This document discusses feedback in language learning. It provides examples of feedback on various aspects of learning like vocabulary, behavior, effort, ideas, organization, progress, strengths and weaknesses. Feedback can be linked to autonomous assessment, formal/informal assessment and peer assessment. The purposes of feedback are to motivate learners, encourage autonomy, help identify problems and develop language understanding. Feedback can be given by teachers, through peer/self-assessment, orally and in writing.
Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Meeting & workshop test report & remedial work february 2016Mr Bounab Samir
Meeting and workshop " Test report and remedial work"
thet meeting was about :
1- How to test correction
2- How to make and evaluation sheet and gather data?
3- How to learners erors and mistakes?
4- How to make a test report?
6- How to plan a remedial work lesson plan
Thank You
By
Mr Samir Bounab ( Teacher trainer at MONE)
Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Meeting & workshop test report & remedial work february 2016Mr Bounab Samir
Meeting and workshop " Test report and remedial work"
thet meeting was about :
1- How to test correction
2- How to make and evaluation sheet and gather data?
3- How to learners erors and mistakes?
4- How to make a test report?
6- How to plan a remedial work lesson plan
Thank You
By
Mr Samir Bounab ( Teacher trainer at MONE)
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Rubrics: Improve students’ learning and save instructor’s grading timeD2L Barry
Presentation by Sheri Stover of Wright State University at the Brightspace Ohio Connection at Sinclair College on Oct. 20, 2017.
Description: Rubrics are a tool that instructors can use to assess the performance of their students. The incorporation of rubrics are beneficial to students’ learning because the rubric can make an instructor’s expectations clear to students, allow students to evaluate their own work, and give students clear criteria when conducting peer reviews. The use of electronic rubrics is also highly advantageous to instructors because it can significantly reduce the amount of time it takes to grade student assignments. This presentation will give an overview of the use of rubrics, show the technical steps to creating a rubric in D2L, and review the best practices of incorporating rubrics in your class.
How do you know you are reaching your English proficiency goals with your students?
More importantly, how do your students know what and how they are learning?
The video of the webinar is available in this link: https://youtu.be/-_i0u_6jqAI
Other resources mentioned during the presentation are here: https://goo.gl/jqhIFM and
https://www.youtube.com/watch?v=plMyVJnmdGg
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
4. Is giving information to someone about their learning
and/or showing them that you have understood (or
not) what they have said:
a) Motivation
b) Achievment
c) Feedback
200
5.
6.
7. Feedback to learners can be linked to:
a) Autonomous assesment
b) Formal and informal assessment
c) Peer assessment
200
8. The purposes of feedback are to:
a) Motivate, encourage learner autonomy and to help
learners understand what their problems are.
b) Develop understanding of language use by
using a visual representation.
c) Focus students on features of connected
speech.
200
9. When learners give feedback to each other on aspects of
their learning this is called:
a) Methodology
b) Autonomous assessment
c) Peer feedback
200
10. The teacher noticed all the learners were having problems
with some target vocabulary. She noted the problems down
and did a revision exercise the next day.
a) Delayed feedback
b) Peer feedback
c) 1:1 feedback
300
11. A teacher, talking to a group of primary children at the end
of a group work activity, said:
“you talked a lot today and worked well together”.
a) Feedback on pronunciation
b) Feedback on behaviour
c) Feedback on learning styles
300
12. A young learner had just finished talking to the class
about his hobby. The teacher said:
“Thanks, Juan. You tried hard. Well done”.
a) Feedback on language
b) Feedback on effort
c) Feedback on ideas
300
13. A group of students gave oral presentations to the class.
Afterwards, the teacher said:
“You didn´t mention your reasons for choosing this topic. You need
a) Feedback on organisation of ideas
b) Feedback on range of language
c) Feedback on content
300
14. 400
The teacher wrote on the first draft of a learner´s composition:
“Look at this website for more ideas”
a) Feedback on grammatical
mistakes
b) Instructions on planning
c) Help with finding references resources
15. A teenage learner had written a story for homework. The
teacher marked the work and wrote this comment:
“this is so much better than the last week´s homework. Well
a) Feedback attitude
b) Feedback on progress
c) Feedback on strengths and weaknesses
400
16. A student wrote in his learner diary:
“You always ask the same students to anwer. It takes me longer
a) Feedback to the teacher on classroom procedure
b) Feedback to the teacher on materials and activities
c) Feedback to the teacher on a specific language problem
400
17.
18.
19. 500
The teacher wants to give written feedback to a
young learner on the ideas in story he has written.
a) You used all the adjectives and adverbs in the list.
Well done.
b) This was a great story. I love reading it. Thank you.
c) The characters really came to life. Maybe you´ll be
a writer one day.
20. 500
The teacher wants to give some general feedback to a
strong class on their oral presentations.
a) Most of you used the structure I suggested and, in general,
the presentations were very successful.
b) Most of the presentations were interesting, though yours,
Paola, and yours, Sylvio, were rather weak.
c) These went well, don´t you think? I thought they were
all very professional and well organised.
21. 500
The teacher wants to give written feedback to an individual
student on his behaviour. He writes a comment in his portfolio.
a) Your mark of 86% is very good.
b) I am quite pleased with you this term. You have really
tried hard.
c) This was a good term for you. You have calmed down a
lot.
22. 500
The teacher wants to give feedback to an intermediate student. In
a 1:1 and small-group situation the student speaks quite well but
in a class situation he lacks confidence.
a) Your speaking is good! Think how well you did that role-
play the other day.
b) It´s important you get over your lack of confidence. I´d like
you to give a short oral presentation tomorrow.
c) I know you feel worried about talking in front of the class.
But they´re worried too when they speak out. Have a go!
