How Teacher Comments Influence Students’ Motivation for Writing

Developing students’ writing ability is known as one of the major goals to be achieved in English teaching and teacher comments are an essential aspect of the English writing course. According to social-cognitive theory, people’s self-efficacy beliefs in their skills and ability to complete tasks influence their motivation. However, there is an inconclusive discussion about the effectiveness of teacher comments on student essays in L1 classrooms; and there is an obvious lack of research about the effects of teacher comments on the motivation of EFL students for writing. Primary data for this study are the subject students’ answers to questionnaires, their responses in the interviews, their essays, and the teachers’ written comments on the students’ essays. The researcher finds out that the teacher should affix much attention to their immediate comments, both written and verbal, which can affect writing apprehension and students’ self-efficacy beliefs toward writing.

The value of short Earth science continuing professional development for trainee primary school teachers

The paper investigates the potential of Earth science for the development of primary school science. The evaluation from workshops run by the Earth Science Education Unit for trainee primary teachers was appraised to assess the effectiveness of the short continuing professional development (CPD) programmes over the period 2009–2015. Trainee teacher comments are analysed using thematic analysis, which identified points recognised by Guskey (2000) as being the most important ideas for effective CPD programmes. Despite these workshops being short, lasting generally less than 2 h each, the conclusion reached was that they offered useful teaching ideas, resources and background information which the trainees could and would apply in the classroom.

Analisis Respon Guru Sekolah Dasar Pada Live Chat Streaming (Study Refleksi Pelaksanaan Seminar Dalam Jaringan)

The rise of online seminars being held, of course, has advantages and disadvantages. Therefore it needs to be answered in a study. This type of research is a qualitative research method using a survey method. The research variables were the response of elementary school teachers and live chat streaming services. Subjects in this study were elementary school teachers who attended online seminars who were selected using simple random sampling. Data is taken and analyzed from teacher comments on google forms and live chat streaming on YouTube. The survey results show that descriptively elementary school teachers are enthusiastic about participating in online seminars via live chat streaming.

An investigation into the use of Rasch analysis to aid L2 writers in anonymized peer-assisted learning

This study critically evaluated an anonymized peer feedback and assessment design for L2 writers enhanced by the use of Rasch analysis. This approach centered on the acts of giving assessment (Topping, 1998) and feedback (Lundstrom & Baker, 2009) in exchange with multiple peers. Each participant received feedback comments and class-wide statistical measures summarized for students without the need for their peers to rate all papers. Anonymity was maintained to bring unencumbered attention to the role of the reader (Booth et al., 2008) and to provide a space for interpretation and reflection on the potentially contrasting data and experiences that emerge. This process is argued to drive cognitive development and improve L2 writing skills. An initial trial with 15 high-proficiency EFL learners indicated that the design facilitated an effective exchange for each participant. The effects of anonymously including teacher comments also brought informative insights about the perception of feedback and its sources. Issues were found regarding overly narrow use of the ratings scales by some participants. A 6-point rating scale is proposed for more differentiated scoring. Overall, positive engagement and reception by the participants suggests that this peer assisted learning approach holds promise for L2 writers.

Comments from the Chalkface Margins: Teachers’ Experiences with a Language Standard, Canadian Language Benchmarks

While the Canadian Language Benchmarks (CLB) document has been a milestone in supporting the teaching of English as an additional language to adults in Canada, few studies examined practitioners’ experiences with the language standard. The expectation of ongoing use of the CLB by teachers in the Language Instruction for Newcomers to Canada (LINC) program became a rigid requirement with the implementation of portfolio-based language assessment (PBLA). However, the CLB-related literature has been mostly conceptual and aspirational, while practitioners’ voices have been on the margins of research and policy making. This article examines teacher comments on the CLB, as collected during a large mixed-methods exploratory project on PBLA implementation (Desyatova, 2018, 2020). While some practitioners appreciated the standard and its impact, the majority of comments reflected comprehensibility and interpretation challenges, experienced by both teachers and learners. These challenges were further aggravated by the pressures of PBLA as a mandatory assessment protocol.

An evaluation of short Earth Science CPD for trainee primary school teachers

The article is derived from a PhD thesis investigating the potential of earth science for the development of primary school science. The evaluation from workshops run by the Earth Science Education Unit for trainee primary teachers was appraised to assess the effectiveness of the short CPD programmes over the period 2009–2015. Trainee teacher comments are analysed using thematic analysis which identified points identified by Guskey as being the most important ideas for effective CPD programmes. Despite these workshops being short, lasting generally less than two hours each, the conclusion reached was that they offered useful teaching ideas, resources and background information which the trainees could and would apply in the classroom.

På vei mot selvstendig tekstrevisjon? En studie av elevers revisjon av tekstutkast i norskfaget i videregående skole

Artikkelen er en studie av hvordan elever i videregående skole reviderer tekst etter å ha fått skriftlige tilbakemeldinger fra norsklæreren. Å kunne revidere tekst er en viktig del av en godt utviklet skrivekompetanse, men det finnes lite tidligere forskning i Norge og internasjonalt som sier noe om hvor langt elever har kommet i utviklingen av revisjonskompetanse mot slutten av videregående skole. Det empiriske materialet i denne undersøkelsen består av tekstutkast fra 59 elever i andre klasse i videregående skole, lærernes kommentarer til utkastene, samt de reviderte versjonene av tekstene. Vi sammenligner utkast og reviderte versjoner og gjør en kvalitativ innholdsanalyse av de endringene som elevene har gjort. Vi undersøker om endringene blir gjort på et globalt eller lokalt tekstnivå, hvilke revisjonsoperasjoner elevene gjør på det globale tekstnivået, og om endringene er foreslått av læreren i kommentarene til teksten eller ikke. Resultatene viser at elevene som gruppe har kommet betraktelig lengre i utviklingen av revisjonskompetanse enn det som er beskrevet i tidligere studier om yngre elever. Elevene reviderer mer på det globale tekstnivået enn på det lokale, og de gjør en rekke revisjoner uten støtte fra læreren. Samtidig ser vi at det er en del variasjon innad i elevgruppa. Noen elever er svært selvstendige, mens andre gjør få revisjoner og følger i liten grad opp lærerens forslag om å revidere teksten. Nøkkelord: Skriving, revisjon, lærerkommentarer Towards autonomous text revision? A study of student´ between-drafts revisions in upper secondary, Norwegian language arts AbstractThe article is a study of how upper secondary students revise text after receiving written feedback from their teacher in Norwegian language arts. Being able to revise text is an important part of a well-developed writing competence, but there is little previous research in Norway and internationally that indicates how far students have come in developing revision skills towards the end of upper secondary level. The empirical material in this study consists of text drafts from 59 students in upper secondary level 2, the teachers' comments on the drafts, as well as the revised versions of the texts. We compare drafts and revised versions and do a qualitative content analysis of the changes students have made. We investigate whether the changes are made at a global or local text level, what revision operations students make at the global text level, and whether the changes are suggested by the teacher in the comments on the text or not. The results show that the students as a group have progressed significantly further in the development of revision skills than those described in previous studies on younger students. Students revise more on the global text level than on the local, and they do a number of revisions without support from the teacher. At the same time, we see that there is some variation within the student group. Some students are very independent, while others make few revisions and to a small extent follow up the teacher's suggestion to revise the text. Keywords: Writing, revision, teacher comments

Matthiessen on Halliday

Christian M. I. M. Matthiessen was a long-time collaborator and close friend of M. A. K. Halliday, and has co-authored various books with Halliday, some of which have not yet been published. In the second part of the interview, Matthiessen discusses Halliday’s engagement with computational linguistics, provides details of Halliday’s experiences as a language teacher, comments on Halliday’s contributions to language development, introduces Halliday’s collaboration with Basil Bernstein and Halliday’s conception of language as social semiotics, and reflects on Halliday’s influence on Matthiessen himself.

تعليقات المعلم نحو مهارة الكتابة لطلاب الفصل الحادي عشر بالمدرسة السلفية الثانوية الإسلامية تانجولانجين سيدوارجو

The results of this study analyze "The impact of teacher comments on the writing skills of eleventh grade students at Salafiyah Islamic Middle School, Tangulangin Sidoarjo". The results of the questions answer the question about whether there is an influence of teacher comments on the writing skills of eleventh grade students of the Salafiyah Islamic Middle School of Tungulangin Sidwarjo. Researchers used qualitative and descriptive methods. As for the method of collecting data by means of observation, interviews and documents. This research is presented in the form of reports and descriptions, then arranged in the form of descriptive research results in the form of interactive analysis. The results of data analysis in this study are that teacher comments with scribbles in the form of written justification comments and reinforcement comments have a positive impact on improving students' writing skills as evidenced by student worksheets