A conference paper presented at GlobELT 2015: An International Conference on Teaching and Learning English as an Additional Language (16 – 19 April 2015)
Administering the DRA 2: Diagnostic Reading AssessmentFaymus Copperpot
This is a teacher's workshop to show how to use the DRA 2: Diagnostic Reading Assessment. Teacher will have the opportunity to learn how to use the program during this workshop.
Administering the DRA 2: Diagnostic Reading AssessmentFaymus Copperpot
This is a teacher's workshop to show how to use the DRA 2: Diagnostic Reading Assessment. Teacher will have the opportunity to learn how to use the program during this workshop.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
there is the study of contributions which these two descipline could have about each other in implementation of rules & theories and in the relm of research they can help each other
This presentation provides discussion on the different assessment done in English particularly Objective Type of Test, Reading Comprehension Testing and Grammar Tests
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
there is the study of contributions which these two descipline could have about each other in implementation of rules & theories and in the relm of research they can help each other
This presentation provides discussion on the different assessment done in English particularly Objective Type of Test, Reading Comprehension Testing and Grammar Tests
Thesis defense presentation of Justin Phillips (SDSU). "The Role of Relatedness and Autonomy in Motivation of Youth Physical Activity: A Self-Determination Perspective."
This power point pres will be useful for all the budding PhD aspirants who are preparing for their viva irrespective of their subject. Good Luck & All the Best !
What Does Effective Writing Instruction Look Like? Practices of Exemplary Wr...TDWolsey
Abstract
Recent research indicates that pre-service teachers receive insufficient instruction in the teaching of writing (Graham, et al., 2014). A study of 50 U.S. teachers in preparation found that only about 25% had a writing-intensive methods course in their program (Myers, et al., 2016). Using constructivist grounded theory, researchers investigated the modes and methods of 18 teacher educators across the U.S., the content of writing methods courses, how they structured learning experiences for new teachers, and the theoretical and practical models of writing that were employed.Data were gathered through collection of course syllabi and interviews with writing faculty. Data were analyzed through open coding for themes. The research team triangulated the data for reliability and did member checks to refine the themes. Findings showed that exemplary writing instructors viewed writing as a tool of power for social justice. They sought to develop teacher candidates who saw themselves as writers by employing a process writing approach across a variety of genres, taught in writing methods classes. The implications and the applications to k-12 classrooms will be discussed in the session.
The paper makes an empirical research on the effect of formative assessment on English learning of higher vocational college students. It finds that: formative assessment attaches importance to the learning process, which is conducive to the development of good English learning habits; formative assessment can enhance students’ confidence in English learning, improve the atmosphere of team cooperative learning and autonomous learning, but cannot change the learning motivation of students. Overall, formative assessment has a greater impact on students with lower English proficiency.
Reasons of Problems in Writing class in the tertiary level of Bangladeshinventionjournals
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.
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
Source: Introduction to Work and Organizational Psychology: A European Perspective; Nik Chmiel (Editor)
This presentation focuses on "the two main theories of work motivation: content theories and process theories".
The History of the Study of Intercultural Communication
General Understanding of Culture
Attributes and Character of Culture
Directions and Goals of Culture
A brief summary of the Test Methods and Test Facets affecting testing performance (Source: Fundamental Considerations in Language Testing - Lyle F. Bachman)
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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
Sectors of the Indian Economy - Class 10 Study Notes pdf
The Role of Writing and Reading Self Efficacy in First-year Preservice EFL Teachers’ Writing Performance
1. The Role of Writing and Reading
Self-efficacy in
First-Year Preservice EFL Teachers’
Writing Performance
Res. Assist. Seray TANYER (PhD Student)
Anadolu University, Eskisehir, TURKEY
seraytanyer@gmail.com
GlobELT 2015: An International Conference on Teaching and
Learning English as an Additional Language (16 – 19 April 2015)
2. Background to the study
Writing is one of the fundamental channels to transmit
existing knowledge in most academic fields of undergraduate
education.
College composition or first-year writing classes of undergraduate
programs represent the first step to academic writing.
Getting professionalized in writing skill is quite substantial and
challenging for first-year students and their trainers.
3. Background to the study
Self efficacy is a basal notion proposed by Bandura (1977)
as a part of social-cognitive framework, and perceived self-efficacy
can be defined as the belief in individuals’ own potential to
accomplish a specific task (Bandura, 1993).
For example: In higher education, this may be writing an essay or
quoting from the target source
Individuals with same abilities may do the required task distinctively
because of their efficacy beliefs (Bandura, 1977, 1986, 1997).
4. Background to the Study
The relationship between self-efficacy beliefs and the
behavior is bidirectional.
While self-efficacy beliefs influence individuals’ behavior, their
performance (behavior) can affect their future efficacy beliefs, as well
(Chapman & Tunmer, 2003; Williams & Williams, 2010, as cited in Prat-
Sala & Redford, 2012).
Current study: the focused point was writing performance of first-year
university students.
Self-efficacy can play role while performing the writing skill in higher
education (e.g. Meier et. al., 1984; Pajares & Johnson, 1994; Prat-Sala &
Redford, 2012; Shell et. al., 1989).
5. Aim of the Study
RQ 1. How does self-efficacy beliefs in
reading (SER) relate to self-efficacy
beliefs in writing (SEW)?
RQ 2. How do self-efficacy beliefs in
reading and writing relate and
contribute to writing performance?
to identify first-year preservice
English teachers’ perceived self-
efficacy beliefs in reading
academic texts and writing
essays in foreign language.
to investigate whether these two
task-specific self-efficacy beliefs
affect the writing performance of
preservice teachers or not
6. Methodology
Participants and Research Context
116 first-year preservice
EFL teachers
Enrolling the Program in
English Language
Teaching at a state
university in Turkey.
A language proficiency
exam and, if
necessary, attend
the Language Preparatory
Program
All students were required
to attend some skill-
based compulsory
courses during their first
semesters
Two of these courses:
Academic Reading and
Written Communication
7. Methodology
Participants and Research Context
Academic Reading: examining academic essays
Reading assigned texts before coming to classroom
Specific points such as the purpose, the content, and writers’ points of view
are discussed
Written Communication: paragraph writing, essay writing
Opinion / Comparison & Contrast Essays
Assigning their first drafts and get written and spoken feedback
Course evaluation: a midterm exam, take-home assignments, a final exam
8. Instruments
Self-efficacy in Reading (SER) scale: describes perceived self-efficacy beliefs
in reading and understanding the content of academic texts
Self-efficacy in Writing (SEW) scale: identifies perceived self-efficacy beliefs in
essay writing
12 items in each Likert-type scale, and the subjects responded to items from
1 (not well at all) to 7 (very well)
Reading and writing self-efficacy scores were composed by calculating the
mean of each twelve items
Lastly, alpha coefficients were determined as .885 for SER and .928 for SEW in
the current study.
Why SER and SEW? (Prat-Sala, 2010): They can evaluate the key skills that
undergraduates are supposed to accomplish while reading academic texts
and writing essays better as compared to already existed ones designed for
undergraduate students (i.e. Meier et al., 1984; Shell et al, 1989; Yavuz-Erkan,
2004).
9. Writing Performance
in-class final
exam of Written
Communication
course
Exam scores
contributed 50%
towards the
overall grade
In-class exam: students were
supposed to write an Opinion /
Comparison & Contrast Essay
with its outline
They were free to
choice between two
genres and write about
the optional prompts
90 minutes to
complete their
written work
Before final exam: students got
feedback on their essays, hence it was
supposed that they could be clear
about the particular features of genres
Papers were graded by 3
experienced lecturers
with the same criteria
using analytic scoring
10. Data Collection Procedure
The participants were invited to respond to Self-efficacy
in Reading and Writing scales at the end of fall
semester in 2012-2013 Academic Year
Voluntarily participation in the research was valuable
(free to decline responding to the scales)
They firstly filled in the SER survey, and secondly
responded to the SEW survey with one week interval.
Collecting data at the end of the semester would give
the first year undergraduates some opportunity to get
experienced in reading and writing at higher
education.
WEEK
1
2
3
4
5
6
7
8
9
10
11
12
13
14
SER
SEW
11. Results
Descriptive statistics: mean scores across all items of reading and writing self-
efficacy scales (SER and SER) were computed. As a result, those mean scores
and the writing scores provided the base for data analysis.
The Cronbach’s alpha reliability coefficient was calculated for the two scales
(SER and SEW), and a quite high degree of internal consistency was found
Min = 1 / Max = 7
SER mean (SD) SEW mean (SD) SER SEW
4.57 (.789) 4.41 (.893) α = .885 α = .928
12. Results
Pearson’s r correlation analyses: examining the relationship between
the self-efficacy in reading (SER) and self-efficacy in writing (SEW)
scales.
(r = .65, n = 116, p < .01): SER and SEW significantly and positively
correlated
To investigate whether self-efficacy in reading (SER) and in writing
(SEW) were related to writing performance, Pearson’s correlations
were conducted between self-efficacy scores and writing
performance.
SEW (r = .351, n = 116, p < .01) and SER (r = .31, n = 116, p < .05) were
positively and significantly correlated with writing performance
13. Results
R2= .053 for Step 1; ΔR2= .070 for Step 2 (ps < .05) *p< .05; **p=.003
Independent Variable B SE B β
Step 1 Self-efficacy in Reading (SER) 3.16 1.25 .23*
Step 2 Self-efficacy in Reading (SER) 0.06 1.59 .00
Self-efficacy in Writing (SEW) 4.2 1.40 .35**
▬ As the last step, a hierarchical regression analysis was conducted with SER
entered on the first step followed by SEW as independent variables and
essay writing performance as the dependent variable.
▬ The results have demonstrated that SER accounted for 5.3% of the variance
(F(1,114) = 6.435, p < .05) and SEW significantly accounted for an additional
7% of the variance (F(2,113) = 7.947; p = .001) in essay writing scores.
14. Concluding Remarks
The relationship between reading and writing is found, hence it
highlights the importance of emphasizing critical reading and writing
in higher education.
Self-efficacy is related to writing performance.
Implications (Prat-Sala & Redford, 2012)
According to the social cognitive theory of academic self-regulation,
students regulate the motivational, affective, cognitive and social
determinants of their academic and intellectual output (Zimmerman,
1990, see also Zimmerman & Bandura, 1994).
As teacher trainers: Make many factors interacted and contributed
towards students’ performance and achievement.
15. Concluding Remarks
From a motivation point of view
If a person’s self-efficacy is low, then it is more likely that that person
would put less effort or would give up in difficult or challenging situations
(e.g. Bandura, 1986, 1989).
Given that reading and writing are core tasks in many undergraduate
degrees, increasing students self-efficacy in these two aspects might
have the additive effect of increasing their motivation and
perseverance in writing tasks.
Low self-efficacy report higher levels of stress and anxiety than people
with high self-efficacy (Bandura, 1986, 1989)
Rising students’ self-efficacy in reading and self-efficacy in writing might
have the additional benefit of lowering their stress and anxiety levels in
performing these tasks with the possible effect of increasing students’
enjoyment of their studies.
16. Concluding Remarks
Perceived self-efficacy also affects the goal people set for
themselves.
The higher the level of self-efficacy, the higher the goals they set
for themselves and more likely they would persevere and be
committed to these goals (Bandura, 1991).
Given that we aspire for all the students to achieve their maximum
potential, increasing students’ self-efficacy in reading and self-
efficacy in writing might lead to them raising their goal aspirations.
17. Self-efficacy in Reading Scale
How well can you identify all the key points when reading a journal article or academic book?
After you have read a text, how wellcan you answer questions on it?
……….
Self-efficacy in Writing Scale
How well can you demonstrate substantial subject knowledge in you essay?
How well can you provide relevant evidence to support your argument?
………