This document describes a self-assessment model for teaching academic writing to Indonesian EFL learners. The model was developed based on theoretical and empirical studies of self-assessment in EFL writing. It consists of four self-assessment instruments: a self-edit checklist, a writing strategies checklist, a writing interest/awareness survey, and a learning monitoring questionnaire. The model aims to help students improve their writing through effective self-editing, awareness of writing strategies/interest, and monitoring of their own learning. The document outlines the components and implementation of the model in an academic writing class.
Vietnamese EFL students’ perception and preferences for teachers’ written fee...AJHSSR Journal
ABSTRACT : In recent years, there has been an increasing interest in the role of teachers’ written feedback
(TWF) in the EFL writing class as well as the factors determining the effectiveness of TWF. This study
examined Vietnamese EFL university students’ perceptions toward and preferences for TWF as well the
problems they encounter when dealing with TWF. A Likert scale questionnaire was used to collect quantitative
data from 84 English major students at a university in Vietnam. The analysis indicated that the majority of
participants find TWF helpful and crucial for the development of their writing skill. Comprehensive correction
appeared to be more favorable to the students as they expected the feedback to mark all their errors. It is also
reported that although the students prefer to receive indirect feedback, they face several difficulties when
processing TWF and need additional clues or guidance from their teachers.
KEYWORDS : EFL learners, writing, teachers’ written feedback, perceptions, preferences
Application Of The Process Genre Approach For Improving WritingClaire Webber
This study examined the effectiveness of the Process Genre Approach (PGA) for teaching writing compared to a conventional teaching approach. Two 11th grade classes from a high school in Indonesia were selected, with one as the experimental group taught using PGA and the other as the control group taught using the conventional approach. Both groups were given pre- and post-tests to assess their writing ability. The results showed that students who received PGA instruction performed significantly better on the post-test compared to the control group, indicating that PGA is more effective at improving writing ability than the conventional approach.
A Comparison Of The Effects Of Task Repetition And Elicitation Techniques On ...Amber Ford
This document summarizes a research study that compared the effects of task repetition and elicitation techniques on EFL learners' expository and descriptive writing abilities. 70 10th grade female students participated and were divided into two groups - a task repetition group and an elicitation techniques group. Both groups received writing tasks and were tested before and after the study. The results showed that both techniques improved writing abilities but the task repetition group performed better for expository writing. The study aimed to determine the impact of different teaching techniques on developing writing skills.
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
An Investigation Of The Practice Of EFL Teachers Written Feedback Provision ...Angela Tyger
This document summarizes a study that investigated the practice of EFL (English as a foreign language) teachers' written feedback to students compared to students' preferences. The study collected data from 50 students and 3 teachers at Kuch Secondary School in Ethiopia. The results showed discrepancies between teachers' feedback practices and students' preferences. Students preferred receiving feedback that addressed all aspects of writing rather than just language accuracy. Large class sizes, students' language proficiency, understanding correction codes, and lack of teacher training posed challenges for providing written feedback. The study concluded it is important for teachers to consider students' preferences when providing written feedback.
Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated an instrument using Rasch Measurement Model to assess two prominent approaches (product approach versus process approach) used in writing instruction contemporarily. We tested the instrument by computing its infit, outfit, item reliability, item separation, item difficulty and item discrimination. The results demonstrated that the instrument showed adequate estimates of reliability in assessing both the approaches used by teachers in ESL classrooms. The raw variance result showed that the accuracy of the items of product approach (85.7%) and process approach (63.7%) were excellent and good. The values of item reliability and item separation for product approach were 0.98 and 6.33, while process approach showed the item reliability and separation values of 0.65 and 1.37 respectively. The results showed that product approach is being dominantly practised that did not enhance students’ writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers.
A Comparative Investigation of Peer Revision versus Teacher Revision on the P...Valerie Felton
This document summarizes a study that compared the effects of teacher revision versus peer revision on Iranian EFL students' comprehension and production of relative clauses in writing. The study involved 109 students who were divided into three groups - one receiving teacher revision, one receiving peer revision, and a control group. Both teacher and peer revision groups underwent eight treatment sessions focusing on their respective revision methods. Results from pre- and post-tests indicated that both teacher and peer revision improved students' relative clause skills, but peer revision led to greater gains in comprehension and production. The findings suggest peer revision may be a beneficial supplement to teacher revision for language learners.
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.
Vietnamese EFL students’ perception and preferences for teachers’ written fee...AJHSSR Journal
ABSTRACT : In recent years, there has been an increasing interest in the role of teachers’ written feedback
(TWF) in the EFL writing class as well as the factors determining the effectiveness of TWF. This study
examined Vietnamese EFL university students’ perceptions toward and preferences for TWF as well the
problems they encounter when dealing with TWF. A Likert scale questionnaire was used to collect quantitative
data from 84 English major students at a university in Vietnam. The analysis indicated that the majority of
participants find TWF helpful and crucial for the development of their writing skill. Comprehensive correction
appeared to be more favorable to the students as they expected the feedback to mark all their errors. It is also
reported that although the students prefer to receive indirect feedback, they face several difficulties when
processing TWF and need additional clues or guidance from their teachers.
KEYWORDS : EFL learners, writing, teachers’ written feedback, perceptions, preferences
Application Of The Process Genre Approach For Improving WritingClaire Webber
This study examined the effectiveness of the Process Genre Approach (PGA) for teaching writing compared to a conventional teaching approach. Two 11th grade classes from a high school in Indonesia were selected, with one as the experimental group taught using PGA and the other as the control group taught using the conventional approach. Both groups were given pre- and post-tests to assess their writing ability. The results showed that students who received PGA instruction performed significantly better on the post-test compared to the control group, indicating that PGA is more effective at improving writing ability than the conventional approach.
A Comparison Of The Effects Of Task Repetition And Elicitation Techniques On ...Amber Ford
This document summarizes a research study that compared the effects of task repetition and elicitation techniques on EFL learners' expository and descriptive writing abilities. 70 10th grade female students participated and were divided into two groups - a task repetition group and an elicitation techniques group. Both groups received writing tasks and were tested before and after the study. The results showed that both techniques improved writing abilities but the task repetition group performed better for expository writing. The study aimed to determine the impact of different teaching techniques on developing writing skills.
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
An Investigation Of The Practice Of EFL Teachers Written Feedback Provision ...Angela Tyger
This document summarizes a study that investigated the practice of EFL (English as a foreign language) teachers' written feedback to students compared to students' preferences. The study collected data from 50 students and 3 teachers at Kuch Secondary School in Ethiopia. The results showed discrepancies between teachers' feedback practices and students' preferences. Students preferred receiving feedback that addressed all aspects of writing rather than just language accuracy. Large class sizes, students' language proficiency, understanding correction codes, and lack of teacher training posed challenges for providing written feedback. The study concluded it is important for teachers to consider students' preferences when providing written feedback.
Recent researchers continuously stress on the importance of writing instruction in language learning. Therefore, there is an immense need to have an appropriate instrument to measure the writing instruction and the instrument has to be fully tested for validity. Therefore, we developed and validated an instrument using Rasch Measurement Model to assess two prominent approaches (product approach versus process approach) used in writing instruction contemporarily. We tested the instrument by computing its infit, outfit, item reliability, item separation, item difficulty and item discrimination. The results demonstrated that the instrument showed adequate estimates of reliability in assessing both the approaches used by teachers in ESL classrooms. The raw variance result showed that the accuracy of the items of product approach (85.7%) and process approach (63.7%) were excellent and good. The values of item reliability and item separation for product approach were 0.98 and 6.33, while process approach showed the item reliability and separation values of 0.65 and 1.37 respectively. The results showed that product approach is being dominantly practised that did not enhance students’ writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers.
A Comparative Investigation of Peer Revision versus Teacher Revision on the P...Valerie Felton
This document summarizes a study that compared the effects of teacher revision versus peer revision on Iranian EFL students' comprehension and production of relative clauses in writing. The study involved 109 students who were divided into three groups - one receiving teacher revision, one receiving peer revision, and a control group. Both teacher and peer revision groups underwent eight treatment sessions focusing on their respective revision methods. Results from pre- and post-tests indicated that both teacher and peer revision improved students' relative clause skills, but peer revision led to greater gains in comprehension and production. The findings suggest peer revision may be a beneficial supplement to teacher revision for language learners.
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.
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.
The development of writing learning model based on the arces motivation for s...Alexander Decker
This document summarizes the development of a writing learning model based on ARCES motivation for senior high school students. Key points:
1) Through literature reviews and observations, the researchers found issues with current writing instruction and student motivation. They developed a prototype model incorporating ARCES motivation and validated it with experts.
2) The researchers refined the preliminary model through testing, discussions, and revisions to create an improved writing model based on ARCES motivation.
3) Testing showed the ARCES motivation model was more effective at improving writing skills than conventional instruction, with post-test scores averaging 83.94 versus 75.79.
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.
A Self-Assessment Checklist For Undergraduate Students Argumentative WritingPedro Craggett
This document presents a self-assessment checklist developed for undergraduate students to help improve their argumentative writing skills. It discusses existing writing checklists and their limitations in comprehensiveness and lack of theoretical framework. The developed checklist is based on a theoretical framework combining the Pyramid of Argumentation model and Process Approach. It aims to provide a genre-specific tool sensitive to features of argumentative essays to help students self-assess and strengthen their writing.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document compares the perceptions of effective teaching behaviors between graduates from two English teacher training programs in Turkey - the English Language Teaching (ELT) department and the English Language and Literature (ELL) department. The ELT program spreads methodology courses across four years, while the ELL program concentrates these courses into the final 1.5 years. A questionnaire was administered to 22 ELT and 22 ELL pre-service teachers to investigate differences in their perceptions. Interviews were also conducted with 4 participants from each group. The study aims to determine if perceptions differ between the two groups who receive different amounts and timing of methodology training.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
An Analysis Of Difficulties In Writing Essay At Second Grade Of Education Col...Cheryl Brown
This document summarizes key aspects of writing instruction for ESL students. It discusses the shift from a product-focused approach to a process-focused one. A process approach focuses on the stages of writing like prewriting, drafting, and revising rather than just the final product. It also emphasizes giving students time to write and rewrite. Additionally, the document outlines different writing genres and discusses the writing process as iterative involving planning, drafting, reviewing, and editing in various orders. Finally, it notes the importance of building a writing habit in students.
The document summarizes a study that examined students' perceptions of teacher, peer, and combined teacher-peer feedback in improving their ESL writing skills. A questionnaire was administered to 150 secondary school students. Results showed that students had an overall positive view of teacher feedback and saw teachers as better able to address writing issues than peers. However, students also saw benefits to peer feedback, like gaining audience awareness. Most students expressed that both teacher and peer feedback combined could most effectively improve their writing. The study concluded that both forms of feedback play important and complementary roles in developing students' writing abilities.
An Analysis Of Pragmatic Intent Of Written Teacher Feedback Commentary On Stu...Lindsey Sais
This document analyzes the pragmatic intent of written teacher feedback provided on students' project essays in colleges of education in Ghana. The study examined 336 comments from 21 students' project drafts from the 2012 academic year at St. John Bosco's College of Education. The study found that teachers at St. John Bosco's primarily used the pragmatic intent of "make suggestion/request" in their comments, aiming to get students to rework their drafts. The analysis has implications for improving writing instruction and theories of teacher written feedback commentary.
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among English as a Second Language (ESL) students in a foundation studies program. The study examined 206 students' perceptions of academic writing challenges through feedback forms and analyzed students' writing assignments and instructor reflections to identify common errors. Key findings were that most students enjoyed writing tasks and working with peers to develop ideas, though many were unable to adequately evaluate their own work. The study aims to propose instructional strategies to better support ESL students' academic writing development.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among ESL students in a foundation studies program. The study examined 206 students' perceptions of and challenges with academic writing. It identified common errors in students' writing and proposed techniques to support student writing. Key findings included that most students enjoyed writing tasks but many were unable to self-evaluate their work. The study aimed to develop instructional strategies to improve ESL students' academic writing abilities.
A Comparison Of ESL Writing Strategies Of Undergraduates And PostgraduatesAshley Smith
The document summarizes a study that compares the writing strategies used by undergraduate and postgraduate English as a second language (ESL) students. The study administered surveys to 44 students to examine their strategies in three areas: task environment, background knowledge, and composing process. The results of t-tests found no significant differences between undergraduates and postgraduates in their responses. Further analysis found that undergraduates tended to choose topics they know while postgraduates chose topics they like. Both groups drew on their existing knowledge and created outlines when writing. The study provides insights into how students at different levels approach academic writing tasks.
The Role of Writing and Reading Self Efficacy in First-year Preservice EFL Te...Seray Tanyer
A conference paper presented at GlobELT 2015: An International Conference on Teaching and Learning English as an Additional Language (16 – 19 April 2015)
The paper makes an empirical research on the effect of formative assessment on English learning of higher vocational college students. It finds that: formative assessment attaches importance to the learning process, which is conducive to the development of good English learning habits; formative assessment can enhance students’ confidence in English learning, improve the atmosphere of team cooperative learning and autonomous learning, but cannot change the learning motivation of students. Overall, formative assessment has a greater impact on students with lower English proficiency.
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Eddy White, Ph.D.
Recently published online in the Asian EFL Journal (September, 2009), this article is part of my doctoral research into assessment for learning (AfL) in an EFL/ESL context with adult learners.
This document provides summaries of 5 source documents that could be cited in a research paper on language learning strategies for adult learners. Each summary is 1-3 sentences and provides the authors, purpose, audience and relevance to the research topic. The sources discussed include journal articles and a book on topics such as online vs traditional learning, language learning strategies, methodology in language teaching, and factors that influence learning.
A pilot intervention to improve the structural quality of exam essay writing ...Lori Mitchell
This document describes a study that tested an intervention to improve undergraduate psychology students' exam essay writing skills. The researchers:
1) Analyzed a sample of student essays to develop a profile of weaknesses, particularly poor structural organization.
2) Designed a pilot intervention focused on improving essay structure based on the identified weaknesses. It taught students goals and subgoals for structuring persuasive essays.
3) Tested the intervention on 23 volunteer students and compared their pre- and post-exam essay scores and structures to a control group.
The intervention group showed higher post-exam essay marks and wrote longer, more clearly structured essays that better linked evidence to topics and provided stronger conclusions compared to the control group. However
How To Write A 250 Word Essay Total AssignmenKatie Robinson
Pérotin, a 12th century French composer, is considered a musical innovator of his time and hailed as the "Mozart" due to his scholarly works and innovations in polyphony. As a court composer for Notre Dame, Pérotin is renowned under names like Perotinus Magnus or "great composer of discant", reflecting his mastery of musical composition. Sources indicate Pérotin revolutionized sacred music through the introduction of organum, or polyphonic singing, cementing his legacy as one of the most important composers in medieval church music.
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.
The development of writing learning model based on the arces motivation for s...Alexander Decker
This document summarizes the development of a writing learning model based on ARCES motivation for senior high school students. Key points:
1) Through literature reviews and observations, the researchers found issues with current writing instruction and student motivation. They developed a prototype model incorporating ARCES motivation and validated it with experts.
2) The researchers refined the preliminary model through testing, discussions, and revisions to create an improved writing model based on ARCES motivation.
3) Testing showed the ARCES motivation model was more effective at improving writing skills than conventional instruction, with post-test scores averaging 83.94 versus 75.79.
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.
A Self-Assessment Checklist For Undergraduate Students Argumentative WritingPedro Craggett
This document presents a self-assessment checklist developed for undergraduate students to help improve their argumentative writing skills. It discusses existing writing checklists and their limitations in comprehensiveness and lack of theoretical framework. The developed checklist is based on a theoretical framework combining the Pyramid of Argumentation model and Process Approach. It aims to provide a genre-specific tool sensitive to features of argumentative essays to help students self-assess and strengthen their writing.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document compares the perceptions of effective teaching behaviors between graduates from two English teacher training programs in Turkey - the English Language Teaching (ELT) department and the English Language and Literature (ELL) department. The ELT program spreads methodology courses across four years, while the ELL program concentrates these courses into the final 1.5 years. A questionnaire was administered to 22 ELT and 22 ELL pre-service teachers to investigate differences in their perceptions. Interviews were also conducted with 4 participants from each group. The study aims to determine if perceptions differ between the two groups who receive different amounts and timing of methodology training.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
An Analysis Of Difficulties In Writing Essay At Second Grade Of Education Col...Cheryl Brown
This document summarizes key aspects of writing instruction for ESL students. It discusses the shift from a product-focused approach to a process-focused one. A process approach focuses on the stages of writing like prewriting, drafting, and revising rather than just the final product. It also emphasizes giving students time to write and rewrite. Additionally, the document outlines different writing genres and discusses the writing process as iterative involving planning, drafting, reviewing, and editing in various orders. Finally, it notes the importance of building a writing habit in students.
The document summarizes a study that examined students' perceptions of teacher, peer, and combined teacher-peer feedback in improving their ESL writing skills. A questionnaire was administered to 150 secondary school students. Results showed that students had an overall positive view of teacher feedback and saw teachers as better able to address writing issues than peers. However, students also saw benefits to peer feedback, like gaining audience awareness. Most students expressed that both teacher and peer feedback combined could most effectively improve their writing. The study concluded that both forms of feedback play important and complementary roles in developing students' writing abilities.
An Analysis Of Pragmatic Intent Of Written Teacher Feedback Commentary On Stu...Lindsey Sais
This document analyzes the pragmatic intent of written teacher feedback provided on students' project essays in colleges of education in Ghana. The study examined 336 comments from 21 students' project drafts from the 2012 academic year at St. John Bosco's College of Education. The study found that teachers at St. John Bosco's primarily used the pragmatic intent of "make suggestion/request" in their comments, aiming to get students to rework their drafts. The analysis has implications for improving writing instruction and theories of teacher written feedback commentary.
This document summarizes a study that investigated the similarities and differences in opinion between teachers and students regarding Malaysia's revised school-based Oral English Test (OET).
The study found that both teachers and students viewed the OET as "just another test." Teachers' opinions focused more on how the test integrated with classroom activities, helped assess students' language abilities. Students' opinions centered more on the affirmation and feedback they received from the test. The only similarity was that both groups saw the OET as "just another test." The study provided insights that could help refine implementation of the school-based OET.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among English as a Second Language (ESL) students in a foundation studies program. The study examined 206 students' perceptions of academic writing challenges through feedback forms and analyzed students' writing assignments and instructor reflections to identify common errors. Key findings were that most students enjoyed writing tasks and working with peers to develop ideas, though many were unable to adequately evaluate their own work. The study aims to propose instructional strategies to better support ESL students' academic writing development.
Identifying gaps in academic writing of esl studentsRosmah Mustaffa
The document summarizes a study that investigated gaps in academic writing skills among ESL students in a foundation studies program. The study examined 206 students' perceptions of and challenges with academic writing. It identified common errors in students' writing and proposed techniques to support student writing. Key findings included that most students enjoyed writing tasks but many were unable to self-evaluate their work. The study aimed to develop instructional strategies to improve ESL students' academic writing abilities.
A Comparison Of ESL Writing Strategies Of Undergraduates And PostgraduatesAshley Smith
The document summarizes a study that compares the writing strategies used by undergraduate and postgraduate English as a second language (ESL) students. The study administered surveys to 44 students to examine their strategies in three areas: task environment, background knowledge, and composing process. The results of t-tests found no significant differences between undergraduates and postgraduates in their responses. Further analysis found that undergraduates tended to choose topics they know while postgraduates chose topics they like. Both groups drew on their existing knowledge and created outlines when writing. The study provides insights into how students at different levels approach academic writing tasks.
The Role of Writing and Reading Self Efficacy in First-year Preservice EFL Te...Seray Tanyer
A conference paper presented at GlobELT 2015: An International Conference on Teaching and Learning English as an Additional Language (16 – 19 April 2015)
The paper makes an empirical research on the effect of formative assessment on English learning of higher vocational college students. It finds that: formative assessment attaches importance to the learning process, which is conducive to the development of good English learning habits; formative assessment can enhance students’ confidence in English learning, improve the atmosphere of team cooperative learning and autonomous learning, but cannot change the learning motivation of students. Overall, formative assessment has a greater impact on students with lower English proficiency.
Assessing the Assessment: An Evaluation of a Self-Assessment of Class Partici...Eddy White, Ph.D.
Recently published online in the Asian EFL Journal (September, 2009), this article is part of my doctoral research into assessment for learning (AfL) in an EFL/ESL context with adult learners.
This document provides summaries of 5 source documents that could be cited in a research paper on language learning strategies for adult learners. Each summary is 1-3 sentences and provides the authors, purpose, audience and relevance to the research topic. The sources discussed include journal articles and a book on topics such as online vs traditional learning, language learning strategies, methodology in language teaching, and factors that influence learning.
A pilot intervention to improve the structural quality of exam essay writing ...Lori Mitchell
This document describes a study that tested an intervention to improve undergraduate psychology students' exam essay writing skills. The researchers:
1) Analyzed a sample of student essays to develop a profile of weaknesses, particularly poor structural organization.
2) Designed a pilot intervention focused on improving essay structure based on the identified weaknesses. It taught students goals and subgoals for structuring persuasive essays.
3) Tested the intervention on 23 volunteer students and compared their pre- and post-exam essay scores and structures to a control group.
The intervention group showed higher post-exam essay marks and wrote longer, more clearly structured essays that better linked evidence to topics and provided stronger conclusions compared to the control group. However
Similar to A SELF-ASSESSMENT MODEL IN TEACHING ACADEMIC WRITING FOR INDONESIAN EFL LEARNERS (20)
How To Write A 250 Word Essay Total AssignmenKatie Robinson
Pérotin, a 12th century French composer, is considered a musical innovator of his time and hailed as the "Mozart" due to his scholarly works and innovations in polyphony. As a court composer for Notre Dame, Pérotin is renowned under names like Perotinus Magnus or "great composer of discant", reflecting his mastery of musical composition. Sources indicate Pérotin revolutionized sacred music through the introduction of organum, or polyphonic singing, cementing his legacy as one of the most important composers in medieval church music.
The document discusses the advantages of watching movies at home versus going to the movie theater. It argues that watching movies at home is preferable due to lower costs, more convenient viewing options, and the ability to pause or rewatch scenes. Specifically, movie tickets and concessions at theaters are expensive. Additionally, theater showtimes can be inconvenient and difficult to plan around. In contrast, watching at home allows pausing or rewatching scenes at no extra cost on streaming services or personal media players.
1) The West Africa Regional War involved fighting in Liberia, Sierra Leone, and Guinea that gripped the region earlier in 2001.
2) While violence decreased in the second half of 2001, observers remain cautious as profound divisions remain within these societies and the peace in Sierra Leone enforced by the UN is still fragile.
3) Renewed warfare remains a serious threat in the region unless the root causes of the conflicts are addressed and stability is consolidated.
Dot Graph Paper Template Print. Online assignment writing service.Katie Robinson
This document discusses different types of computerized accounting systems that businesses can use. It explains that computerized systems improve accuracy, enhance reporting capabilities, and simplify the recording process compared to manual systems. The two main types are full-service and basic accounting software. Full-service systems handle comprehensive accounting needs while basic systems focus on core functions like invoices and payroll. The document also provides an overview of nominal and real accounts and how nominal accounts are closed out at the end of each accounting period.
The-American-Flag-Writing-Paper-HD All Form TemplKatie Robinson
Stephanie witnessed Courtney neglecting her children, having left her two-year-old son buckled in a car for an extended period with the lights on while she was passed out intoxicated inside, and her autistic daughter Caityne was nervously biting her fingernails at the door. Stephanie informed Angela of the incident two weeks later. However, Stephanie did not call the police, stating that her sister would be mad at her for interfering.
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A SELF-ASSESSMENT MODEL IN TEACHING ACADEMIC WRITING FOR INDONESIAN EFL LEARNERS
1. TAUFIQULLOH
A Self-Assessment Model in Teaching Academic Writing for Indonesian EFL Learners
A SELF-ASSESSMENT MODEL IN TEACHING ACADEMIC
WRITING FOR INDONESIAN EFL LEARNERS
Taufiqulloh
Department of English Education, Tegal University of Pancasakti, Indonesia
Email: taufiqkayla@gmail.com
APA Citation: Taufiqulloh. (2014). A self-assessment model in teaching academic writing for
Indonesian EFL learners. English Review: Journal of English Education, 3(1), 50-58
Received: 19-10-2014 Accepted: 02-11-2014 Published: 01-12-2014
Abstract: This self-assessment model is developed to help EFL students improve their
achievement in academic writing, more particularly essay writing. In English department
of Pancasakti University Tegal, academic writing is the course subject which develops
models and practices of essay writing in order that students are actively engaged in
rhetorical problem-solving. The development of this self-assessment model was derived
from the analysis of both theoretical and empirical studies of self-assessment in EFL
writing. The self-assessment model developed in this study consists of four kinds of self-
assessment instruments: self-edit checklist of writing dimensions (CWD), checklist of
writing strategies (CWS), survey questionnaire of writing interest and awareness (SWIA),
and questionnaire of learning monitoring strategies (QLMS). This self-assessment model
can be an alternative model in teaching academic writing to EFL students at university
level, more particularly the students of English Department, Pancasakti University Tegal.
Keywords: self-assessment model, academic writing, Indonesian EFL learners
INTRODUCTION
It is generally acknowledged that in
the field of EFL learning, students of any
English department in Indonesian
colleges or universities should be able to
pursue good performance in writing as
producing a piece of scientific work is a
part of the crucial requirements in
completing their study. It has been
widely known that writing in foreign
language teaching has become more
important today as it is not only an
object of study but a system of
communication (Weigle, 2000). Writing
is different from spoken language in
form and use. In essay writing, for
example, learners are required to not
only invent, express and organize ideas
as well as translate them into readable
texts, but also to make use of correct
grammar and sentence patterns. In
higher education, assessment plays an
important role to the success of the
teaching and learning process. It shapes
the experience of the students and
influences their behavior more than the
teaching they receive. (Bloxam & Boyd,
2007 and Orsmond, Merry and Reiling,
2000:24). In other words, selecting
effective assessment method or model is
of value to the teaching itself.
The self-assessment model
developed in this study is considered as
alternative technique in teaching
academic writing to university students
which is more student-centered.
Through this model, students are
expected to do effective self-editing
strategies in writing, figure out their
writing interest and awareness, learning
monitoring strategies which result to
better writing achievement.
2. ENGLISH REVIEW: Journal of English Education ISSN 2301-7554
Vol. 3, Issue 1, December 2014 http://journal.uniku.ac.id/index.php/ERJEE
This self-assessment model was
developed on the basis of metacognitive
theory in which metacognitive skills are
important in developing autonomous
learning skills. The metacognitive skills
cover self-regulation, self-monitoring and
self-assessment. Metacognition essentially
means cognition about cognition; that is,
it refers to second order cognitions:
thoughts about thoughts, knowledge
about knowledge or reflections about
actions (Eleonora and Louca, 2008:15).
Self-assessment encourages the
learners to recognize their strengths and
weaknesses in learning, and cope with
various learning problems. It promotes
learning, raises learner’s awareness of
their own learning, improve the goal
orientation of individual learners,
reduces teacher’s burdens of assessment
and entails a long-term effect on the
learner’s autonomy (Oscarson, 1989:62).
Brown (2004:270) defines self-assessment
as one of the primary foundation stones
of successful learning. The ability to set
one’s own goals both within and beyond
the structure of a classroom curriculum,
to pursue them without the presence of
an external prod, and to independently
monitor that pursuit all keys to success.
According Blanche and Merino (1989:313)
cited in Oscarson (2009:63), self-
assessment accuracy is a precondition
for learner autonomy. Students need to
be able to appraise their performance
accurately for themselves so that they
themselves understand what more they
need to learn and do not become
dependent on their teachers.
Illes (2012:509) defines learner
autonomy as the capacity to become
competent speakers of the target
language who are able to exploit the
linguistic and other resources at their
disposal effectively and creatively. In
writing, self-assessment enables learners
to monitor their progress in learning to
write and set their own learning goals.
In other words, it encourages the
learners the reflection needed to gain
increased control as writers (O’Malley
and Pierce, 1996:151). Self-assessment is
a process through which students must
be led (O’Malley and Pierce, 1996:39).
Teaching students to evaluate their
progress begins with realizing that
students will be learning new skills and
it can be carried out with these four
steps: setting criteria, applying criteria,
setting and working towards goals.
Some empirical studies claimed the
effectiveness of self-assessment in
English language learning. Sadek (2011)
investigated the effect of self-assessment
on the EFL-learners’ expository essay
writing. Birjandi (2010) also explored the
role of journal writing as a self-
assessment technique in promoting
Iranian EFL learners’ motivation.
Taufiqulloh (2010) conducted a
classroom research with two learning
cycles on implementing the model of
self-editing checklist in the writing
process of essay from Oshima and
Hogue (2006). Moreover, Oscarson (2009)
explored a study on how upper
secondary school students perceived
their own general and specific writing
abilities regarding syllabus goals and
whether these perceptions were affected
by self-assessment practices. Wang and
Wang (2007) introduced both affect test
and self-assessment into the traditional
assessment scheme of non-English major
post-graduates ESL writing classes.
Brown (2005:85), conducted a small
study of students on an independent
learning program.In addition to that,
Ferris (1995) developed and used a
semester-long editing process approach
to help advanced ESL writing students
become more self-sufficient as editors.
3. TAUFIQULLOH
A Self-Assessment Model in Teaching Academic Writing for Indonesian EFL Learners
The results of the study showed that
self-editing contributed a positive effect
in improving student’s ability in writing.
DEVELOPING SELF-ASSESSMENT
MODEL
This self-assessment model was
developed on the basis of needs analysis
and the results of theoretical and empirical
review on self-assessment practices in the
context of EFL learning, particularly in
academic writing instruction. The needs
analysis was conducted at the English
Department of Pancasakti University
Tegal, intended to gather information
relating to the teaching and learning
process of academic writing.
Empirical review was also
conducted to develop the model of this
study. It was found that there was a
model of self-assessment practices in
essay writing instruction developed by
Oshima and Hogue (2006). They
developed a model of self-editing
instrument which can be applied in the
polishing stage of the writing process of
essay. This model was then tested using
a classroom action research to the
students of English Department,
Pancasakti University attending
academic writing class. The result
showed that such a model was effective
in teaching essay writing: students’
writing achievement improved from
pre-cycle to the last cycle.
Instead, some drawbacks were
found regarding the implementation of
the model. Teacher didn’t set criteria
before students were involved in self-
practices in the classroom. Another
problem found that such self-assessment
instrument contains more general
information about assessing the aspects
of essay such as format, mechanics,
content, organization, grammar and
sentence structures, so that teacher
worked hard on providing more
detailed information on it. Moreover,
the form of self-edit checklist was
dichotomous. Students were only asked
to write yes or no in the checklist
without giving further explanation to
their answers as they were supposed to
do in responding to such checklist.
According to Youngman (1984)
cited in Cohen, et.al., (2005 ) Youngman
(1984:163) suggests that it is a natural
human tendency to agree with a
statement rather than to disagree with it;
this suggests that a simple dichotomous
question might build in respondent bias.
The similar phenomenon was also found
in research conducted by Sadek (2011).
She developed a model of self-editing
instrument that was associated with the
polishing stage of the writing process..
This instrument doesn’t provide detailed
information about assessing all aspects
of essay. She also developed another
self-assessment intended to measure
students’ attitude during academic
writing instruction. In its
implementation, it was not measured for
its validity and reliability that resulted in
biased evaluation. Criteria was also not
set before implementing self-assessment
practices. Considering some phenomena
previously described, this self-
assessment model in teaching academic
writing for EFL learners was developed.
Components of the Model
The components of self-assessment
model in teaching academic writing for
EFL learners is described in the
following figure:
4. ENGLISH REVIEW: Journal of English Education ISSN 2301-7554
Vol. 3, Issue 1, December 2014 http://journal.uniku.ac.id/index.php/ERJEE
Figure 1: Self-Assessment Model in Teaching Academic Writing for EFL Learners
Mini
Lesson
Standard
Competence
Learning
Materials
Instructional
Objective
Formative
Assessment
Survey of Writing
Interest and
Awareness (SWIA)
Questionnaire of
Learning Monitoring
Strategies (QLMS)
Checklist of Writing
Dimensions (CWD)
Self-Assessment
Checklist of Writing
Strategies (CWS)
Reflection
Learning
Indicators
Basic
Competencies
Writing Process
Planning
Writing first draft
Assessing
Revising
Writing final copy
Editing
-Modeling
-Reviewing
Essay Writing
Assignment
Summative
Assessment
Writing Test Self-Assessment
Learning
Outcome
Feedback
5. TAUFIQULLOH
A Self-Assessment Model in Teaching Academic Writing for Indonesian EFL Learners
Drawn from the figure, this model
encompasses twelve components:
standard competence, basic competencies,
learning indicators, instructional
objective, learning materials, mini lesson,
self-assessment instruments, feedback,
writing process, formative assessment,
summative assessments, learning
outcome, and reflection.
Mini lesson (criteria) is an important
part in self-assessment. Teacher should
provide criteria or standards students
must follow in order that they can make
judgment on their own. This is a key
element of self-assessment. According to
Boud (1986:1) criterion is a requirement
of self-assessment to be able to engage
with and if possible involve students in
both discussion and understanding of
criteria and/or formulating the criteria
used in assessment. While O’Malley and
Pierce (1996) added that in order to carry
out self-assessment, students must be led.
This mini lesson is carried out by two
activities: modeling and reviewing.
Teacher presents some models of essay to
be critically reviewed in terms of
strengths and weaknesses. Three self-
assessment instruments developed are
Checklist of Writing Dimension (CWD),
Checklist of Writing Strategies (CWS),
Survey of Writing Interest and Awareness
(SWIA) and Questionnaire of Learning
Monitoring Strategies (QLMS).
CWD was developed from the model
of self-edit checklist from Oshima and
Hogue (2006). Through this checklist,
students learn to self-edit several aspects
of their essay writing including format,
mechanics, content, organization,
grammar and sentence structures. They
self-edit their essay draft to have good
format, correct spelling, punctuation and
other mechanical skills. They also learn to
assess whether their writing is interesting
or not to read, and whether their writing is
produced with care and thought or not,
and whether or not their essay has a good
organization. Furthermore, students are
able to recognize their mistakes on several
grammatical aspects in their writing such
as tenses, conjunctions, etc. In addition,
since writing is an art, using various types
of sentences in writing is artful. CWS was
developed from materials produced by
the Georgetown University Evaluation
Assistance Center (EAC) East (1990) cited
in O’Malley (1996:154) cited in O’Malley
and Pierce (1996). Through this checklist,
students assess their strategies before,
during and after writing. Pre-writing
strategies focus on topic review and
organization. Students learn to recognize
the strategies in generating ideas about the
topic and making outline or semantic map
of the topic. Strategies used during
writing focus on the content. After writing,
students identify their strategies in
rereading, editing and revising their
essays. Meanwhile, SWIA was developed
from materials produced by the
Georgetown University Evaluation
Assistance Center (EAC) East (1990) cited
in O’Malley (1996:154). It is employed to
determine the students attitude toward
academic writing. Students are asked to
identify their interest and awareness
which include their perceptions, care, and
seriousness in learning to write essay.
Simply, students are asked to indicate
their attitudes in learning academic
writing and gauge their improvement as
writers. And QLMS is employed to find
out the ways the students monitor their
own learning after they accomplish a
certain task.
Feedback is another important part
of self-assessment. It is merely an
approach which determine the
effectiveness of self-assessment practices.
Tutor feedback and student learning are
inseparable (Osmond., et.al., 2000). It is
an essential component of virtually of
every model of the writing process as it
6. ENGLISH REVIEW: Journal of English Education ISSN 2301-7554
Vol. 3, Issue 1, December 2014 http://journal.uniku.ac.id/index.php/ERJEE
motivates the writers to improve their
next draft (Hall, 1990:43). Feedback
during writing process improves not
only student attitude to writing but
writing performance if students are
given unlimited opportunities to
respond to teacher feedback and
continue writing. (Ferris,1995). Thus,
Students do not rely on themselves in
coping with their learning problems.
The writing process in the model
consists of planning, writing the first
draft (drafting), assessing, revising,
editing, and writing the final draft.
Relating to formative Assessment, It
includes all activities that provide
information that is used as feedback to
adapt teaching and learning in the
classroom. Brown (2004:6) said that
formative assessment refers to a process
assessment which is given during the
course of instruction to show which
aspect of the materials the students have
mastered and where the remidial work
is necessery. It is also called assessment
of learning, used to improve learning by
giving the student information on his or
her learning progress while still learning.
Self-assessment plays a very important
role in this kind of assessment.
Assessment is also called learning itself.
The teaching and learning process of
academic writing class in this study is
more about assigning the students to
practice writing essays on some given
topics using the steps of writing process
in this model. Using self-edit checklist of
writing dimensions (CWD), they
practice editing and revising their essays
by gathering feedback from their peers
and teacher. Through this activities,
students are able to recognize their
problems or barriers in writing and
figure out the ways to cope with them.
Meanwhile, summative assessment In
this model is conducted by giving
writing test at the end of instruction to
see overall progress of learning during
learning to write through self-
assessment practices. Students’ writing
strategies, interest and awareness as well
as monitoring strategies, are also figured
out through this type of assessment.
Finally, reflection should be carried
out by both teacher and students
regarding the learning outcome to set up
the next instructional objectives.
MODEL IMPLEMENTATION
PROCEDURE
The part presents a set of activities
of both teacher and students in
implementing self-assessment model in
academic writing class. (See figure 2).
As shown in figure 2, both teacher
and students are involved in the
following activities in implementing
self-assessment model in academic
writing class:
Lecturing
At the beginning of instruction,
teacher delivers the instructional
objective of academic writing which was
developed from the standard
competence and basic competencies in
the existing syllabus so that it enables
students to figure out what to be
achieved in learning academic writing,
particularly essay writing. Teacher also
prepares the materials of essay writing
as the subjects matters taught in
academic writing class. Regarding the
instructional objective, the learning
materials of essay embrace several
aspects of essay writing such as the
development of essay, types of essay,
unity and coherence, sentence types and
grammatical features in essay, rhetorical
strategies, etc.
7. TAUFIQULLOH
A Self-Assessment Model in Teaching Academic Writing for Indonesian EFL Learners
Figure 2: Implementation Procedure of Self-Assessment Model
Conducting mini lesson
Teacher plays a central role in
applying mini lesson. This is about
setting criteria with the involvement of
the students so that self-assessment
practices in the classroom can be worked
out successfully. Defining characteristics
of self-assessment is the involvement of
students in identifying standards and/or
criteria to apply to their work and
making judgments about the extent to
which they have met these criteria and
standards (Boud 1995: 12). Through
mini lesson, teacher presents some
models of well-organized essays which
have clarity in meaning, accuracy in
format, mechanics, grammar and
sentence structures, and clarity in
content and organization. Another form
of mini lesson is reviewing. Teacher
provides sample essays to be reviewed
with students in the classroom to figure
out their strengths and weaknesses.
Conducting formative assessment
After mini lesson, teacher assigns
students to develop essay within a
number of topics. Using the steps of
writing process developed in this model,
teacher facilitates students to work in
pairs or group to plan, and write, assess,
revise, and refine their draft. Teacher
also monitors the progress of students’
works after doing self-revising and
editing their draft and provides
feedback for their writing problems.
Feedback is mainly addressed to refine
students’ writing in terms of clarity in
meaning (content and organization),
accuracy in format, mechanics, language
functions, unity and coherence.
Conducting summative assessment
At the end of the writing
instruction, teacher administers essay
writing test to the students to find out
the effect of self-assessment practices
during the teaching and learning process
Teacher
Lecturing
Delivering
Objectives
Presenting
Learning
materials
Mini
Lesson
Modeling
reviewing
Formative
Assessment
Facilitating
Monitoring
Summative
Assessment
Assessing
Evaluating
Reflection
Facilitating
Identifying
the
instructional
objective
Comprehen
ding the
product
knowledge
of essay
writing
Reviewing
Sample
essays
(Assessing
and
Polishing)
Planning and
developing
essay
Assessing
essay
Polishing
essay using
CWD
Identifying
problems
Searching for
feedback
Doing essay
writing test
Filling out
self-
assessment
instruments of
metacognitive
aspects (CWS,
SWIA and
QLMS)
Identifying
strengths and
weaknesses in
writing
Making plans
for
improvement
Students
8. ENGLISH REVIEW: Journal of English Education ISSN 2301-7554
Vol. 3, Issue 1, December 2014 http://journal.uniku.ac.id/index.php/ERJEE
of academic writing. This summative
test is timed based in which students
develop essay on the given topics.
Teacher also distributes three types of
self-assessment instruments: checklist of
writing strategies (CWS), survey
questionnaire of writing interest and
awareness (SWIA) and questionnaire of
learning monitoring strategy (QLMS).
Facilitating reflection
Learning outcome is then analyzed
for reflecting or giving a meaning
toward academic writing instruction
with self-assessment practices. Things
that have not been passed or achieved
would be recognized. The strengths and
the weaknessess of the students in
learning academic writing will be the
reference to reset the instructional goals.
CONCLUSION
This self-assessment model was
developed from the results of needs
analysis, theoretical and empirical
review. It is different from the existing
models in terms of content and
implementation. The content embraces
more self-assessment instruments that
can be used to apply self-assessment
practices in academic writing class in a
wider domain, covering both cognitive
and metacognitive learning aspects of
the students. Through this model,
students not only learn to produce well-
organized essays, but also to figure out
their attitude in terms of writing
strategies, interest and awareness and
learning monitoring strategies. Finally,
this model is addressed to be
implemented in academic writing class
of English Department, Pancasakti
University Tegal. Instead, it can be
implemented widespread through
adaptation or adjustment.
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