Analysis of Fallacies in Below-Average Chinese Debaters’ Speech From Judges’ Oral Feedback

This study aims to explore and analyze the common characteristics of fallacies made by below-average Chinese debaters and identify the criteria used by judges in evaluating those fallacies that determine the ranking of debaters. The 20 pieces of oral feedback from judges on the total fallacies made by five teams of below-average debaters from one tournament of the FLTRP CUP debate competition were selected. A direct link to the cause of faulty reasoning in the group of lower ranked teams was found between relevance-related and structural-related fallacies. Additional contributory fallacies which prevented debaters from winning if not necessarily losing were those related to acceptability and refutation, finally, the most prevalent fallacy was found to be that related to sufficiency which occurred in varying degrees and at different levels of the team.

COFCOE: Continuous Oral Feedback Continuous Oral Evaluation for Continuous Active Learning in Outcome Based Education, Teaching, Learning and Evaluation (OBTLE)

A new and extremely effective teaching-learning-assessment methodology is introduced for continuous active learning in outcome based education (Teaching, Learning and Evaluation-OBTLE). This method addresses the modern methods of education like personalized learning, participatory learning, peer evaluation, revised Bloom's Taxonomy, and all graduate Attributes including the corresponding competencies and performance indicators. Most importantly this method encourages socratic questioning which facilitates inquiry based learning, which is being projected as the future of learning in any context. The method may be extremely useful to identify and take remedial measures for students who may need additional attention from teachers.

First Person and Second Person Markers as Representatives of a Case in a Verb Form

Feedback has always been considered important in second language writing. Quite recently due to various reasons, electronic feedback has become one of the frequently applied types (Zareekbatani, 2015; Ene & Upton, 2018). The aim of the research study was therefore to identify lecturers’ and students’ views on the use of online comments provided on the second language writing tasks. The data was collected through conducting online semi-structured interviews with undergraduate students and lecturers of one Uzbek university. The findings revealed that a variety of comments given on different aspects of the written assessment tasks in the Google documents and combined with additional oral feedback were effective. The article aims at discussing the detailed findings of the research study and providing possible suggestions for language teachers on the use of electronic feedback in L2 writing.

Oral Versus Written Feedback: Attitudes of Female Saudi University Students

Oral and written feedback have been found to be useful in learning English as a Second Language (L2). Yet it is not clear what form of feedback L2 learners prefer. This study therefore investigated 47 Saudi female university students’ attitudes to both oral and written feedback. The data was collected by an online questionnaire consisting of three constructs: a) attitudes to written feedback; b) attitudes to oral feedback; and c) attitudes to written versus oral feedback. In terms of the first, the results showed that most participants expressed positive attitudes to written feedback, which they would be happy to receive on all the mistakes they make in their writing. Most participants were also positive about oral feedback and wanted their teacher to correct all their speaking errors, including errors of grammar, pronunciation and vocabulary. However, participants did not want to be corrected in front of other students as this could make them nervous. Overall, most participants agreed that oral feedback helped them improve their English skills more than written feedback. But despite such a positive attitude, most participants still found oral feedback embarrassing. Knowing students’ perceptions of corrective feedback (CF) is vital, because negative attitudes to feedback could harm the language learning process.

Screencast Video Feedback and its Implication on English as a Foreign Language (EFL) Writing

Providing feedback to students’ written work has always been a challenging experience for English as a foreign language (EFL) teachers and learners. High-quality feedback promotes students’ engagement in learning processes and enhances writing performance. Traditional written corrective feedback has often been criticized for not being able to achieve its purpose. 21st-century technological development brought the necessity to provide audio and video feedback through screencast technology. The letter enables EFL teachers to provide multimodal feedback by recording the teacher’s screen while commenting on a student’s written work. Although there have been some studies conducted in the field of oral feedback via screencast, video feedback is still relatively new in many educational settings. For this reason, the paper aims to provide a brief overview of screencast video feedback, potential affordances and challenges faced by EFL teachers and learners. For this article, recent research studies have been collected to review the use of screencast feedback in EFL class and discuss its implications on EFL students’ writing. Furthermore, the paper provides an overview of the most widely-used screencast software in educational settings and concludes with some practical guidelines for the effective implementation of screencast technology.

Exploring ESL Teachers’ Insights on Corrective Oral Feedback in a Malaysian Secondary Education Context

Feedback is one of the most significant elements in the process of teaching and learning. It serves as a tool to enhance students’ second language proficiency. Thus, the purpose of this study is to investigate how oral feedback is viewed and how it has been maneuvered to assist second language learner’s linguistic competence from the viewpoint of English teachers. Teachers’ perception of feedback is very important because it will determine the amount of feedback used in the process of teaching and learning. This is a qualitative study employing case study research design. It was conducted to 10 English language teachers from secondary schools in Malaysia The instrument used in this study was a semi-structured interview. Data collected from the interview were analyzed using thematic analysis. Several themes have been found during data analysis such as feedback as tool for motivation, oral feedback and learning from mistakes, students’ acceptance of teachers’ oral feedback and feedback as a medium to develop language proficiency. The result indicated that English teachers in Malaysia generally showed positive perception of oral feedback. Furthermore, teachers also reported to have noticed improvement in students’ language competence by listening to teachers’ feedback. Therefore, appropriate measure should be taken to ensure that teachers can provide effective oral feedback during teaching and learning.

The Correlation between the Teacher's Oral Feedback and the Students' Writing Motivation

This study aims to determine the correlation between the teacher’s oral feedback and the students’ writing motivation. This study is quantitative research with a correlation method. The researcher conducted this study at SMPN 2 Kasihan. The population of this study included all of the 8th graders. The sample of this study consists of 93 students. To gain the data, the researcher distributed the questionnaires to the students. The data analysis technique used in this research used Rank Spearman Correlation, with SPSS version 23 for the windows program. The result of the research showed that there is a correlation between the teacher’s oral feedback and the students’ writing motivation. It is evidenced by the Rank Spearman correlation test results with the significance value of 0.000, where it is <0.05.

The locus of written corrective feedback in various SLA theories

Whether corrective feedback is effective in L2 writing has always been a controversial issue among Second Language Acquisition (SLA) scholars despite a vast body of research investigating the issue. This conflict is rooted in the fact that different researchers subscribe to different theories of SLA which are at times contradictory in nature. The present article reviews and investigates major SLA theories with respect to their views and stance toward the efficacy of Written Corrective Feedback (WCF) and error correction in second language writing. Many of these theories do not address the role of corrective feedback explicitly or merely focus on the role of oral feedback. Polio (2012) and Bitchener and Ferris (2012) have partially investigated the issue at stake reviewing a number of SLA theories. In this study, however, attempt is made to shed light on the role of WCF especially in the theories which are not directly concerned with L2 writing.

The Effects of Immediate Versus Delayed Teacher Feedback on L2 Writing

This study examined the differential effects of immediate versus delayed teacher feedback. It attempted to explore how best to give feedback on student writing. The focus was on the effects of feedback on the use of cohesive devices in L2 writing. Immediate feedback was provided during the writing process, while delayed feedback was operationalized after the completion of drafts. Six adult ESL learners were divided into two groups: an immediate feedback group and a delayed feedback group. The learners conducted two writing tasks and received feedback at different stages of the writing process. The results revealed that providing immediate oral feedback by asking questions during the writing process was a more effective way of responding to student writing and that it could benefit not only high proficiency students but also those who were at low proficiency level with no awareness of their writing problems.