This document summarizes an experiment that compared the effectiveness of traditional teacher correction versus peer marking of student compositions. Students in two classes wrote compositions, which were then corrected either by the teacher or peers. Students revised their compositions based on the corrections. The original and revised versions were analyzed to determine error reduction for each method. Statistical analysis found no significant difference between the two methods in helping students identify and correct errors, contradicting expectations. The study suggests including both correction methods may be most effective.
Qualifying Teachers of English for Specific Purposes to Meet the Global Chall...idhasaeful
As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students’ English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents’ education background and teaching experience.
This document provides an introduction to standards-based syllabus design. It defines key concepts related to standards including what a standard is, descriptors that further define standards, and progress indicators that are used to assess student progress. Examples of each are provided from Colombia's English language standards for grades 6-7. The document also discusses caveats and limitations of standards, such as how they should be applied flexibly rather than prescriptively, and why standards are still needed - to provide consistency across classrooms and help guide curriculum development. Attendees are tasked with analyzing Colombia's English standards and discussing challenges and benefits of implementing standards.
This document outlines a training course for English teachers from municipal institutions in Colombia. The 50-hour course will focus on analyzing and implementing national English language standards into classroom syllabi. Teachers will critically examine standards, compare sample syllabi, and work in groups to create a standardized syllabus for their schools integrating the standards. Assessment tasks include participation, analyzing samples, developing a syllabus, presenting it, and a final workshop. The goal is for teachers to understand objectives for lesson planning based on theories of second language acquisition and national regulations.
The document provides guidance for teachers on using the English MELCs (Most Essential Learning Competencies) identified by the Department of Education for the shortened academic year due to COVID-19. It explains that the MELCs were identified using the ENDURANCE criterion to ensure the attainment of grade level standards while being fewer in number than the original competencies. The MELCs maintain curricular integration across subjects and allow for curriculum flexibility. Teachers are advised to unpack the MELCs into more specific sub-competencies and re-teach those needed to achieve the MELCs. Sample MELCs and sub-competencies are provided for grades 3, 5, 6, and 7.
Error analysis learning articles and prepositions among secondaryDr.Nasir Ahmad
The document discusses a study that analyzed errors made by Pakistani secondary school students in using prepositions and articles in their English essays. The study found that students struggled more with prepositions than articles. Students especially struggled with prepositions of time. Students were also confused about using prepositions correctly in their writing and often omitted articles. The analysis of such errors can help teachers identify areas of difficulty and improve instruction to better support students learning English as a second language.
The document provides information about a module on the correct usage of verb tenses created by student researchers. It includes the vision, goals, and objectives of the Bachelor of Secondary Education program. It also includes acknowledgements, an introduction explaining common issues with verb usage, and outlines the chapter contents which cover simple, perfect, and progressive verb tenses with examples and activities. The overall purpose is to help students improve their understanding and proper use of verb tenses in English.
This document provides an overview of a module on the correct usage of verb tenses. It includes the vision, mission, objectives and general overview of the Bachelor of Secondary Education program. It also outlines the table of contents, objectives and lessons for each chapter which covers simple tenses, perfect tenses and progressive tenses. The first chapter focuses on the simple present, past and future tenses. It defines simple present tense and provides examples of its use.
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
Qualifying Teachers of English for Specific Purposes to Meet the Global Chall...idhasaeful
As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students’ English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents’ education background and teaching experience.
This document provides an introduction to standards-based syllabus design. It defines key concepts related to standards including what a standard is, descriptors that further define standards, and progress indicators that are used to assess student progress. Examples of each are provided from Colombia's English language standards for grades 6-7. The document also discusses caveats and limitations of standards, such as how they should be applied flexibly rather than prescriptively, and why standards are still needed - to provide consistency across classrooms and help guide curriculum development. Attendees are tasked with analyzing Colombia's English standards and discussing challenges and benefits of implementing standards.
This document outlines a training course for English teachers from municipal institutions in Colombia. The 50-hour course will focus on analyzing and implementing national English language standards into classroom syllabi. Teachers will critically examine standards, compare sample syllabi, and work in groups to create a standardized syllabus for their schools integrating the standards. Assessment tasks include participation, analyzing samples, developing a syllabus, presenting it, and a final workshop. The goal is for teachers to understand objectives for lesson planning based on theories of second language acquisition and national regulations.
The document provides guidance for teachers on using the English MELCs (Most Essential Learning Competencies) identified by the Department of Education for the shortened academic year due to COVID-19. It explains that the MELCs were identified using the ENDURANCE criterion to ensure the attainment of grade level standards while being fewer in number than the original competencies. The MELCs maintain curricular integration across subjects and allow for curriculum flexibility. Teachers are advised to unpack the MELCs into more specific sub-competencies and re-teach those needed to achieve the MELCs. Sample MELCs and sub-competencies are provided for grades 3, 5, 6, and 7.
Error analysis learning articles and prepositions among secondaryDr.Nasir Ahmad
The document discusses a study that analyzed errors made by Pakistani secondary school students in using prepositions and articles in their English essays. The study found that students struggled more with prepositions than articles. Students especially struggled with prepositions of time. Students were also confused about using prepositions correctly in their writing and often omitted articles. The analysis of such errors can help teachers identify areas of difficulty and improve instruction to better support students learning English as a second language.
The document provides information about a module on the correct usage of verb tenses created by student researchers. It includes the vision, goals, and objectives of the Bachelor of Secondary Education program. It also includes acknowledgements, an introduction explaining common issues with verb usage, and outlines the chapter contents which cover simple, perfect, and progressive verb tenses with examples and activities. The overall purpose is to help students improve their understanding and proper use of verb tenses in English.
This document provides an overview of a module on the correct usage of verb tenses. It includes the vision, mission, objectives and general overview of the Bachelor of Secondary Education program. It also outlines the table of contents, objectives and lessons for each chapter which covers simple tenses, perfect tenses and progressive tenses. The first chapter focuses on the simple present, past and future tenses. It defines simple present tense and provides examples of its use.
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
The document discusses the Virtual University for Small States of the Commonwealth (VUSSC). It provides the following key details:
1) VUSSC is a network that helps small states collaborate and strengthen their national education institutions, rather than being a standalone university.
2) It aims to build ICT capacity and provide online and distance learning opportunities for professionals in small states.
3) Governance and management is through a committee representing different Commonwealth regions that meets regularly. Funding comes from Commonwealth organizations and other donors.
This document contains information about various famous Masons and Masonic topics. It includes brief biographies of several U.S. presidents who were Masons such as George Washington, Andrew Jackson, Abraham Lincoln, and Harry Truman. It also mentions famous Masonic generals such as Douglas MacArthur and Dwight Eisenhower. Other topics covered include Masonic buildings, charities, symbols, and rituals. The document appears to be testing knowledge of Masonic history and practices.
This document provides an agenda and overview for a workshop on using iGoogle for educational purposes. iGoogle allows users to create a customizable homepage with gadgets. It can be used freely for any purpose, including education. The workshop aims to teach participants how to create an iGoogle account, customize it with gadgets and tabs, and use it as an effective homepage for surfing and social interaction in learning. Potential benefits discussed include creating interactive learning, opportunities for student practice and social interaction, and ways it connects to learning theories and can be used for assessment. The document also provides tips, videos, and limitations of using iGoogle.
This document provides technical specifications for tile products in the Belleza collection from Hindware Italian Collection. It includes specifications for polished and unpolished tiles that meet or exceed international standards. Contact information is provided for further details on the exciting range of tiles that feature new metallic, lapato, wooden and travertino finishes.
The document discusses the Virtual University for Small States of the Commonwealth (VUSSC). It provides the following key details:
1) VUSSC is a network that helps countries collaborate and strengthens national education institutions, rather than a standalone university.
2) It builds ICT capacity and supports institutions in creating online education programs.
3) A management committee governs VUSSC, comprising representatives from different Commonwealth regions.
4) Workshops have trained over 130 participants from 26 countries in online materials development and course design.
5) VUSSC has launched a website and begun offering courses, with the aim of increasing access to education in small states.
The Opportunity Scholarship Program (OSP) was a federally-funded school voucher program established in 2003 to provide scholarships for low-income students in Washington D.C. to attend private schools. Multiple studies found mixed or no significant effects of the program on student achievement and public school performance. While some groups saw reading gains, the program did not achieve its goal of widespread academic improvement. Due to lack of evidence the program was effective, funding was reduced in 2009 and phased out by 2010. A new voucher proposal called Scholarship for Opportunity and Results has since been introduced, but it faces questions about whether vouchers are really the solution to D.C.'s education problems given OSP's lack of clear success.
H&N is a textile and garment trading company with over 20 years of experience. It has a established supply network across Asia and provides value-added services to customers in countries like the US, Canada, Germany and more. The company prides itself on high quality products and excellent customer service. It offers a wide range of fabrics for various uses including uniforms, healthcare, retail and garments. H&N is led by General Manager Mr. Xiao Feng Ning and aims to be the preferred supplier for major companies through its commitment to quality and service.
Approaches In Developing Writing Skill At King Khalid University A Case StudyTodd Turner
This document discusses a case study on approaches used to develop writing skills among students at King Khalid University in Saudi Arabia. It investigates the pedagogical approaches used by English teachers, particularly their reliance on product-based approaches that focus on the final writing output rather than the thinking and writing processes. The study found that teachers emphasize error-free writing and mechanics over creativity and originality. It argues teachers should adopt more process-based approaches incorporating interactive activities to better develop students' writing abilities and attitudes.
The document summarizes a study that examined the most effective techniques for correcting oral production errors among 74 students in 5 Oral Communication courses at the University of Costa Rica. Instruments including class observations, student surveys, and professor questionnaires were used. Results showed that students generally found error corrections to be useful, clear, consistent, positive, and constructive. Professors indicated covert corrections were most effective and commonly used. The conclusion encourages professors to explore different error correction strategies that suit each student group, as techniques effective for one group may differ from another.
This study examined the effects of context-clue vocabulary instruction versus traditional word-list instruction on 24 advanced 10th grade students over nine weeks. While test scores did not significantly differ between the two methods, other data like student surveys and writing samples showed students had a preference for and better incorporated words learned through context clues. Context-clue instruction involves analyzing clues in sentences to determine word meanings, and previous research found it led to higher retention and usage of vocabulary words than isolated word-list learning. The study aimed to determine if context-clue instruction could help students learn and apply new vocabulary better.
This document summarizes an action research proposal that aims to investigate the effectiveness of including assessment rubrics and providing feedback in composition writing tests for 5th grade students in the Philippines. The researchers aim to determine if the inclusion of rubrics and feedback can improve students' written communication skills. They will assess students' skills before and after tests that use rubrics and feedback, examine any differences in performance, collect student comments on rubrics and feedback, and analyze the relationship between student survey responses and test results. If shown to be effective, the strategy could help address poor writing skills among Filipino ESL learners. The proposal includes a literature review of studies supporting the use of rubrics and feedback, research methods, a workplan and
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
Approaches To Assessment In CLIL Classrooms Two Case StudiesJoaquin Hamad
This document discusses two case studies that examine approaches to assessment in Content and Language Integrated Learning (CLIL) classrooms. The first case study describes an approach using learning-oriented assessment that requires more engagement from learners and involves them in self-assessment and peer assessment. The second case study examines an approach using Dynamic Assessment where learners collaborate on projects and are responsible for self-assessment and peer assessment. Both aim to develop learner autonomy and collaboration skills through involvement in the assessment process. The document provides theoretical background on assessment, learner involvement, Dynamic Assessment, and good feedback practices to frame the case studies.
Diana Betts_Creating Educational Change_ Final as of 3-28-2014_Duplicate this...Diana betts
This study aimed to create a new collaborative culture at Eastside Montessori School through developing a writing rubric across grade levels and implementing a professional learning community. Teachers collaborated over several months to create the rubric, which was intended to improve writing skills and alignment with standards. The researcher collected data through teacher surveys and journals to evaluate the impact on teacher collaboration, motivation, and the school culture. While initial results showed success in developing collaboration and the rubric, limitations included the short implementation time and sustainability of the professional learning community, which require further study.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
Effectiveness of Cooperative Learning in Enhancing Students’ Essay Writing Sk...inventionjournals
Language teaching in the modern era needs to be underpinned by some language learning theories which can have the potential to define the origin of the target language, its application, formation as well as understanding of as to how that language can be taught and learnt successfully. Keeping this perspective in view, the current study was undertaken by employing cooperative learning theory to enhance the writing skills of the intermediate students. The study was conducted to investigate the role of cooperative learning strategies on the writing skills of the intermediate students in the M.A.O College, Lahore, Pakistan. Total 90 science students enrolled in the said college participated in the study. In order to ascertain whether both experimental and control group students had significant difference in their overall mean scores, the pre and post-test were given to both groups. The quantitative data thus gathered was processed in the SPSS version 22 whereby Independent Samples t-test was applied to determine the difference between the overall mean scores of both groups. The findings indicated that both groups had significant difference in their overall mean scores on the post-tests. The experimental group outperformed the control group by scoring higher than the control group.
This article discusses the findings of an action research project carried out to minimize negative class participation among 10 EFL pre-intermediate students, aged-11-14, in a language school in Rio de Janeiro, Brazil. First, some theoretical issues concerning discipline in the language class will be discussed. Second, the original project I developed in 1995 to minimize negative class participation among 14 EFL beginner students, aged 12-15, will be reviewed. Next, the experiment with the 2003 group will be described. The results seem to confirm that, although some adaptations to the original project were necessary, when students reflect upon their importance in the lessons they tend to behave better in class and to show a more positive attitude towards learning.
Key words:
The document summarizes a study that assessed the writing proficiency of 20 junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University in the 2012-2013 school year. The students were given a writing proficiency test and their essays were rated based on criteria like mechanics, content, grammar, vocabulary, and organization. The results showed that 15 of the 20 students demonstrated an advanced level of writing proficiency. Specifically, 11 students were found to have advanced proficiency while 5 students were rated as superior. Tables with the ratings given by 3 professors on the students' mechanics, content, organization, vocabulary, and grammar are also included.
What Does Effective Writing Instruction Look Like? Practices of Exemplary Wr...TDWolsey
Abstract
Recent research indicates that pre-service teachers receive insufficient instruction in the teaching of writing (Graham, et al., 2014). A study of 50 U.S. teachers in preparation found that only about 25% had a writing-intensive methods course in their program (Myers, et al., 2016). Using constructivist grounded theory, researchers investigated the modes and methods of 18 teacher educators across the U.S., the content of writing methods courses, how they structured learning experiences for new teachers, and the theoretical and practical models of writing that were employed.Data were gathered through collection of course syllabi and interviews with writing faculty. Data were analyzed through open coding for themes. The research team triangulated the data for reliability and did member checks to refine the themes. Findings showed that exemplary writing instructors viewed writing as a tool of power for social justice. They sought to develop teacher candidates who saw themselves as writers by employing a process writing approach across a variety of genres, taught in writing methods classes. The implications and the applications to k-12 classrooms will be discussed in the session.
Task based language learning. old approach, new style. a new lesson to learn.Jeisson Rodriguez Bonces
This paper provides an overview of Task-Based Language Learning (TBL) and its use in the teach ing
and learning of foreign languages. It begins by defining the concept of TBL, followed by a presentation
of its framework and implications, and finally, a lesson plan based on TBL. The article presents an additional
stage to be considered when planning a task-based lesson: the one of formal and informal assessment.
The rubrics and a self-evaluation format appear as an additional constituent of any task cycle.
Key words: Task-based learning, framework, teach ers’ roles, students’ role.
A Collaborative Writing Approach Methodology And Student AssessmentVernette Whiteside
This document describes a collaborative writing methodology used in EFL university classes where students worked in pairs to produce co-authored paragraphs and essays. Throughout the writing process, students used the target language to plan, draft, revise, and provide feedback on their assignments. At the end of the course, students submitted feedback on their experience with the collaborative approach. The methodology included choosing partners, outlining the process, writing tasks of increasing complexity, teacher evaluation finding improved writing quality and engagement, and student feedback finding benefits but also some disadvantages.
An Evaluation of Implementing Task Based Language Teaching TBLT to Teach Gram...ijtsrd
The combination of TBLT and traditional teaching methods encourages students to be more involved in communicative activities as well as guaranteed to master the target grammar by teacher’ being a model. They are required to listen carefully to teacher, and then students have themselves recognize what they need to do correctly. This minimizes students’ making mistakes while still enables fluency. More importantly, teacher no longer dominates classroom. In the light of TBLT, grammar is conveyed through completing communicative tasks which let students experience English grammar from meaning to form. In other words, the students were introduced meanings, functions of a certain grammar point through communicative tasks first, and then either the teacher or the students themselves explored the form and the teacher helped them build on what they know. This way of teaching and learning has never taken place before, so it is hoped that students experience it in a very positive way. Task based language teaching TBLT , if applied correctly to instruct grammar, will balance communicative competence and linguistic forms. Nguyen Hong Ngoc "An Evaluation of Implementing Task-Based Language Teaching (TBLT) to Teach Grammar to Adolescent Learners in Vietnam" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38194.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38194/an-evaluation-of-implementing-taskbased-language-teaching-tblt-to-teach-grammar-to-adolescent-learners-in-vietnam/nguyen-hong-ngoc
The document discusses the Virtual University for Small States of the Commonwealth (VUSSC). It provides the following key details:
1) VUSSC is a network that helps small states collaborate and strengthen their national education institutions, rather than being a standalone university.
2) It aims to build ICT capacity and provide online and distance learning opportunities for professionals in small states.
3) Governance and management is through a committee representing different Commonwealth regions that meets regularly. Funding comes from Commonwealth organizations and other donors.
This document contains information about various famous Masons and Masonic topics. It includes brief biographies of several U.S. presidents who were Masons such as George Washington, Andrew Jackson, Abraham Lincoln, and Harry Truman. It also mentions famous Masonic generals such as Douglas MacArthur and Dwight Eisenhower. Other topics covered include Masonic buildings, charities, symbols, and rituals. The document appears to be testing knowledge of Masonic history and practices.
This document provides an agenda and overview for a workshop on using iGoogle for educational purposes. iGoogle allows users to create a customizable homepage with gadgets. It can be used freely for any purpose, including education. The workshop aims to teach participants how to create an iGoogle account, customize it with gadgets and tabs, and use it as an effective homepage for surfing and social interaction in learning. Potential benefits discussed include creating interactive learning, opportunities for student practice and social interaction, and ways it connects to learning theories and can be used for assessment. The document also provides tips, videos, and limitations of using iGoogle.
This document provides technical specifications for tile products in the Belleza collection from Hindware Italian Collection. It includes specifications for polished and unpolished tiles that meet or exceed international standards. Contact information is provided for further details on the exciting range of tiles that feature new metallic, lapato, wooden and travertino finishes.
The document discusses the Virtual University for Small States of the Commonwealth (VUSSC). It provides the following key details:
1) VUSSC is a network that helps countries collaborate and strengthens national education institutions, rather than a standalone university.
2) It builds ICT capacity and supports institutions in creating online education programs.
3) A management committee governs VUSSC, comprising representatives from different Commonwealth regions.
4) Workshops have trained over 130 participants from 26 countries in online materials development and course design.
5) VUSSC has launched a website and begun offering courses, with the aim of increasing access to education in small states.
The Opportunity Scholarship Program (OSP) was a federally-funded school voucher program established in 2003 to provide scholarships for low-income students in Washington D.C. to attend private schools. Multiple studies found mixed or no significant effects of the program on student achievement and public school performance. While some groups saw reading gains, the program did not achieve its goal of widespread academic improvement. Due to lack of evidence the program was effective, funding was reduced in 2009 and phased out by 2010. A new voucher proposal called Scholarship for Opportunity and Results has since been introduced, but it faces questions about whether vouchers are really the solution to D.C.'s education problems given OSP's lack of clear success.
H&N is a textile and garment trading company with over 20 years of experience. It has a established supply network across Asia and provides value-added services to customers in countries like the US, Canada, Germany and more. The company prides itself on high quality products and excellent customer service. It offers a wide range of fabrics for various uses including uniforms, healthcare, retail and garments. H&N is led by General Manager Mr. Xiao Feng Ning and aims to be the preferred supplier for major companies through its commitment to quality and service.
Approaches In Developing Writing Skill At King Khalid University A Case StudyTodd Turner
This document discusses a case study on approaches used to develop writing skills among students at King Khalid University in Saudi Arabia. It investigates the pedagogical approaches used by English teachers, particularly their reliance on product-based approaches that focus on the final writing output rather than the thinking and writing processes. The study found that teachers emphasize error-free writing and mechanics over creativity and originality. It argues teachers should adopt more process-based approaches incorporating interactive activities to better develop students' writing abilities and attitudes.
The document summarizes a study that examined the most effective techniques for correcting oral production errors among 74 students in 5 Oral Communication courses at the University of Costa Rica. Instruments including class observations, student surveys, and professor questionnaires were used. Results showed that students generally found error corrections to be useful, clear, consistent, positive, and constructive. Professors indicated covert corrections were most effective and commonly used. The conclusion encourages professors to explore different error correction strategies that suit each student group, as techniques effective for one group may differ from another.
This study examined the effects of context-clue vocabulary instruction versus traditional word-list instruction on 24 advanced 10th grade students over nine weeks. While test scores did not significantly differ between the two methods, other data like student surveys and writing samples showed students had a preference for and better incorporated words learned through context clues. Context-clue instruction involves analyzing clues in sentences to determine word meanings, and previous research found it led to higher retention and usage of vocabulary words than isolated word-list learning. The study aimed to determine if context-clue instruction could help students learn and apply new vocabulary better.
This document summarizes an action research proposal that aims to investigate the effectiveness of including assessment rubrics and providing feedback in composition writing tests for 5th grade students in the Philippines. The researchers aim to determine if the inclusion of rubrics and feedback can improve students' written communication skills. They will assess students' skills before and after tests that use rubrics and feedback, examine any differences in performance, collect student comments on rubrics and feedback, and analyze the relationship between student survey responses and test results. If shown to be effective, the strategy could help address poor writing skills among Filipino ESL learners. The proposal includes a literature review of studies supporting the use of rubrics and feedback, research methods, a workplan and
This research examines best practices for teaching vocabulary through a review of current literature and interviews with experienced teachers. It finds that explicit vocabulary instruction is crucial, such as directly teaching word meanings, usage, and context. Integrating various instructional methods like explanations, mnemonic devices, visual aids, and real-world applications can enhance student comprehension and retention of new words. The study aims to identify the most effective vocabulary teaching strategies to help educators optimize instruction and promote student language development.
Approaches To Assessment In CLIL Classrooms Two Case StudiesJoaquin Hamad
This document discusses two case studies that examine approaches to assessment in Content and Language Integrated Learning (CLIL) classrooms. The first case study describes an approach using learning-oriented assessment that requires more engagement from learners and involves them in self-assessment and peer assessment. The second case study examines an approach using Dynamic Assessment where learners collaborate on projects and are responsible for self-assessment and peer assessment. Both aim to develop learner autonomy and collaboration skills through involvement in the assessment process. The document provides theoretical background on assessment, learner involvement, Dynamic Assessment, and good feedback practices to frame the case studies.
Diana Betts_Creating Educational Change_ Final as of 3-28-2014_Duplicate this...Diana betts
This study aimed to create a new collaborative culture at Eastside Montessori School through developing a writing rubric across grade levels and implementing a professional learning community. Teachers collaborated over several months to create the rubric, which was intended to improve writing skills and alignment with standards. The researcher collected data through teacher surveys and journals to evaluate the impact on teacher collaboration, motivation, and the school culture. While initial results showed success in developing collaboration and the rubric, limitations included the short implementation time and sustainability of the professional learning community, which require further study.
11.scaffolding english l0002www.iiste.org call for paper academic reading thr...Alexander Decker
1) The study investigated Thai EFL students' perceptions of an academic reading class that incorporated contextualized grammar instruction.
2) A questionnaire and interviews found that most students found the course contents, such as analyzing sentences and locating main ideas, to be beneficial. Contextualized grammar exercises helped them understand how sentences form overall meanings.
3) Students also reported that effective learning strategies and supportive teaching helped them realize that contextualized grammar instruction is useful for improving English academic reading abilities.
Effectiveness of Cooperative Learning in Enhancing Students’ Essay Writing Sk...inventionjournals
Language teaching in the modern era needs to be underpinned by some language learning theories which can have the potential to define the origin of the target language, its application, formation as well as understanding of as to how that language can be taught and learnt successfully. Keeping this perspective in view, the current study was undertaken by employing cooperative learning theory to enhance the writing skills of the intermediate students. The study was conducted to investigate the role of cooperative learning strategies on the writing skills of the intermediate students in the M.A.O College, Lahore, Pakistan. Total 90 science students enrolled in the said college participated in the study. In order to ascertain whether both experimental and control group students had significant difference in their overall mean scores, the pre and post-test were given to both groups. The quantitative data thus gathered was processed in the SPSS version 22 whereby Independent Samples t-test was applied to determine the difference between the overall mean scores of both groups. The findings indicated that both groups had significant difference in their overall mean scores on the post-tests. The experimental group outperformed the control group by scoring higher than the control group.
This article discusses the findings of an action research project carried out to minimize negative class participation among 10 EFL pre-intermediate students, aged-11-14, in a language school in Rio de Janeiro, Brazil. First, some theoretical issues concerning discipline in the language class will be discussed. Second, the original project I developed in 1995 to minimize negative class participation among 14 EFL beginner students, aged 12-15, will be reviewed. Next, the experiment with the 2003 group will be described. The results seem to confirm that, although some adaptations to the original project were necessary, when students reflect upon their importance in the lessons they tend to behave better in class and to show a more positive attitude towards learning.
Key words:
The document summarizes a study that assessed the writing proficiency of 20 junior Bachelor of Secondary Education (BSED) and Bachelor of Elementary Education (BEED) students in Catanduanes State University in the 2012-2013 school year. The students were given a writing proficiency test and their essays were rated based on criteria like mechanics, content, grammar, vocabulary, and organization. The results showed that 15 of the 20 students demonstrated an advanced level of writing proficiency. Specifically, 11 students were found to have advanced proficiency while 5 students were rated as superior. Tables with the ratings given by 3 professors on the students' mechanics, content, organization, vocabulary, and grammar are also included.
What Does Effective Writing Instruction Look Like? Practices of Exemplary Wr...TDWolsey
Abstract
Recent research indicates that pre-service teachers receive insufficient instruction in the teaching of writing (Graham, et al., 2014). A study of 50 U.S. teachers in preparation found that only about 25% had a writing-intensive methods course in their program (Myers, et al., 2016). Using constructivist grounded theory, researchers investigated the modes and methods of 18 teacher educators across the U.S., the content of writing methods courses, how they structured learning experiences for new teachers, and the theoretical and practical models of writing that were employed.Data were gathered through collection of course syllabi and interviews with writing faculty. Data were analyzed through open coding for themes. The research team triangulated the data for reliability and did member checks to refine the themes. Findings showed that exemplary writing instructors viewed writing as a tool of power for social justice. They sought to develop teacher candidates who saw themselves as writers by employing a process writing approach across a variety of genres, taught in writing methods classes. The implications and the applications to k-12 classrooms will be discussed in the session.
Task based language learning. old approach, new style. a new lesson to learn.Jeisson Rodriguez Bonces
This paper provides an overview of Task-Based Language Learning (TBL) and its use in the teach ing
and learning of foreign languages. It begins by defining the concept of TBL, followed by a presentation
of its framework and implications, and finally, a lesson plan based on TBL. The article presents an additional
stage to be considered when planning a task-based lesson: the one of formal and informal assessment.
The rubrics and a self-evaluation format appear as an additional constituent of any task cycle.
Key words: Task-based learning, framework, teach ers’ roles, students’ role.
A Collaborative Writing Approach Methodology And Student AssessmentVernette Whiteside
This document describes a collaborative writing methodology used in EFL university classes where students worked in pairs to produce co-authored paragraphs and essays. Throughout the writing process, students used the target language to plan, draft, revise, and provide feedback on their assignments. At the end of the course, students submitted feedback on their experience with the collaborative approach. The methodology included choosing partners, outlining the process, writing tasks of increasing complexity, teacher evaluation finding improved writing quality and engagement, and student feedback finding benefits but also some disadvantages.
An Evaluation of Implementing Task Based Language Teaching TBLT to Teach Gram...ijtsrd
The combination of TBLT and traditional teaching methods encourages students to be more involved in communicative activities as well as guaranteed to master the target grammar by teacher’ being a model. They are required to listen carefully to teacher, and then students have themselves recognize what they need to do correctly. This minimizes students’ making mistakes while still enables fluency. More importantly, teacher no longer dominates classroom. In the light of TBLT, grammar is conveyed through completing communicative tasks which let students experience English grammar from meaning to form. In other words, the students were introduced meanings, functions of a certain grammar point through communicative tasks first, and then either the teacher or the students themselves explored the form and the teacher helped them build on what they know. This way of teaching and learning has never taken place before, so it is hoped that students experience it in a very positive way. Task based language teaching TBLT , if applied correctly to instruct grammar, will balance communicative competence and linguistic forms. Nguyen Hong Ngoc "An Evaluation of Implementing Task-Based Language Teaching (TBLT) to Teach Grammar to Adolescent Learners in Vietnam" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd38194.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/english/38194/an-evaluation-of-implementing-taskbased-language-teaching-tblt-to-teach-grammar-to-adolescent-learners-in-vietnam/nguyen-hong-ngoc
This document discusses aligning foreign language standards, instruction, and assessment. It emphasizes that these three components must be aligned to be effective. The ACTFL Oral Proficiency Scale is used as a framework to articulate language programs K-16. It provides charts outlining the five national foreign language standards, a shift from traditional to performance-based instruction, and a comparison of traditional versus performance-based assessments. Districts are advised to implement changes over multiple years through staff development, adopting new materials, curriculum writing, and program evaluation. Districts must decide which standards to adopt and assess. Performance-based assignments and assessments are characterized as motivating, cooperative, focusing on what students can do, and using rubrics.
Analysis of Students’ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
This study analyzed errors made by undergraduate students in Rwanda in their final summative evaluations for an English literature course. Researchers identified over 200 errors across 27 student scripts. The most common errors were related to spelling, subject-verb agreement, pluralization, capitalization, and improper use of prepositions. The study aimed to identify these errors in order to help improve teaching methods and reduce difficulties students face when writing in English as a second language. Identifying error patterns could help teachers better support students and prioritize certain grammar and mechanics concepts.
The document discusses teaching speaking skills and the Communicative Language Teaching (CLT) method. It states that traditionally, speaking skills have been undervalued and taught through passive methods, negatively impacting students' English competence and enjoyment. The CLT method aims to address these issues by creating meaningful, interactive activities to develop students' communicative abilities. Role-play is identified as an effective technique within the CLT method by allowing students to use English in realistic scenarios. The study aims to determine if using the CLT method, specifically role-play, improves the speaking skills of eighth grade students.
This document discusses strategies for teaching grammar and vocabulary. It addresses teaching grammar directly and indirectly, connecting grammar to communication goals, and using examples to teach grammar points. It also discusses assessing grammar proficiency through authentic tasks. For vocabulary, the document outlines components of effective instruction, including wide reading, direct word instruction, and teaching word learning strategies. Both grammar and vocabulary are best taught using a variety of direct and indirect methods.
1. 23 PROFILE
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Teacher Correction versus Peer-Marking*
Corrección del maestro versus
corrección por revisión de pares
Miguel**
Mariana Correia Mourente Miguel
Universidade Federal do Rio de Janeiro, Brazil
mariana_mourente@yahoo.com.br
Written language is undoubtedly more often used than oral language in a
variety of contexts, including both the professional and academic life.
Consequently, developing strategies for correcting compositions and improving
students’ written production is of vital importance. This article describes an
experiment aimed at assessing the two most widely used methods of correction
for compositions –traditional teacher correction and peer marking and their
effect on the frequency of errors. Data was collected by asking students to write
and revise a text. Statistical tests were performed to analyse it. At the end of the
experiment, it was found that no significant difference in efficiency existed
between the two methods, contradicting expectations (cf. Davies, 2002; Levine
et al., 2002 and Ward, 2001).
Key words: English-Teaching, Foreign Language-Teaching Writing,
words:
Evaluation, Assessment
El lenguaje escrito es sin duda usado con más frecuencia que el lenguaje
oral en una variedad de situaciones o contextos, incluyendo tanto la vida
profesional como la académica. En consecuencia, el desarrollo de estrategias
para corregir composiciones y mejorar la producción escrita de los estudiantes
es de suma importancia. Este artículo describe un experimento cuyo objetivo es
evaluar los dos métodos más usados para la corrección de composiciones, la
corrección tradicional por el maestro y la corrección por revisión de pares, con
respecto a su efecto en la frecuencia de errores. Se recogió información haciendo
que estudiantes escribieran y revisaran un texto y sobre esos textos se aplicaron
pruebas estadísticas para analizar los errores. Contrario a lo esperado, al final
del experimento, no se encontró ninguna diferencia significativa entre los
*
This research project was carried out as part of a non-mandatory internship undertaken by the author during 2002-2003.
This internship was offered by an institutional project called Projeto Cursos de Línguas Abertos à Comunidade and was funded
by Universidade Federal do Rio de Janeiro.
** Mariana Correia Mourente Miguel is a graduate student and teacher whose main interest lies in written production
in English as a foreign language as well as its evaluation and assessment. She has co-edited a collection of essays on foreign
language teaching in 2003 and is currently co-editing another volume to be published this year.
2. CORREIA
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PROFILE
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resultados encontrados por los dos métodos, (cfr. Davies, 2002; Levine et al.,
2002 y Ward, 2001).
Palabras claves: Inglés-Enseñanza, Idioma Extranjero-Enseñanza,
Composición, Evaluación
INTRODUCTION THEORETICAL BACKGROUND
Nowadays, a great importance is attached Several studies such as Ward (2001),
to written language by many institutions Levine et al. (2002), and Davies (2002),
since it is needed in order to succeed state that peer-marking is more efficient than
academically. Entrance exams for both traditional teacher marking. According to
undergraduate and graduate university these researchers, peer marking presents
courses require mastery of it. Written English students with more opportunities to assume
is also more common than spoken English an active role in the evaluation process. In
for many people both in their personal and order to be able to detect mistakes in
professional lives. In Brazil, the federal colleagues’ compositions, students must be
government has helped to give prominence at least familiar with the vocabulary and
to written over spoken language by structures that were taught in class. Besides
publishing the National Curriculum that, these authors claim that students are
Programme for the teaching of foreign more likely to pay attention in order not to
languages (Secretaria de Educação make the same mistakes again. These authors
Fundamental, 1998). This document also claim that this method provides
instructs teachers to focus on skills related students with opportunities to reflect on the
to written language and states many reasons learning process and critically evaluate it.
why they should be emphasised even when Last but not least, students are also exposed
teaching students as young as ten years old. more to the foreign language they are
studying and may learn new vocabulary
This state of affairs naturally leads teacher items or grammar points.
trainers and teacher trainees to consider the
methods of correction for compositions. If HYPOTHESIS
teachers are supposed to devote a great part
of their courses to the written language, they In the present research project, the
should equally make attempts to optimise objective is to verify which method is the
the learning process of skills related to it. In most efficient: the traditional correction,
this article, two of the most common when only the teacher has the authority to
methods of correction for written production correct students’ mistakes, or peer-marking,
–traditional teacher marking and peer when the students themselves evaluate their
marking– will be empirically assessed. colleagues’ production. The aspect under
analysis is the efficacy of these methods
3. 25 PROFILE
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Teacher Correction versus Peer-Marking
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concerning the decrease in the frequency of a public institution with an especially low
errors after revision. The research question fee to attract disadvantaged students.
that was drawn from the cited bibliography
is: Would students who practised peer The activities designed to gather data
marking commit fewer mistakes when involved the writing of a composition by the
revising their texts? students working individually. After the
compositions were written, they were
METHODOLOGY collected. Then each class was assigned a
different procedure. In Class A, the traditional
In order to verify this hypothesis, two method was used while in Class B peer
activities were conducted with groups of marking was chosen as the way of correcting
students belonging to the same level in order the compositions. The corrected compositions
to gather the data required for our research. were then given back to the students who
The students had had approximately 200 were asked to check the mistakes that had
guided learning hours, being situated at the been highlighted, as well as to try to
A2 level (or Key English Test level) according assimilate the right answers. The next step
to the Common European Framework (see for both classes was to give them an
Cambridge ESOL). All students were adults, uncorrected copy of their compositions and
from 18 to 27 years old. They were attending ask them to rewrite it, eliminating the errors
a general English course aimed at developing that had been corrected. This procedure is
the four abilities. This course was offered by further clarified in the diagram below:
Step 1: Students were instructed to write a composition
Step 2—A: Teacher Step 2—B: Each
collected compositions student corrected a
and corrected them classmate’s
composition
Step 3: Students received their compositions and
checked the markings
Step 4: Students revised their compositions
Diagram 1. Procedure for collecting data
4. CORREIA
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PROFILE
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Both the original and the revised versions of the composition (“Erorig” is “erros no
of the composition were carefully read and original”, or “mistakes in the first version”,
compared by the researcher in order to shortened due to software limitations.).
determine how many mistakes had been Considering the data distribution, the next
made in the original and in the revised step was to perform the chi-square test to
versions. The data collected from this activity see whether there was a significant difference
were then submitted to statistical analysis between students’ performance before and
because this type of analysis allows the after the correction (cf. Robson, 1975, for a
detection of tendencies and the comparison detailed account of how to structure
of groups, which proved useful given the empirical research). As shown in the table
aims of the experiment. below (Table 1), the difference for both
groups was not significant, which means that
The data were not normally distributed, neither of the methods tested in this
as one can see in the histogram below experiment was considerably more efficient
(Graph 1), where “Erorig” stands for the than the other in making students able to
number of mistakes found in the first version identify and correct their errors.
Graph 1
5. 27 PROFILE
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Teacher Correction versus Peer-Marking
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Table 1
DISCUSSION acquisition process. It would also be
pertinent to verify if these two methods vary
From the data analysed in the previous in any other relevant aspect.
section, one can infer that the assumptions
made about peer marking are not entirely ACKNOWLEDGEMENTS
well founded. The experiment did not have
the deep impact it was expected to have on The author would like to thank fellow
students’ use of the foreign language. Mistake teacher Naíra Figueiredo Costa Monteiro de
identification did not improve significantly Almeida, for kindly discussing the design of
when compared to students exposed to the experiment in its early phase and helping
traditional evaluation methods, since there to collect data as well as all the students
was roughly an equal improvement for both who willingly participated in the experiment
groups. Therefore, it may be more and consented on its publication under
appropriate for teachers to include both anonymity. The author would also like to
styles of correction in their courses. This way, thank in advance those who take an interest
students who eventually feel inhibited with in this research and decide to conduct
one of the methods will be given similar projects in their schools.
opportunities to profit from the other.
REFERENCES
A shortcoming in this research that has
to be acknowledged is the fact that it dealt Cambridge ESOL. How many hours of study
specifically with Brazilian students. As a are needed to reach the levels of the Main Suite
result, this experiment does not account for exams? Retrieved from
the impact cultural background may have http://www.cambridgeesol.org/faq/
on students’ reaction to different evaluation ms_gen_faqs.cfm#1
methods. Further research, including other
English as a foreign language teaching Davies, P Peer-assessment: No markings,
.
contexts such as other Latin American just feedback? Retrieved from http://
www.comp.glam.ac.uk/pages/staff/pdavies/
countries, is thus needed in order to reach a
caa.htm
better understanding of how assessment
functions during the foreign language
6. CORREIA
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PROFILE
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Levine, A., Oded, B., Connor, U., and Terceiro e quarto ciclos do ensino fundamental:
Asons, I. (2002). Variation in EFL-ESL língua estrangeira. Brasília: MEC/SEF Retrieved
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December 2002, from http://www.mec.gov.br/sef/estrut2/pcn/pdf/
http://www-writing.berkeley.edu/TESL-EJ/ estrangeira.pdf
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Ward, A. (2001). Experimenting with web-
Robson, C. (1975). Experiment, design and enabled peer assessment. Retrieved from http:/
statistics in psychology. Harmondsworth: /www.dcs.warwick.ac.uk/~ashley/Research/
Penguin Education. OASYS/forumarticle.html
Secretaria de Educação Fundamental.
(1998). Parâmetros curriculares nacionais:
This article was received on May 11th, 2004 and accepted on August 23rd, 2004