Analysis of Students’ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
This study analyses undergraduate students’ errors in their summative evaluation with special emphasis on a literary subject that is taught in English. The study is an analysis of students’ 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.
Analysis of Students’ Errors in Summative Evaluation: A Corpora Based ResearchPremier Publishers
This study analyses undergraduate students’ errors in their summative evaluation with special emphasis on a literary subject that is taught in English. The study is an analysis of students’ 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.
Brouillier_Sarah_Research Final Thesis Presentation_EDL691Sarah Brouillier
Using a combination of survey research, descriptive research, and a quasi-experimental design, I addressed the problem of implementing Common Core State ELA Anchor Standard 10 involving the use of text complexity in the classroom and addressed possible solutions to make this standard more accessible to teachers and students in grades K-8.
This presentation conveys initial findings based on a research project on Ball State university with English Learners in a project-based learning pilot. The findings are not complete but were presented to my senior seminar class as an initial findings presentation.
CRITICAL THINKING AND WRITTEN PRODUCTION IN THE EFL CLASSROOM THROUGH BLOGGINGSalvador Montaner-Villalba
In the current presentation, we aimed at exploring the relationship between critical thinking in English as a Foreign Language and how this helped learners to develop their written production in EFL
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
Brouillier_Sarah_Research Final Thesis Presentation_EDL691Sarah Brouillier
Using a combination of survey research, descriptive research, and a quasi-experimental design, I addressed the problem of implementing Common Core State ELA Anchor Standard 10 involving the use of text complexity in the classroom and addressed possible solutions to make this standard more accessible to teachers and students in grades K-8.
This presentation conveys initial findings based on a research project on Ball State university with English Learners in a project-based learning pilot. The findings are not complete but were presented to my senior seminar class as an initial findings presentation.
CRITICAL THINKING AND WRITTEN PRODUCTION IN THE EFL CLASSROOM THROUGH BLOGGINGSalvador Montaner-Villalba
In the current presentation, we aimed at exploring the relationship between critical thinking in English as a Foreign Language and how this helped learners to develop their written production in EFL
Using FLCs to Extend ESL Content Beyond the SEI ClassroomMelanie Gonzalez
This presentation reports on a case study that investigated the Faculty Learning Community (FLC) model as a medium for infusing ESL best practices within content-area teacher licensure preparation courses. Attendees will gain ideas for establishing productive and collegial ESL-focused FLCs at other teacher preparation institutions.
Full paper-the-academic-writing-performance malik albalawi مالك البلوي malikjabr
Academic Writing performance and Spelling errors of English as A Foreign Language Students at Tabuk University: A case of The Introductory Year Students 2015
The Academic writing performance and Spelling Errors Malik Jabr Albalawi مال...malikjabr
The Academic writing Performance and Spelling Errors of English As Foreign Language Students at Tabuk University: A case of the Introductory Year students:2015
This article provides an overview of existing instruments measuring self-efficacy for English language learning in both first and second language acquisition fields and their reliability and validity evidence. It also describes the development and use of the Questionnaire of English Language Self-Efficacy (QESE) scale, designed specifically for English language learners (ELLs), and presents an overview of the research findings from empirical studies related to its psychometric properties. A growing body of literature has begun to document encouraging evidence of ELL students’ self-efficacy belief measures and the utility of the QESE in particular. The information pertaining to the QESE is quite encouraging from measurement perspectives and fills the gap in the literature by providing a reliable and valid instrument to measure ELLs’ self-efficacy in various cultures. This paper concludes with evidence for internal consistency, test-retest reliability, structural, generalizability, and external aspects of the construct validity of the QESE. This paper contributes to the growing interest in these skills by reviewing the measures of self-efficacy in the field of second-language acquisition and the findings of empirical research on the development and use of a self-efficacy scale for ELLs.
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
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
This is a white paper on the topic of using blogs and wikis as tools to help English as a Second Language (ESL) and English as a Foreign Language (EFL) university level students improve their English.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter 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.
1. The Effects of Writing English Blog Journals for University Students’ Achievement and Perception Presenter: Ji-Jhen Li Adviser: Dr. Po-Yi Hung Date: May 18, 2011 1
4. Background 4 Manipulating science technology on language teaching and learning is growing rapidly and is being created continually. CALL
5. Background The popularity of blogs among young people has made them appealing to educators seeking to integrate computer-mediated communication (CMC) tools at the university. (Halic, Lee, Paulus, & Spence, 2010) 5
6. Purpose of the Study to investigate the differences of achievement and perception between blog writers and pen-notebook writers through an analysis of diaries and perception English writing learners produced 6
7. Research Questions 7 Is there a significant difference on English writing achievement between blog users and pen-notebook users? 2. Is there a significant difference on English journal writing perception between blog users and pen-notebook users?
8. Research Questions 8 3. What difficulties do learners encounter on English writing for both group writers? 4. Can learners correct their grammar and vocabulary mistakes through writing diaries or writing blog journals?
9. Literature Review 9 Motivation toward CALL CALL as an Environment to Learn Writing Blog Journals to Learn Writing Research Gap
10. Motivation toward CALL Motivation is the most catch-all term for explaining the success or failure of visually any complex task about learning language. (Brown, 2000) 10
12. CALL to Learn Writing 12 Behaviorist theory Communicative CALL Integrative CALL Repetitive language practice and drills Discovery and expression Four skills and various technology (Warschauer, 1996; Warschauer & Meskill, 2006)
13. Blog Journals to Learn Writing The leaner blog can be as journals on writing practicing for personal expression. Students can have their own blogs. They are encouraged and also willing to write frequently. (Campbell, 2003) 13
14. Most of the studies on blog writing describe cooperative learning in online communicative activities such as interaction and comments. (For example, DiGiovanni & Nagaswami, 2001; Guardado & Shi, 2007; Lee, 2008) 14 Blog Journals to Learn Writing
15. Research Gap 15 Blog writing in cooperative learning in online communicative activities Self-study, individual learning, self-correction
16. Research Gap 16 Few studies reported the differences between blog-journal writers and pen notebook writers.
18. Participants 18 Writing journals 30 57 participants Freshmen majoring in applied foreign languages English Writing Class Writing journals 27
19. Procedure Writing journals 19 Teaching material: Sentence skills with readings About 16 weeks 2 English writing classes every week Writing journals The same instructor
24. Data Analysis 23 1. 2. Is there a significant difference on English journal writing perception and English writing achievement between blog users and pen-notebook users? Independent t-test
25. Data Analysis 24 3. What difficulties do learners encounter on English writing for both group writers? SPSS 18
26. Data Analysis 25 4. Can learners correct their grammar and vocabulary mistakes through writing diaries or writing blog journals? Data analysis (4 participants’ journals)
27. Reliability and Validity 26 Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, & Mckeachie, 1989; Wu & Chen, 1992)
28. Reliability and Validity 27 Learners’ final achievement of English writing examination A middle-school teacher for 4 years The instructor An instructor teaching English writing over 2 years
