefit from information technologies while doing research for information purposes and for doing their school homework. At the same time, as a result of the research, it was determined that the students always benefited from information technologies for activity purposes. The results obtained from the research reveal that education systems, teachers and parents have great duties in the effective use of information technologies by students. Keywords: information culture, information Technologies, information technology; student competencies, student opinions

THE IMPLEMENTATION OF FLIPPED CLASSROOM IN TEACHING ENGLISH FOR NURSING STUDENTS

This research is a case study. The purpose of this study was to determine the process of implementing a flipped classroom for English course and analyse students’ perceptions of the implementation of the Flipped Classroom in teaching English for the nursing students of Nursing Academy of Kesdam Iskandar Muda Banda Aceh. The participant in this study were 50 students of Nursing Academy of Kesdam Iskandar Muda Banda Aceh in the academic year 2020/2021. They consist of 4 male students and 46 female students. Data collection methods in this study are lecturer’s observation checklist, teacher’s fieldnote and questionnaires. Lecturer's observation checklist in the form of a checklist for implementing the flipped classroom strategy at each meeting. Lecturer’s fieldnote is some notes that found while flipped classroom was implemented. Questionnaires are used to obtain results from student opinions and student experiences in Flipped Classroom. More than half of students felt that Flipped classroom aided their English studies. Most of the students enjoyed the flipped classroom learning and believed that this method can support their learning. This implies that the method is still useful for EFL classroom of ELT context. .