The Importance of Writing Scoring Rubrics for Saudi EFL Teachers

This mixed-method study explored the perspectives of Saudi EFL teachers concerning the use of Writing Scoring Rubrics (WSRs) to correct students' written work and instruct EFL writing classes. The study sample included 106 Saudi EFL teachers, who answered the twenty-one close-ended questions and the first open-ended question, with twenty-five answering the second open-ended question. The findings reveal that the teachers frequently employed in-class correction and feedback to correct their students' written work, with nearly one-third used assessment techniques that included WSRs, self-assessment, peer editing, journals, and portfolios. The results of the second question indicate that Saudi EFL teachers generally engage students in creating customized WSRs. The findings also revealed that Saudi EFL teachers consider WSRs beneficial to both students and teachers and might be viewed by some experienced EFL teachers as a practical correction or assessment method that improves students' writing. Therefore, this study contributes to a growing body of literature highlighting the importance of WSRs in teaching and assessing writing skills.

Understanding how embedded peer comments affect student quiz scores, academic writing and lecture note-taking accuracy

Purpose This study aims to better understand the relationship between peer feedback in the context of online collaborative note-taking and how comments impacted student performance and understanding. Design/methodology/approach This one sample investigation was of graduate students participating in an academic writing class working collaboratively online. Data was gathered on student feedback during note-taking activity to test for its effects on student performance and understanding. Findings The use of peer comments in online note-taking was found to impact student quiz scores and academic writing skills positively. However, no significance was found between comments and the completeness of their notes taken, suggesting its limits to promote deeper understanding. Research limitations/implications The level and detail about the comments made and how accurately they recall the important details from the video lectures is not known. The average number of comments made weekly by each group was also low. Practical implications Designers and teachers using online collaborative activities could benefit by understanding the nature in which peer comments can enhance student learning, bearing in mind the need for explicit guidance in how to comment and at what level of knowledge their comments should target. Social implications Online collaboration, peer editing and commenting is widely used by educators and the public. A better understanding of how these elements operate might improve the quality of knowledge artefacts such as academic writing and research notes. Originality/value Existing literature focuses mainly on peer feedback on writing or other artefacts; this paper seeks to find out more about the impact of comments in particular on collaborative note-taking.

Pengaruh Teknik Online Peer Editing Terhadap Kemampuan Menulis Essay Mahasiswa Manajemen pada Mata Kuliah Umum Bahasa Indonesia

Tujuan penelitian adalah mengetahui adanya pengaruh tekniki online peer editing terhadap kemampuan menulis essay mahasiswa Manajemen STIE Dwi Sakti Baturaja pada mata kuliah umum Bahasa Indonesia. Metode yang digunakan adalah Metode penelitian yang digunakan dalam penelitian ini adalah pre-eksperimen dengan rancangan penelitian One Group Pretest-Posttest Design. Sampel penelitian ini berjumlah 60 mahasiswa. Teknik pengumpulan data menggunakan teknik tes yang dibagi menjadi pretest dan postest. Teknik pengolahan data menggunakan perhitungan uji-t dengan program SPSS 20. Hasil penelitian menunjukkan bahwa terdapat pengaruh strategi online peer editing terhadap kemampuan menulis esai mahasiswa. Nilai rata-rata tes awal adalah 42,15 meningkat sebesar 14,02 menjadi 56,17 pada tes akhir. Dari hasil uji-t menunjukkan bahwa thitung sebesar 8,843 dan ttabel (df 62 = 1,669). Nilai thitung (8,843) > ttabel (1,669). Hasil menunjukan Ho ditolak dan Ha diterima. Dengan demikian, dapat dikatakan bahwa strategi pembelajaran Online Peer Editing memiliki pengaruh terhadap kemampuan menulis essay mahasiswa Manajemen pada mata kuliah umum Bahasa Indonesia.

Interplay of writing skill and inquiry–based learning strategy in EFL classroom

The objective of the study is to improve the students’ writing skills through inquiry-based learning strategy of the first-year students of UMS Rappang. It employs collaborative classroom action research. The researcher and the collaborator teacher work together in designing the lesson plan, implementation, and reflection. Each cycle of the study comprises four meetings: three meetings for the treatment, one meeting for the writing test. The data were collected through observation checklists, writing tests, portfolios, field-notes, and the students’ writing performance. Inquiry-based learning takes five major steps. First, students answer the questions given by the teachers about a particular topic. Second, students observe the given pictures, objects, and reading texts, and share their ideas about the observation. Third, students take notes of the observation. Fourth, students discuss the results of the observation and do peer editing. Fifth, the students re-read their writing for content and clarity of meaning and produce the final version to be submitted to the teacher. During the process, the students are grouped heterogeneously, regardless of their achievement, so they can interact and help each other. The teacher controls and guides the learning activities.

Evaluating Business Letter Writing Materials Through Peer Teaching Technique To Management Department Students Of Economics Faculty At The Tridinanti University Of Palembang

The current study was aimed to find out whether the developing business letter writing materials through peer editing technique were valid, practical and had potential effect for the management students of Faculty of Economics at Tridinanti University of Palembang. Developmental research proposed by Akker i.e analysis, design, evaluation and revision was applied in this study. In the evaluation phase, formative evaluation model proposed by Tressmer was used (i.eself evaluation, expert review, one to one small group and field test). There were 3 students participating in one to one evaluation, 9 students in small group and one class (34 students) i field test. There were also two validators in reviewing the developing business letter writing materials through peer editing technique . One was expert of content and another one was expert in instructional design. The result of experts judgement showed that the product was valid with average score was 89.2 categorized in good validity. The product was practical with average score in one to one evaluation was 84.3 and in small group phase was 86.8. the effectiveness of the product could be seen from the average score of students’achievement in field test. The score was 92.8 meaning that the score was higher than the criterion of minimal mastery (KKM) of developing business letter writing materials through peer editing technique. Therefore, the product had potential effect categorized in very good level.It could be used for the better improvement and contribution in the field of ESP language teaching and learning.

PENINGKATAN HASIL BELAJAR MEMBACA BESERTA MAKNA AYAT SUCI AL-QUR’AN DALAM SURAT PENDEK PILIHAN MELALUI PENYUNTING SEBAYA

Religion has a very important role in human life. Religion becomes a guide in the effort to create a meaningful, peaceful and dignified life. Realizing the importance of the role of religion for human life, internalization of religious values in the life of each individual becomes a necessity, which is pursued through education both in family, school and community circles. This research was conducted in 2 (two) cycles each cycle of two meetings. . The first cycle of the first meeting was on January 11 and the second meeting was on January 14, 2017. The second cycle of the first meeting was on February 1 and the second meeting was on February 4, 2017 using student activity instruments and teacher activity instruments in learning, as well as student learning outcomes instruments. The results of the study using the Peer Editor by paying attention to the appropriate learning steps in managing learning for the teacher and the existence of a cycle to the next cycle, classically the level of completeness is 93.33% greater than classical, which is 85%, meaning that learning through peer editing can well implemented.Keywords: Reading Meanings, Editors, Peers

Writing performance in EFL at a college level using peer editing

Today, people are learning more and more languages for different reasons. To learn a language includes the development of all the skills in order to comprehend oral and written material. English, which is a universal language, is one of those languages, and it is used in different fields to promote communication. Thus, this paper focuses on one of the most important skills, which is writing. In a setting where English is taught as a Foreign Language (EFL), it is essential to learn how to write correctly following the language standards. With this in mind, the following research is framed in a context where college students developed the writing skill through paragraphs and peer correction. Students were instructed in different writing topics and peer correction.