Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback base...Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.展开更多
Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, ...Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.展开更多
This essay mainly focuses on the feedback move in IRF(initiate- response- feedback) to investigate the characters and functions of teacher feedback in different class types through classroom observation. The research ...This essay mainly focuses on the feedback move in IRF(initiate- response- feedback) to investigate the characters and functions of teacher feedback in different class types through classroom observation. The research finds that(1) teachers in different class types prefer to adopt evaluative feedback and use more positive feedback.(2) the proportion of each feedback is different in listening and speaking, reading and writing class. The implications are that English teachers in senior high school should adopt different feedback flexibly and consider what kind of feedback is more likely elicit the students' output in different class types.展开更多
Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also ...Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also caught people’s attention in re⁃cent years.This paper is the literature review of teacher’s feedback and students’participation in class.The review of teacher’s feedback focuses on its definition,classification and function;and the literature review of students’participation in class centers around its definition,value and the method to improve students’participation in class.展开更多
在学术英语(English for Academic Purposes, EAP)的阅读教学中,学生课堂参与度降低,以及教师难以在不干扰学生的情况下监控阅读任务进度,是教育者面临的突出挑战。尽管Kahoot和Padlet等流行的教学工具可提高学生的参与积极性,但这些工...在学术英语(English for Academic Purposes, EAP)的阅读教学中,学生课堂参与度降低,以及教师难以在不干扰学生的情况下监控阅读任务进度,是教育者面临的突出挑战。尽管Kahoot和Padlet等流行的教学工具可提高学生的参与积极性,但这些工具的游戏化互动特性却难以契合以考试为导向的阅读课堂,因为其过强的互动性可能会破坏真实的考试环境。为寻求更合适的解决方案,本文引入了Edform这一数字化工作表平台,该平台支持互动式、自动评分的阅读任务,在不牺牲真实考试氛围的同时,也能提高学生参与度并实现对学生任务完成进度的实时追踪。通过在大学EAP课程中的初步实践发现,Edform帮助教师在不引起干扰的情况下实时监控学生的学习进度,并及时提供自动化的任务反馈。这些功能有效减少了教师手动批改的负担,同时保持了教室的安静与类似于考试的课堂氛围。根据非正式访谈获得的学生反馈显示,相较于传统的纸质练习,使用Edform完成阅读练习在激发学生的学习动机、提高自主性以及学生满意度方面更具优势。然而,本文也指出了Edform的不足之处:该平台在引入新任务类型时灵活性较差,并且对于需要教师人工评分的开放式问题,效果尚不理想。总体而言,本研究表明,整合Edform这样的数字化工作表平台能够有效提升阅读课堂中的学生参与度,并提高教师反馈的效率,但平台本身仍需进一步优化,以克服现存的局限性。展开更多
The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards d...The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.展开更多
文摘Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.
文摘Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.
文摘This essay mainly focuses on the feedback move in IRF(initiate- response- feedback) to investigate the characters and functions of teacher feedback in different class types through classroom observation. The research finds that(1) teachers in different class types prefer to adopt evaluative feedback and use more positive feedback.(2) the proportion of each feedback is different in listening and speaking, reading and writing class. The implications are that English teachers in senior high school should adopt different feedback flexibly and consider what kind of feedback is more likely elicit the students' output in different class types.
文摘Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also caught people’s attention in re⁃cent years.This paper is the literature review of teacher’s feedback and students’participation in class.The review of teacher’s feedback focuses on its definition,classification and function;and the literature review of students’participation in class centers around its definition,value and the method to improve students’participation in class.
文摘在学术英语(English for Academic Purposes, EAP)的阅读教学中,学生课堂参与度降低,以及教师难以在不干扰学生的情况下监控阅读任务进度,是教育者面临的突出挑战。尽管Kahoot和Padlet等流行的教学工具可提高学生的参与积极性,但这些工具的游戏化互动特性却难以契合以考试为导向的阅读课堂,因为其过强的互动性可能会破坏真实的考试环境。为寻求更合适的解决方案,本文引入了Edform这一数字化工作表平台,该平台支持互动式、自动评分的阅读任务,在不牺牲真实考试氛围的同时,也能提高学生参与度并实现对学生任务完成进度的实时追踪。通过在大学EAP课程中的初步实践发现,Edform帮助教师在不引起干扰的情况下实时监控学生的学习进度,并及时提供自动化的任务反馈。这些功能有效减少了教师手动批改的负担,同时保持了教室的安静与类似于考试的课堂氛围。根据非正式访谈获得的学生反馈显示,相较于传统的纸质练习,使用Edform完成阅读练习在激发学生的学习动机、提高自主性以及学生满意度方面更具优势。然而,本文也指出了Edform的不足之处:该平台在引入新任务类型时灵活性较差,并且对于需要教师人工评分的开放式问题,效果尚不理想。总体而言,本研究表明,整合Edform这样的数字化工作表平台能够有效提升阅读课堂中的学生参与度,并提高教师反馈的效率,但平台本身仍需进一步优化,以克服现存的局限性。
文摘The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.
