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.
The study is aimed at describing the studentsā perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of studentsā attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the studentsā perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacherās feedback helped them improve their writing, and 90 percent of them realized that their teacherās feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacherās feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
On English Vocabulary Teaching Methods in Chinese Senior High Schoolsinventionjournals
Ā
This paper discussed the problems of vocabulary teaching in Chinese senior high schools based on the present situation of English teaching in China. By surveying and analyzing the main factors that affect English vocabulary teaching in Chinese senior high schools, the author proposed possible vocabulary teaching methods, and finally brought up some solutions so as to improve the relevant English teaching.
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 studentsā writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers.
5. 7 articles for vol 8 no 1 june 2015 register journal iain salatigaFaisal Pak
Ā
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
English Language Teaching in Indonesia (TEFLIN)
Teaching English to Speakers of Other Languages (TESOL)
The study is aimed at describing the studentsā perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of studentsā attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the studentsā perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacherās feedback helped them improve their writing, and 90 percent of them realized that their teacherās feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacherās feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
On English Vocabulary Teaching Methods in Chinese Senior High Schoolsinventionjournals
Ā
This paper discussed the problems of vocabulary teaching in Chinese senior high schools based on the present situation of English teaching in China. By surveying and analyzing the main factors that affect English vocabulary teaching in Chinese senior high schools, the author proposed possible vocabulary teaching methods, and finally brought up some solutions so as to improve the relevant English teaching.
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 studentsā writing skills in the long run. To address this issue, we propose a new framework for writing instruction as a guide to ESL teachers.
5. 7 articles for vol 8 no 1 june 2015 register journal iain salatigaFaisal Pak
Ā
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
English Language Teaching in Indonesia (TEFLIN)
Teaching English to Speakers of Other Languages (TESOL)
3. 7 article june edition vol 9 no 1 2016 register journal iain salatigaFaisal Pak
Ā
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The main purpose of this article is to examine the level of Communication Apprehension (CA) among Third-Year Political Science students studying English for Specific Purposes (ESP) at Chlef University, and then investigate the main factors that lead to their CA in the ESP classroom. The instruments that were used for data collection in the study are a questionnaire administered to 50 students and an interview conducted with 4 teachers. The findings of the study revealed that most students had high level of CA with the relative contribution of two main reasons: instructional and psychological factors to the situation. Finally, some suggestions and recommendations on how to reduce communication apprehension among ESP students and improve their speaking skills were stated.
Analysis of Studentsā Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
Ā
This study analyses undergraduate studentsā errors in their summative evaluation with special emphasis on a literary subject that is taught in English. The study is an analysis of studentsā corpora and uses qualitative analysis. Three questions spearheaded the discussion namely (1) what are errors that students make in their final evaluation? (2) What are the effects of these errors? (3) What can be done to help students reduce these errors? The study has a threefold significance namely showing teachers in charge of language teaching the areas that should be more emphasized; reveal students how important they should cope with these challenges to better their language use and become more proficient in a second language, if they are willing and committed to correct these errors. It was found that most of learners make similar errors related with spelling, subject verb agreements, pluralization, capitalization and misuse of prepositions.
Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
Ā
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This book is primarily aimed at implicitly setting a framework for integrating online and face-to-face instruction coherently in one language course, although the authors claim that the book is not attempting to prescribe a series of dos and donāts. The relatively concise but well-crafted book considers teachers as its main audience, walking them through various stages of creating a hybrid class, namely decision-making, planning, integration, and evaluation.
3. 7 article june edition vol 9 no 1 2016 register journal iain salatigaFaisal Pak
Ā
REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings
This journal encompasses original research articles, and short communications, including:
Phonology
Morphology
Syntax
Semantics
Pragmatics
Psycholinguistics
Sociolinguistics
Discourse Analysis
Linguistics in Education
Linguistics in Literature
Language Acquisitions
English Language Teaching (ELT)
English as Second Language (ESL)
English as Foreign Language (EFL)
English for Specific Purpose (ESP)
The main purpose of this article is to examine the level of Communication Apprehension (CA) among Third-Year Political Science students studying English for Specific Purposes (ESP) at Chlef University, and then investigate the main factors that lead to their CA in the ESP classroom. The instruments that were used for data collection in the study are a questionnaire administered to 50 students and an interview conducted with 4 teachers. The findings of the study revealed that most students had high level of CA with the relative contribution of two main reasons: instructional and psychological factors to the situation. Finally, some suggestions and recommendations on how to reduce communication apprehension among ESP students and improve their speaking skills were stated.
Analysis of Studentsā Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
Ā
This study analyses undergraduate studentsā errors in their summative evaluation with special emphasis on a literary subject that is taught in English. The study is an analysis of studentsā corpora and uses qualitative analysis. Three questions spearheaded the discussion namely (1) what are errors that students make in their final evaluation? (2) What are the effects of these errors? (3) What can be done to help students reduce these errors? The study has a threefold significance namely showing teachers in charge of language teaching the areas that should be more emphasized; reveal students how important they should cope with these challenges to better their language use and become more proficient in a second language, if they are willing and committed to correct these errors. It was found that most of learners make similar errors related with spelling, subject verb agreements, pluralization, capitalization and misuse of prepositions.
Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
Ā
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
This book is primarily aimed at implicitly setting a framework for integrating online and face-to-face instruction coherently in one language course, although the authors claim that the book is not attempting to prescribe a series of dos and donāts. The relatively concise but well-crafted book considers teachers as its main audience, walking them through various stages of creating a hybrid class, namely decision-making, planning, integration, and evaluation.
Eversheds Head of Global Privacy, Paula Barrett, hosts a discussion on key developments and practical advice following the ruling against the validity of Safe Harbor by the Court of Justice of the European Union (āCJEUā).
Paula is joined by data protection experts from Germany, Ireland and Switzerland:
ā¢ Dr. Alexander Niethammer ā Partner ā Eversheds Munich office
ā¢ Marie McGinley ā Partner ā Eversheds Dublin office
ā¢ Monika McQuillen ā Partner ā Eversheds Switzerland office
they discuss the impact of the ruling in their country and some of the comments/actions of their respective local data protection authorities.
The finding of invalidity in respect of Safe Harbor has huge implications for businesses both in the EU and the US, and many have been left asking āWhat do we do now?!ā. This webinar aims to answer this question and also provide guidance on the future landscape for the transfer of personal data outside of Europe, so that you have a good idea of what is to come and can start preparing accordingly.
Topics discussed include:
A brief summary of the CJEU ruling in the Schrems case (including the rationale for ruling against the validity of Safe Harbor).
ā¢ Consideration of statements made by local regulators across Europe (particularly in Germany) in the wake of the ruling.
ā¢ A review of the recently released Article 29 Working Party statement ā what does it say and what does this mean for local data protection authorities and affected businesses?
ā¢ What is the state of EU-US negotiations ā is there hope for Safe Harbor 2.0?
ā¢ What should businesses be doing in order to ensure compliance with EU law?
ā¢ Looking at the horizon ā impact on the GDPR.
Vietnamese EFL studentsā perception and preferences for teachersā written fee...AJHSSR Journal
Ā
ABSTRACT : In recent years, there has been an increasing interest in the role of teachersā written feedback
(TWF) in the EFL writing class as well as the factors determining the effectiveness of TWF. This study
examined Vietnamese EFL university studentsā 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, teachersā written feedback, perceptions, preferences
The aim of the study was to investigate the effect of Task Base Language Teaching (TBLT) on tertiary ESOL learnersā academic writing achievement in tertiary level. Therefore, the experimental research was applied to this study. The control group was taught through Classical Method (CM) while the experiment group was taught through Task Based Language Teaching (TBLT) method. Furthermore, the pre-test and post-test were administered to students in control group and experiment group (30 students in each group). The data were tabulated by employing t-test in Statistical Package for Social Science (SPSS) version 21. Based on the data analysis, the result indicated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It can be concluded that there was a significant effect of Task Based Language Teaching (TBLT) method on tertiary ESOL learnersā writing achievement compared to Classical Method (CM) of teaching.
Reasons of Problems in Writing class in the tertiary level of Bangladeshinventionjournals
Ā
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
A Comparative Study of American English File and New Headway English CourseAJHSSR Journal
Ā
ABSTRACT: Textbooks play an essential role in the language learning process. The difficulty is that among a wide range of textbooks in the market,there are a lot ofoptions which make the process of book selection even harder. Therefore, book evaluation is a vital process, and it has great impact on the process of learning and teaching. In order to evaluate ELT textbooks, theorists and writers have offered different kinds of evaluative frameworks based on a number of principles and criteria. To this end, two EFL textbooks namely New Headway English Courseand American English File which are commonly taught in language institutes in Iranwere selected for evaluation by seeking the teachersā viewpoints on the effectiveness of the two textbooks. Twenty ELT teachers helped the researcher rate the evaluative checklists. A modified version of [1] teacher textbook evaluation form was used to collect data.The results indicated that the differences between the two textbooks were not significant in four features including practical considerations, layout and design, activities, and skills, but they proved to be different in some other features including language type as well as subject and content.
How to Make a Field invisible in Odoo 17Celine George
Ā
It is possible to hide or invisible some fields in odoo. Commonly using āinvisibleā attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
Ā
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
Ā
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
Ā
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
Ā
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
Ā
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
Ā
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2. World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011
30
lessons, though teacher corrections of errors in studentsā in the survey study overwhelmingly considered teacher
essays serve as examples for writers, in reality most feedback as effective compared to peer and self feedback
students benefit little from the corrections because the [24]. Other studies in multiple-draft settings showed that
students treat work handed in as final products rather teacher feedback helped students improve their writing. In
than as a stage in the process of improvement or the absence of teacher feedback, ESL students showed
completion [8]. improvement in the content of their revisions, but those
Past studies have shown the various types of errors who were given teacher feedback made greater
made by Malaysian ESL students in their writing. improvements [25]. Another study on teacher feedback
Malaysian studentsā essays were found to contain errors showed that 93.5 percent of the 155 respondents in the
on the use of determiners, subject-verb (S-V) agreement study indicated that teacher feedback helped them
and the wrong use of the copula ābeā [9]. Other errors improve their writing [26]. Similarly, teacher feedback has
included errors in tenses, mechanics, conditionals and S-V been observed as having a positive effect on the accuracy
agreement [10]. In general, past research has shown that of the target form when participants are asked to revise
the ability to write in English among many Malaysian their writings [27]. Although the results of research on the
students is generally unsatisfactory even though English effectiveness of teacher feedback are inconclusive, the
is considered a second language in Malaysia [11]. effectiveness of teacher feedback is fairly established in
Effectiveness of Teacher and Peer Feedback: Various Previous comparative studies on teacher and peer
studies have been conducted in the past on the comments have been conducted both in L1 and L2
effectiveness of teacher feedback and peer feedback in contexts. A study of secondary school L2 writers showed
ESL writing [12-16]. In general, teacher feedback is that the students described the teacher as a āfigure of
regarded as a main requirement for improvement in authority that guaranteed qualityā [3]. In contrast to
studentsā essay writing. Teacher feedback is defined as teacher feedback, peer feedback is a learning strategy in
feedback from a source to a recipient in the form of which a student evaluates another student's work via
information about the correctness, accuracy, or feedback. Good ESL writing needs drafting, revision,
appropriateness of the recipient's past performance [17]. making changes and corrections and peers can actually
It is input or information given to the writer for revision provide useful feedback at various levels in the writing
[18]. However, in terms of the form and content of teacher process.
feedback, research shows that most ESL writing teachers The beneficial effects of peer feedback have been
make similar types of comments and are more concerned documented by a number of researchers in ESL writing
with language-specific errors and problems. Therefore, [12-14]. The studies revealed that first, peer feedback is
it is not surprising that teacher comments are often pitched more at the learner's level of development or
confusing, arbitrary and inaccessible [19]. In addition, interest and is therefore more informative than teacher
research reviews on teacher feedback suggest that even feedback. Secondly, it enhances audience awareness and
with well written feedback, there was no evidence that it enables the writer to see egocentrism in his or her own
would produce significant improvements in studentsā writing. In addition, learners' attitudes towards writing can
subsequent writing [20]. be enhanced with the help of more supportive peers and
A majority of teachers mark errors painstakingly [21]. their apprehension can be lowered. Learners can learn
Teachers tend to treat error feedback as a job with little more about writing and revision by reading each other's
long-term significance. Although they spend massive drafts critically and their awareness of what makes writing
amounts of time marking studentsā writing, teachers successful and effective can be enhanced and, lastly
themselves are not totally convinced that their efforts are learners eventually become more autonomous writers.
effective in terms of studentsā improvement. Too many However, although ESL students may perceive that
error corrections can be discouraging to the learner-writer, peer feedback enables them to gain an awareness of the
thus teacher feedback should focus mainly on content audience and could help improve their writing, they may
[22]. Many ESL students greatly value teacher feedback still be unsure of their strengths as competent readers
and consistently rate it more highly than alternative forms [28]. Many researchers are also not convinced of the
such as peer feedback and oral feedback in writing ability of novice writers in helping their peers in the
conferences [23]. A study found that the 81 respondents revising process [29, 2, 30]. A study [31] found that while
process writing.
3. World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011
31
students agreed that peer feedback helped them to locate writing in the hope that both types could be used to help
problems in their own writing, they only selectively improve studentsā writing performance. Hence, the
incorporated the feedback into their revisions. Similarly, research questions posited for the study were: (1)
in another study [32] that involved Indonesian EFL What are the studentsā perception of the role of teacher
students, the results revealed that peer feedback was feedback in enhancing ESL writing?; (2) What are the
perceived by the students to be a useful way to improve studentsā perception of the use of peer feedback in
their writing although the improvement was observed to enhancing ESL writing?; and (3) What are the studentsā
be superficial. perception on the combined use of teacher feedback and
Peer feedback has its limitations. For instance, there peer feedback in ESL writing? Studentsā perception in
are three main problems of peer feedback: (1) Students this study refers to the ESL studentsā beliefs on the
tend to respond to surface errors instead of semantic or effectiveness of employing teacher feedback, peer
textual one; (2) Students give advice that often does not feedback and a combined use of teacher feedback and
facilitate revision; and (3) Students have difficulty peer feedback in enhancing their ESL writing. Teacher
deciding whether their peer's feedback is valid [23]. Other feedback can be seen as any procedure given by a teacher
researchers investigated the impact of peer feedback in which is used to inform a learner on whether an
ESL writing classrooms and concurred that although peer instructional response is right or wrong [40]. For the
feedback offers many ways to improve students' writing, purpose of this study, however, teacher feedback refers
its effectiveness is still highly questionable [33-36]. to the written feedback given by teachers as response to
From the above reviews, it can be suggested that their studentsā errors in ESL writing that looks into
while the effectiveness of teacher feedback in multiple- aspects of content, organization, vocabulary, grammar
draft settings appears to be established, the value of peer and mechanics of writing.
feedback is otherwise, particularly in ESL writing. In peer feedback, other writers read and provide
ComparativeStudiesontheEffectivenessofTeacherand feedback activities tend to generate more comments on
Peer Feedback: Comparative studies have been the content, organization and vocabulary [40]. Since the
conducted on the relative effectiveness of teacher writers are the students, peer feedback is understood as
feedback and peer feedback in enhancing ESL writing. having other students to read and to give comments,
Earlier studies found that teacher feedback brought more corrections, criticisms and suggestions on what other
improvements than peer feedback and that the students students have written. Peer feedback in this study refers
doubted the quality and accuracy of their peers' to a peer commenting on another studentās paper on the
corrections and comments [37]. In a study that compared aspects of content, organization, vocabulary, grammar
written peer feedback and teacher feedback, it was found and mechanics of writing in written form. ESL writing
that neither types of feedback had helped ESL students to refers to the process of writing which is learning how to
improve in their revisions [12]. write by writing [13, 17]. This current emphasis on writing
More recent comparative studies on ESL writing instruction focuses on the process of creating writing
yielded findings in favor of teacher feedback; the effect of rather than on the end product [41]. In this study, ESL
peer feedback was found to be minimal [38]. In terms of writing refers to the writing of essays in English through
preference for type of feedback, many students showed process writing.
preference for teacher feedback over peer feedback [24].
The above findings in ESL writing indicated that teacher MATERIALS AND METHODS
feedback was either more effective than peer feedback in
enhancing ESL writing or was considered more favorably The study was conducted using a survey research
than peer feedback by students. Some researchers method. The participants of the study were Form Five
argued that when students are not forced to make a students from five out of 24 national secondary schools
choice, they may welcome both peer feedback and teacher in a southern state in Malaysia. One intermediate level
feedback [39]. class was chosen from the 5 schools in the district. Data
The Study: The main aim of this study was to examine percentages and frequencies. The instruments comprised
studentsā thinking of the role of the combined use of a 32 four-point Likert scale items, two multiple-choice
teacher feedback and peer feedback in enhancing ESL items and three open-ended items.
feedback on what their peers have written [8]. Peer
collected from the questionnaire were analyzed using
4. STATEMENT 7
0
10
20
30
40
50
60
70
STRONGLY
AGREE
AGREE
DISAGREE
STRONGLY
DISAGREE
PERCEPTION
PERCENT
TEACHER
FEEDBACK
PEER FEEDBACK
World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011
32
RESULTS AND DISCUSSION In contrast to teacher feedback, the findings showed
The following section presents the findings and the use of peer feedback in enhancing ESL writing.
discussion of the study in relation to the research However, the students perceived the role of peer
questions. It presents the studentsā perception on the role feedback to be less facilitative in enhancing their ESL
of teacher and peer feedback in enhancing ESL writing as writing. The students had mixed perceptions on the
well as their perception on the combined use of teacher reliability of peer feedback. This is supported by other
feedback and peer feedback in ESL writing. previous research on peer feedback [38-40]. The students
Teacher Feedback and Peer Feedback: Figure 1 shows with them and that their peers are less proficient in
the aspect of organization in ESL to illustrate the providing feedback compared to their teachers. It was also
studentsā perception on the role of teacher and peer found that the students had mixed perceptions on the
feedback. reliability of peer feedback. However, they thought
It shows that 96.7% of the students (145 students) positively of the use of peer feedback in enhancing ESL
strongly agreed or agreed while only 3.3% (5 students) writing in general. It was found that about half of the
strongly disagreed that their teachers often addressed the students perceived that their peers did not provide
aspect of organization when giving feedback on their positive feedback more frequently on their essay writing
essay writing. Meanwhile, 78 students (52.0%) strongly compared to their teachers who provided more positive
agreed or agreed and approximately 72 students (48.0%) feedback. More than half of the students believed that it
disagreed or strongly disagreed that their peers often is unnecessary for their peers to correct all their written
addressed the aspect of grammar when giving feedback. errors. Most of the students thought that their peers do
This shows that the students seemed to have a not often point out or correct all mistakes when giving
positive response to the role of teacher feedback in written feedback compared to their teachers. They also
enhancing ESL writing. The students perceived that their believed that their peers only provided general comments
teachers tended to use positive feedback more frequently. on their essays.
They also thought that it was important for their teachers On the combined use of teacher feedback and peer
to correct all their written errors. In addition, the students feedback in enhancing ESL writing, the students had
agreed that their teachers often pointed out and corrected mostly positive thinking of the combined use of teacher
all mistakes when giving feedback on their essays. In feedback and peer feedback in their essay writing efforts.
general, the students perceived that their teachers did not It appears that the majority of the students preferred a
only give general comments on their essay writing, but combined feedback; that is teacher feedback and peer
had also included specific comments. In general, the feedback, respectively as shown in Figure 2. The study
students placed their teachers in a higher position in showed that a majority of the students thought positively
giving feedback to their essays compared to their peers. of the combined use of both teacher and peer feedback in
The students considered teacher feedback as an ESL writing.
important and necessary component in responding to The results of the survey showed that many of the
their essay writing. students think that both teacher feedback and peer
Fig. 1: Perception on teacher and peer feedback on could improve their writing with assistance from both
organization of writing their teachers and peers.
that the students had an overall positive perception of
appeared to regard their peers as having an equal status
feedback play a greater role in their ESL writing. They
seemed to believe that their teachers are able to help them
to improve their ESL writing. At the same time, they find
peers helpful in general for their peers are able to give
some input in enhancing their writing. They believe that
learning to write essays using this combined method is
beneficial because they can get different opinions from
different people. All the students perceived some form of
improvement in their writing with the combination
approach. The students seemed convinced that they
5. 0
10
20
30
40
50
60
70
80
90
100
TEACHER
FEEDBACK ONLY
PEER FEEDBACK
ONLY
COMBINED USED OF
TEACHER
FEEDBACK AND
PEER FEEDBACKTYPES OF FEEDBACK
PERCENT
0
10
20
30
40
50
60
70
80
90
100
YES NO
STUDENTS' PERCEPTION
PERCENT
World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011
33
Fig. 2: Studentsā preference for peer, teacher and a
combination of peer and teacher feedback
Fig. 3: Perception on the effectiveness of the combination
of peer and teacher feedback
Figure 3 displays the percentage of studentsā
agreement on the effectiveness of the combination of
teacher and peer feedback.
A total of 93.3% of the students (140 students)
thought that the combined use of both types of feedback
is more effective for their ESL writing. Meanwhile, only
6.7% (10 students) thought otherwise. These students
preferred teacher feedback over student feedback for their
ESL writing. The students believed that that the combined
use of teacher feedback and peer feedback is more
effective and play a significant role in enhancing their ESL
writing.
CONCLUSION
Teacher feedback can assist learners to notice a
target structure, to compare it with their existing
knowledge and to integrate it into that knowledge. Peer
feedback, on the other hand, can also help learners to
notice the target structure while reconfirming its use
and providing additional input via the learnersā input.
Thus, the two forms of editing and response to writing
can interact in a synergistic relationship, each shaping
and in turn being shaped by the other. Combining teacher
feedback and peer feedback in ESL writing may not only
possibly help increase immediate writing abilities, but also
help promote durability of the skill. This study contributes
to research in highlighting studentsā positive thinking of
the important role of both teacher feedback and peer
feedback in developing studentsā writing skills. An
important implication for ESL writing is that although
teacher feedback is considered more effective by many
students, peer feedback with appropriate training
provided to students may well serve as an important
supporting role in helping learners in their writing. A
combination of both types of feedback is thus crucial in
the effort to improve studentsā writing in the ESL
classroom.
REFERENCES
1. Chan, W.F., 2007. The effects of time constraints and
proficiency on ESL writing performance. Universiti
Sains Malaysia. Retreived online at:
http://www.eprints.usm.my/The_effects_of_time_c
onstraints_and_proficiency_on_esl_essay_writing
_performance.pd. [17December 2010].
2. Nelson, G. and J. Carson, 1998. ESL studentsā
perceptions of effectiveness in peer response
groups. J. Second Language Writing, 7: 113-131.
3. Tsui, A.B.M. and M. Ng, 2000. Do secondary L2
writers benefit from peer comments? J. Second
Language Writing, 9: 147-170.
4. Duomont, J.L., 2002. A Teaching Tip. Retreived
online at: http://iteslj.org/Techniques/Duomont -
Feedback.html.
5. Ratnawati, M.A. and S.A. Ismail, 2003. Promoting
English language development and the reading habit
among students in rural schools through the
Guided Extensive Reading program. Reading in a
Foreign Language, 15(2). Retreived online at:
http://www.eric.ed. gov/ERIC WebPortal
/recordDetail?accno... [17 December 2010].
6. Jalaluddin, N.H. and M.A. Norsimah, 2008. The
mastery of English language among lower secondary
school students in Malaysia: A linguistic analysis.
European J. Social Sci., 7(2): 106-119.
7. Pillay, H., 1995. Issues in teaching English in
Malaysia. JALT. http://www.jalt-publications.org/ tlt/
files/98/nov/pillay.html. [5 November 2010].
8. Hyland, K., 2005. Second Language Writing.
Cambridge: Cambridge University Press. In K.
Hyland and F. Hyland, 2006. Feedback in Second
Language Writing: Context and Issues. Cambridge
University Press.
6. World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011
34
9. Marlyna, M., et al., 2007. Interference in learning 22. Ravichandran, V., 2002. Responding to student
English: Grammatical errors in English essay writing: motivate not criticize. GEMA Online J.
writing among rural Malay secondary school Language Studies, 2(3): 1-9.
students in Malaysia Journal e Bangi, 2(2). 23. Leki, I., 1991. Understanding ESL Writers: A Guide
http://pkukmweb.ukm.my/~ebangi/makalah-j2-b2-jan- for Teachers. New York: St. Martinās Press.
julai-07/Marlyna-baru.pdf. 24. Jacobs, G.M., at el., 1998. Feedback on student
10. Darus, S., 2009. Common errors in English written writing: taking the middle path. J. Second Language
essays of form one Chinese students: a study case. Writing, 7(3): 307-317.
European J. Social Sci., 10(2): 242-253. 25. Fathman, A.K. and E. Whalley, 1990. Teacher
11. Shamsudin, et al., 2010. Corpus Linguistics Based response to student writing: focus on form versus
Error Analysis Of First Year Universiti Teknologi content. In Kroll, B. (Ed.), Second Language Writing:
Malaysia Studentsā Writing, pp: 1-7. (Unpublished) Research Insights for the Classroom, pp: 178-190.
http:// eprints.utm.my /10276/ [17 December 2010]. Cambridge: Cambridge Univ. Press.
12. Chaudron, C., 1984. The effects of feedback on 26. Ferris, D.R., 1997. The influence of teacher
students' composition revisions. RELC J., 15(2): commentary on student revision. TESOL Quarterly,
http://www.rel.sagepub.com/content/15/2/1.abstract 31(2): 315-339.
[17 December 2010]. 27. Li, H. and Q.Y. Lin, 2007. The role of revision and
13. Keh, C.L., 1990. Feedback in the writing process: a teacher feedback in a Chinese college context
model and methods for implementation. ELT J., Asian EFL Journal, 9(4) Article 15 http://www.asian-
44(4): 294-304. efl-journal.com/Dec_2007 _hl&ql.php [13 March
14. Arndt, V., 1993. Response to writing: using feedback 2011].
to inform the writing process. In: M.N. Brock and L. 28. Lockhart, C. and P. Ng, 1993. How useful is peer
Walters, (Eds.). Teaching Composition Around the response? Perspectives, 5(1): 17-29.
Pacific Rim: Politics and Pedagogy. UK: Multilingual 29. Brooks, F. and R. Donato, 1994. Vygotskyan
Matters. approaches to understanding foreign language
15. Truscott, J. and Y.P. Hsu, 2008. Error correction, learner discourse during communicative tasks.
revision and learning. J. Second Language Writing, Hispania, 77: 262-274.
8: 265-289. 30. Villamil, O. and M.C.M. Guerrero De, 1996. Peer
16. Yang, Shih-hsien, 2011. Exploring the effectiveness revision in the L2 classroom: Social-cognitive
of using peer evaluation and teacher feedback in activities, mediating strategies and aspects of social
college studentsā writing. The Asia-Pacific Education behavior. J. Second Language Writing, 3: 51-75.
Res., 20(1): 144-150. 31. Mendonca, C.O. and K.E. Johnson, 1994. Peer review
17. Mottet, T.P., 2008. Teacher feedback. The negotiations: revision activities in ESL writing
International Encyclopedia of Communication instruction. TESOL Quarterly, 28(4): 745-769.
http://www.blackwellreference.com/public/tocnode 32. Zainurrahman, 2010. Peer feedback in English as
?id=g9781405131995_chunk_g978140513199525_ss second language writing. http://
12-1[13 March 2011]. www.articlesbase.com/languagesarticles/teaching-
18. Siti Hamin Stapa, 2001. The Process Approach to ESL writing-through-peer-feedback-2731309. html [13
Writing. UKM: Pusat Bahasa. March 2011].
19. Zamel, V., 1985. Responding to student writing. 33. Zeng, Y.H., 2006. Peer feedback in college SLW
TESOL Quarterly, 19(1): 79-101. classroom. Sino-US English Teaching, 3(3)
20. Leki, I., 1990. Coaching from the margins: Issues in http://www.linguist.org.cn/doc/su200603/su200603
written response. In: B. Kroll, (Ed.), Second 01.pdf [17 December 2010].
Language Writing: Research Insights for the 34. Kamimura, T., 2006. Effects of peer feedback on EFL
Classroom, pp: 57-68. Cambridge: Cambridge student writers at different levels of English
University Press. proficiency: A Japanese context. TESL Canada
21. Lee, I., 2003. L2 writing teachersā perspectives, Journal 23(2). Retreived online at: http://www.
practices and problems regarding error feedback. journals.sfu.ca/tesl/index.php/tesl/article/view/53 [17
Educational Technology (Education) December 2010].
http://74.125.155.132/scholar?q=cache:efWB5cJL8J: 35. Jiao, L.Y., 2007. Application of Cooperative Learning
scholar.google.com/&hl=en&as_sdt=0,5 [13 March in Teaching College English Writing. US-China
2011]. Foreign Language, 5(5).
7. World Appl. Sci. J., 15 (Innovation and Pedagogy for Lifelong Learning): 29-35, 2011
35
36. Hirose, K., 2009. Cooperative Learning in English 39. Kepner, C.G., 1991. An experiment in the relationship
Writing Instruction through Peer Feedback. Aichi of types of written feedback to the development of
Prefectural University. second language writing skills. The Modern
37. Partridge, K.L., 1981. A comparison of the Language J., 75(3): 305-315.
effectiveness of peer vs. teacher evaluation for 40. Lee, N.S.C., 2009. Written peer feedback by EFL
helping students of English as a second language to students: praise, criticism and suggestion. Komaba
improve the quality of their written compositions. Journal of English Education. Retreived online at:
Unpublished Master Thesis. University of Hawaii http://www. park.itc.u-tokyo.ac.jp/eigo/KJEE /129-
http://www.linkinghub.elsevier.com/retrieve/pii/S10 139.pdf [17 December 2010].
60374399801192 [17 December 2010]. 41. Tompkins, G., 1990. Teaching and writing: Balancing
38. Connor, U. and K. Asenavage, 1994. Peer response process and product. Columbus, OH: Merrill
groups in ESL writing classes: how much impact on Publishing Co.
revision? J. Second Language Writing, 3(3): 257-276.