This study analyzed the use of audio response compared to written response for composition students. Surveys found that while most students had received written feedback previously, nearly a quarter preferred audio response. Students reported that audio response felt more personal and gave clearer understanding than written notes. However, audio response alone was not found to be a panacea and some students still struggled with technological issues or recalling audio comments. Overall students were slightly more satisfied with written feedback. Further analysis is needed on how response type influences revision and differences among student demographics.
Support for foreign language listeners: Its effectiveness and limitationsCindy Shen
The assessment of listening comprehension in a second language has
received relatively little attention until recently. This study investigated the effective-
ness of providing different types of listening support for learners in a foreign language
environment with a low level of English proficiency. The research was conducted with
140 students taking an English listening course at a college in Taiwan. The participants
took sections of a listening test under four different conditions. Two of the conditions
provided support in the form of either a set of pictures or a written background text.
The third condition was a repetition of the test input, whereas the fourth one was simply
no type of support. After the test, the participants completed a short questionnaire and
some of them were also interviewed. According to the results, repeating the input was
the most effective treatment, followed by having visual and textual support. However,
the limits of the learners’ English competence meant that all of the types of support
could improve their comprehension only to a certain degree. Nevertheless, the provi-
sion of appropriate support may motivate foreign language learners to improve their
listening proficiency by making adequate comprehension more attainable for them.
This is a presentation analysing the use of a mixed panel to assess end of semester presentations by electrical and electronic engineering students, describing the advantages of a mixed panel for engaging students more thoroughly and adding necessary authenticity to the presentation task
This PowerPoint was created by me for an article summary project in the LING 4E03 TESL Methodologies course. I presented it to the students in the 1BB3 class to show them an example of a university PowerPoint. This PowerPoint was used to reinforce the lesson about Visual Aids in Presentations. Later on in the course, the students were expected to create their own visual aids to accompany their presentations.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
A CASE STUDY:INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
Asia TEFL 2014 Presentation: Evaluation of Pronunciation GamesHooi Shyan
A presentation depicting the evaluation of pronunciation games through action research in two groups of students: experimental and control. The games used were: bingo, making tracks (modified snake and ladder game), stress moves and two-vowel jigsaw. The games were designed to complement students' learning of pronunciation in accordance to syllabus. Materials were sourced from Hancock (2013) - Pronunciation Games by Cambridge University Press.
Many composition teachers—and the 2015 CCCC Call for Proposals—frame risk as a positive and creative exercise, one that is necessary in reaching the reward of education. This position suggests that those of us in higher education have the privilege to take such risks. But for first generation students, particularly students of color and low-income students, risk is experienced differently.
Support for foreign language listeners: Its effectiveness and limitationsCindy Shen
The assessment of listening comprehension in a second language has
received relatively little attention until recently. This study investigated the effective-
ness of providing different types of listening support for learners in a foreign language
environment with a low level of English proficiency. The research was conducted with
140 students taking an English listening course at a college in Taiwan. The participants
took sections of a listening test under four different conditions. Two of the conditions
provided support in the form of either a set of pictures or a written background text.
The third condition was a repetition of the test input, whereas the fourth one was simply
no type of support. After the test, the participants completed a short questionnaire and
some of them were also interviewed. According to the results, repeating the input was
the most effective treatment, followed by having visual and textual support. However,
the limits of the learners’ English competence meant that all of the types of support
could improve their comprehension only to a certain degree. Nevertheless, the provi-
sion of appropriate support may motivate foreign language learners to improve their
listening proficiency by making adequate comprehension more attainable for them.
This is a presentation analysing the use of a mixed panel to assess end of semester presentations by electrical and electronic engineering students, describing the advantages of a mixed panel for engaging students more thoroughly and adding necessary authenticity to the presentation task
This PowerPoint was created by me for an article summary project in the LING 4E03 TESL Methodologies course. I presented it to the students in the 1BB3 class to show them an example of a university PowerPoint. This PowerPoint was used to reinforce the lesson about Visual Aids in Presentations. Later on in the course, the students were expected to create their own visual aids to accompany their presentations.
Presentation from the CDE’s Research and Innovation in Distance Education and eLearning conference, held at Senate House London on 1 November 2013. Conducted by Dr Ayona Silva-Fletcher, Kirsty Magnier, Kim Whittlestone and Stephen May (Royal Veterinary College. Keynote videos, seminar audio and other resources from the event are available at www.cde.london.ac.uk.
A CASE STUDY:INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
Asia TEFL 2014 Presentation: Evaluation of Pronunciation GamesHooi Shyan
A presentation depicting the evaluation of pronunciation games through action research in two groups of students: experimental and control. The games used were: bingo, making tracks (modified snake and ladder game), stress moves and two-vowel jigsaw. The games were designed to complement students' learning of pronunciation in accordance to syllabus. Materials were sourced from Hancock (2013) - Pronunciation Games by Cambridge University Press.
Many composition teachers—and the 2015 CCCC Call for Proposals—frame risk as a positive and creative exercise, one that is necessary in reaching the reward of education. This position suggests that those of us in higher education have the privilege to take such risks. But for first generation students, particularly students of color and low-income students, risk is experienced differently.
CWPA 2015_ Sustaining Teacher and Student Sanity macktial
Sustaining Teacher and Student Sanity: An Examination of the Effectiveness of Various Methods of Instructor Response - Jill Dahlman, Patricia Eagan, Tialitha Macklin, Piper Selden, and Stacy Wittstock
A heart touching letter from a unborn baby to his mother baby is very happy when he is conceived and think that his mother is world’s best mom and he share his happiness with his mother telling her all his activities and growing stages in her tummy but his parents decide to abort this baby…..
Schott Thesis: How teachers can use web based resources and technology to inc...John Schott
Masters thesis from 2005 analyzing the pedagogical basis for using technology in the classroom and addressing some uses of web-based resources in the classroom to enable/further student understanding. Practical approaches for teaching search engine aptitude and evaluating websites begin on p. 51 (beware link rot)
Providing effective feedback for students can be a time-consuming and often frustrating experience for both student and teacher. In an attempt to identify a method for providing feedback that is both engaging for students and time-efficient for staff, a study comparing audio with written feedback was carried out at Curtin College.
Analysis of students' results indicates that while different types of feedback did not result in any significant difference in grades, the evidence from the study's survey indicates an overwhelmingly positive response by most staff and students to audio feedback.
In these slides, Gemma Clarke shares the results of her study and highlights some of the advantages and disadvantages of using audio feedback with a particular focus on Audacity.
Language proficiency assessment oral language
Language proficiency or linguistic proficiency is the ability of an individual to speak or perform in an acquired language.
From the CALPER/LARC Testing and Assessment Webinar Series
Download the handouts and ppt: https://larc.sdsu.edu/archived-events/
View the recording: http://vimeo.com/58413470
Presentation Description
The word assessment comes from the Latin assidere, meaning to sit beside. This notion evokes the image of learner and teacher working together to improve learning and teaching. Involving learners in assessment helps them reflect on their learning, set goals, monitor progress, and regularly evaluate their goals. In the case of listening, learners become aware of the cognitive processes and develop greater metacognitive awareness of listening to help them better regulate their comprehension processes. This leads to greater learner investment and motivation and, ultimately, autonomous language learners.
Comprehension, the product of listening, can be assessed by a variety of informal and formal methods. In this webinar, we will examine and discuss a number of examples of formative assessment of listening. We will then discuss some issues related to these examples, as well as some well-known examples of summative assessment, in light of five important criteria: 1) validity; 2) reliability; 3) authenticity; 4) washback; and 5) practicality.
Webinar Date: 2/23/2012
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
Macklin 501 presentation ppt
1. English 501 - Seminar in the Methodology of Composition
Panacea or Lip Service?
An Analysis of Audio
Response in the
Composition Classroom
Tialitha Macklin
2. Background: Creating the
Study
❖ Formative Assessment with a Focus on Revision
❖ WSU’s Revision-Based Comp Program
❖ Technological Advancements
❖ Best Practices of Response
3.
4. Best Practices of Response
❖ Limit the scope of your comments and the number of
comments you present
❖ Select your focus of comments according to the stage
of drafting and relative maturity of the text
❖ Give priority to global concerns of content, context,
organization, and purpose before getting (overly)
involved with style and correctness
5. Best Practices of Response
❖ Do not take control over the student’s text
❖ Gear your comments to the individual student
❖ Turn your comments into a conversation
❖ Make frequent use of praise
(Straub, 2000b, pp. 24–48)
9. Gear Comments to Individual
Student
“I liked the verbal feedback because I feel it was more
personal than ‘elaborate’ in the margins and gave a better
idea of what I should do to improve the essay
-Student
11. Make Frequent Use of Praise
“Oral feedback has changed the way that I comment. It is
faster, more honest and positive, and my students really
seem to like it.”
-Teacher from Pilot Study
15. Methodology
❖ Voice Response Only
❖ Teachers = iAnnotate App with iPad and Adobe
Reader
❖ Students = Dropbox and Adobe Reader
❖ Written Response as Control
❖ Pre-Study Survey (Survey 1) and Post-Study Surveys
(Surveys 2A and 2W)
24. Findings Requiring Additional
Study
❖ Higher Level of Comprehension for Women in Written Study Group
❖ Higher than Average (22%) Choice of Audio Response for Some
Groups
❖ African American (56% - N=9), Hispanic (33% - N=15), Other Ethnic
Identifications (33% - N=9), and Multiple Ethnic Identifications (40% -
N=10) students had higher than average (22%)
❖ Small N makes this statistically invalid
❖ Small Numbers of Course Participants
❖ ENGL 100 (Audio), ENGL 105 (Written)
25. Results
❖ Students have mostly received feedback in the forms of
margins, end, and combo before coming into this study
❖ Most students chose combo as their first choice of response
type but audio response was preferred by nearly ¼ of
students who received audio feedback
❖ Students prefer feedback that is clear and easy to understand
❖ As a whole, students are satisfied with the response that they
receive from their writing teachers
26. Results
❖ Overall, students view teacher response as a positive element of the
composition class
❖ Most students indicate that they read/listen to most or all of their
teacher’s comments
❖ While most students indicate that they listen to all of our comments,
most students admit that they understand only some of our comments
❖ Overall, students are slightly more satisfied with written comments
❖ Audio response, in and of itself, is not a panacea
27. Didn’t Choose Audio
Feedback
❖ Didn’t work with their
personal learning style
❖ Technological glitches made
the process difficult
❖ Listening to commentary
took longer than with written
feedback
❖ Difficult to recall content of
comment
28. Chose Audio Feedback
❖ Teacher Felt Approachable
❖ Easy to Understand
❖ Diction and Tone
❖ Personal
❖ Quantity
❖ Depth of Feedback
30. Future Work
❖ Analyze Revision Using These Same Participants
❖ Expand Analysis of Student Demographics Who Choose
Audio
❖ Analyze How Choice in Response Type Influences
Revision
❖ Deep Analysis of Student Narrative Comments
❖ Dialogic Response Study in Progress
31. English 501 - Seminar in the Methodology of
Composition
Panacea or Lip Service?
An Analysis of Audio
Response in the
Composition Classroom
Tialitha Macklin
tialitha.macklin@wsu.edu
@timacklin
www.timacklin.com
Editor's Notes
voice response has been around since the mid-20th century (tapes, reel to reel, etc.) but has gained momentum with the growth of easier voice recording technology
this technology has everyone very excited about voice annotation
OVERALL Best practice is that conferencing with students is usually best
These apply typically to written feedback
These ones especially apply to audio feedback
We’ll discuss this in more depth
CONTROL!
Easy to appropriate student texts with this method
Minimally invasive
Audio feedback does support many of the best practices of response
There is a lot of positive scholarship on this type of feedback
Hard to know if this works because the research doesn’t fully support the claims
*** EXPLAIN WHAT EACH OF THESE CATEGORIES MEANS***
Survey 1 - Combo and conference were most popular
Survey 2A - More balanced (does applying an unfamiliar type of feedback to a class help students to know what they like?)
Survey 2W - Overwhelming choice of combo
Survey 1 - Ease of Understanding and Clarity
Survey 2A - Again, more balanced (Ease, Quantity, Clarity - Surprisingly little Personal Connection)
Survey 2W - More balanced - mostly the same as 2A
Overall, after the study more students indicated they were very satisfied with response – Average across all types of data (no N here)
More students indicated they were very satisfied in the WRITTEN response study
Very few students indicated not at all satisfied
No huge difference across demographic groups or across feedback types
Go over what the categories mean
Results were mostly equal amongst all 3 surveys with slightly higher instances of “helpful” and “looks forward to” in the written section
Comp “lore” says students don’t read or listen to our comments
This indicates that students THINK they are listening to our comments.
Not much difference between audio and written
Students came into study mostly understanding “Some” comments
this dramatically changed in both audio and written where more students understand “all” feedback
students in written feedback indicate a slightly higher % of students who understand all feedback but, on the whole, statistically the same
**INVESTIGATING: Female students in the written group indicated higher understanding of “ALL COMMENTS” at 76% (N=42) - higher level of satisfaction than in audio group, higher level of satisfaction than males in the written group with comments - STILL INVESTIGATING
Neither. Audio feedback isn’t anything without carefully constructed pedagogy that integrates this technology into the larger course outcomes
Clearly, more study and more practice with audio feedback is needed
collected essays from these student volunteers to compare their survey results to their revisions
see if audio feedback influences revision