Appendix 3

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  • 1. 63 Appendix 3: Data collection and analysis material Irregular verb test results First test Grade % Second test Grade % Student 1 12/20 60% Student 1 14.5/20 72,5% Student 2 6/20 30% Student 2 4/20 20% Student 3 4/20 20% Student 3 12.5/20 62,5% Student 4 2.5/20 12,5 Student 4 9/20 45% % Student 5 6.5/20 32,5 Student 5 6.5/20 32,5% % Student 6 19/20 95% Student 6 21/20 ** 105%** Student 7 19/20 95% Student 7 17/20 85% *I excluded one of the students since I marked him on 10 instead of 20. **Student 6 got a perfect score + a bonus point on her second test. Intensive Group Results Student Text 1 million Text 2 fifteen years Joey A A
  • 2. 64 Gilles A A+ Maude B. A A Tristan A C Elisa A B Gabriel A- A Westley A A Alexandre M. B A- Alexandre C. C- C+ Mahée B+ B+ Pier-Alexandre A+ A+ Émilie A+ A Josiane B. A A+ Angélique A A Josiane P. C B- Marie-Pierre C B- Stephanie A+ A+ Maude C. A A Melina A A Cynthia B B- Amélie B E Melyssa A A Daphné A+ A+ Raphaël A A Karollane B+ B Carole-Ann C B Laurie-Anne B+ A
  • 3. 65 Answer of Questionnaire on Providing Feedback on ESL Students Written Assignment Anwers by Elisabeth Magerlein a teacher at the CEGEP de Sherbrooke: 1. I guess if you can read English you can write some sentences. At least some basic ones where you are always repeating the form and the vocab. 2. 100 words 3. The minsitry is asking 250 in 604-100-03 (CEGEP class) 4. It really depends on the classes. I have an office procedures class, so obviously it is quite heavy on telephone procedure and writing. As far as my 100 classes, the planning is not the problem-- it is the correcting and the whole “what are we going to do with the text once it is written”..My corrections are involved they create Spelling Logs, Grammar Logs, and they rewrite the texts. I also insist that they check the previous grammar logs while reviewing their texts, so they are not repeating their errors. 5. Tell them it counts. No seriously, tell them it counts. No really, tell them it counts. Obviously once they see the pertinence of the writing it helps, but still the students are busy, so they want it to count too! 6. There are so many short and long activities. I like the postcard where you write to someone and then they write you back --the teacher plays mailman. Or the round robin where people write questions, fold the sheet hiding your question, pass the sheet along and then answer their question on someone else’s sheet. They repeat this several times and then they read the sheets and the questions and answers don’t
  • 4. 66 match and the kids find it funny. Whatever the activity,it has to be suited to the age group. I have had them write fairy tale stories and then ask them to rewrite them making the villain the hero. I have had students write two nouns and put them in a hat then they had to draw out the nouns the first one is the hero and the second is the villain. Then, they had to write a story. I have put objects in a bag and they have had to pull out an object and write a story around it. I have brought in an atlas and had them close their eyes and place their finger on the atlas page depicting the whole world. Then, they had to write their story and it had to take place in that particular area. 7. Sometimes, underlining the mistakes without correction. Mostly, indicating types of errors without correction and have them analyse them. I have a colleague that indicates the error types in the margins, but doesn’t indicate where the error type is. Which is a great second step from my activity. 8. Whatever, as long as they reflect on their errors. 9. Of course it is more involved, but I consider it as a slower and more thoughtful form of speaking. Speaking can be more difficult at times. 10. Very important because it is a time to really analyse the student’s personal difficulties. Comments: I found myself funny about how to motivate students writing, but we all know they do something when they see the pertinence either for a mark or because they believe it really will help them. For my office technology students, they do put their back into it once I explain how it will help them later on. Anwers by Ann George a teacher at the CEGEP de Sherbrooke: Instead of answering your questions, I decided to send you this observation. For the past 14 years at the Cegep, every time I correct a writing assignment, I use a code. I hand back the paper and tell the students that it's their responsibility to correct their errors to make sure that they're learning something. Quite often, I find the papers in the trash can! If I'm lucky, maybe three or four good students actually make the effort to concentrate on their mistakes. This year, I'm trying something different. I'm getting out the big guns! My students have been told that the correcting must be done in class, that it has to be handed back to me, and that they can not sit the final writing exam unless they have made their corrections. This means that they rewrite all the incorrect sentences on a special sheet that I provide, they encircle the errors, and then they rewrite the whole sentence with the corrections encircled. I'm going to keep the corrected sheets, make a file for each student, and hand the files back just before the writing exam. I'm going to do this three times, which means three hours less on other things.
  • 5. 67