The document outlines the history of the language of instruction for science and mathematics in Malaysian schools. It discusses the change from teaching in English to teaching in Bahasa Malaysia beginning in 2011, with textbooks in Bahasa Malaysia beginning in 2012 and full implementation by 2016. It then summarizes the opinions of three respondents, with the first agreeing with the change and citing improved rural student performance and English skills, while the second disagrees and cites the international standardization of terms and negative effects on English. The third respondent also disagrees, noting the difficulty for students after long learning science and math in English, and that continuing in English better prepares students for future studies.
EUROCALL 2013: Improving revision success with written feedback using an onli...Juhana Nieminen
The effectiveness of written feedback on writing has been extensively investigated. Although the debate concerning the most effective approach to feedback on writing still continues, giving feedback on student writing can considered an important part in the development of writing skills in a foreign language. Typically, previous research has explored the effectiveness of feedback provided using the traditional pen-and-paper method, that is, adding brief handwritten comments on a student paper, such as underlining or coding of grammatical errors, sometimes accompanied by short explanations. Naturally, text processing software provide similar features that allow commenting student texts.
Non-corrective approaches to feedback, in which the students themselves try to correct the errors in their text based on clues or comments, have shown great promise in improving writing skills. In general, the more detailed the feedback, the more time it requires from the teacher to produce the feedback. A more detailed feedback and concrete examples help students to correct any errors in their texts more reliably. However, for the teacher, writing, typing and updating of the explanations is time consuming and reuse complicated.
A more recent approach to providing feedback on writing is to use a text commenting tool which allows reuse of extended commentary, examples and weblinks to student texts. However, only a few studies have investigated the effectiveness of rich feedback currently allowed by such text annotation/feedback tools.
This paper investigates the success rate of undergraduate and graduate engineering students in revising their own texts after receiving rich written feedback provided by the teacher using an online commenting tool. More specifically, this paper aims to determine:
(1) to what extent students are able to revise their text according to teacher feedback?;
(2) what kind of feedback helps students successfully revise their texts?;
(3) what kind of feedback is difficult for students to revise?;
(4) how the use of such a tool influences teacher workload and the quality of the given feedback?
The data included in this study contains an analysis of several hundred individual teacher feedback comments and the corresponding revisions by students. The data was collected from a set of basic undergraduate engineering writing courses with a main focus on academic and scientific writing style.
Author(s):
Jan-Mikael Rybicki (Aalto University) & Juhana Nieminen (Aalto University)
This was one of the Power Point Presentations used at the August 2010 English A CESEC workshop I facilitated in Belize City to an audience of over fifty-five teachers.
EUROCALL 2013: Improving revision success with written feedback using an onli...Juhana Nieminen
The effectiveness of written feedback on writing has been extensively investigated. Although the debate concerning the most effective approach to feedback on writing still continues, giving feedback on student writing can considered an important part in the development of writing skills in a foreign language. Typically, previous research has explored the effectiveness of feedback provided using the traditional pen-and-paper method, that is, adding brief handwritten comments on a student paper, such as underlining or coding of grammatical errors, sometimes accompanied by short explanations. Naturally, text processing software provide similar features that allow commenting student texts.
Non-corrective approaches to feedback, in which the students themselves try to correct the errors in their text based on clues or comments, have shown great promise in improving writing skills. In general, the more detailed the feedback, the more time it requires from the teacher to produce the feedback. A more detailed feedback and concrete examples help students to correct any errors in their texts more reliably. However, for the teacher, writing, typing and updating of the explanations is time consuming and reuse complicated.
A more recent approach to providing feedback on writing is to use a text commenting tool which allows reuse of extended commentary, examples and weblinks to student texts. However, only a few studies have investigated the effectiveness of rich feedback currently allowed by such text annotation/feedback tools.
This paper investigates the success rate of undergraduate and graduate engineering students in revising their own texts after receiving rich written feedback provided by the teacher using an online commenting tool. More specifically, this paper aims to determine:
(1) to what extent students are able to revise their text according to teacher feedback?;
(2) what kind of feedback helps students successfully revise their texts?;
(3) what kind of feedback is difficult for students to revise?;
(4) how the use of such a tool influences teacher workload and the quality of the given feedback?
The data included in this study contains an analysis of several hundred individual teacher feedback comments and the corresponding revisions by students. The data was collected from a set of basic undergraduate engineering writing courses with a main focus on academic and scientific writing style.
Author(s):
Jan-Mikael Rybicki (Aalto University) & Juhana Nieminen (Aalto University)
This was one of the Power Point Presentations used at the August 2010 English A CESEC workshop I facilitated in Belize City to an audience of over fifty-five teachers.
Essay type questions permit the pupil to respond by selecting, organizing, and presenting the facts he considers appropriate.
Essay type questions are a test containing questions requiring the students to respond in writing, it emphasizes recall rather than recognition of the correct alternative.
Essay type questions permit the pupil to respond by selecting, organizing, and presenting the facts he considers appropriate.
Essay type questions are a test containing questions requiring the students to respond in writing, it emphasizes recall rather than recognition of the correct alternative.
Brief Concepts and Definition
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WANITA
ANAK PEREMPUAN
ISTERI
IBU
PERANAN WANITA ZAMAN RASULULLAH S.A.W
KEWAJIPAN SEORANG ISTERI
TANGGUNGJAWAB SEORANG ISTERI
LARANGAN BUAT ISTERI
PERINGATAN BUAT ISTERI
JODOH WANITA
KELEBIHAN WANITA DALAM ISLAM
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USES OF TOULMIN SCHEME
TOULMIN TEST
ROGERIAN’S MODEL OF ARGUMENT
ROGERIAN SCHEME STRUCTURE
ROGERIAN TEST
TOULMIN VS ROGERIAN
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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.
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THE TEACHING OF SCIENCE AND MATHEMATICS IN BAHASA MALAYSIA
1. ALS 410:CRITICAL THINKING
PROJECT: ORAL PRESENTATION
THE TEACHING OF SCIENCE
AND MATHEMATICS IN
BAHASA MALAYSIA
2. *
•2003- Teaching of Science and Mathematics
in English
•2011- Decision made to teach Science and
Mathematics in Bahasa Malaysia
•2012- Textbooks in Bahasa Malaysia will be
used
•2016- Teaching of Science and mathematics
in Bahasa Malaysia
3. *Respondent 1:
*Opinion: Agree with the teaching of Science and Mathematics in
Bahasa Malaysia
*Reasons: -Students in rural areas cannot do well in
examinations.
- The needs of students to improve in English subject.
Truth Value • Form: Good
• Content: Good
Critical thinking standard • Relevance
Barriers of critical
thinking/logical fallacies
• Short-term thinking
Reasoning patterns/arguments • Deductive
4. *Respondent 2:
*Opinion: Disagree with the teaching of Science and Mathematics
in Bahasa Malaysia
*Reasons: -The terms used are standard internationally.
-It spoils students’ English language in Malaysia.
Truth value • Form: Good
• Content: Good
Critical thinking standard • Relevance
Barriers of critical
thinking/logical fallacies
• Unwarranted assumption
Reasoning patterns/arguments • Inductive
5. *Respondent 3:
*Opinion: Disagree with the teaching of Science and Mathematics in
Bahasa Malaysia
*Reasons: -Students have learned Mathematics and Science for quite a
long time, so it is hard for them to follow up with Bahasa
Malaysia.
-It is easier for the students to suit themselves in the future
when they further their studies if they continue to learn those
subjects in English.
Truth value • Form: Good
• Content: Good
Critical thinking standards • Consistency
Barriers of critical thinking/logical
fallacies
• Appeal to consequences of a belief
• Fear of change
Reasoning patterns/arguments • Inductive