The feedback collection and analysis has remained an important subject matter for long.The traditional techniques for student feedback analysis are based on questionnaire-based data collection and analysis.However,the...The feedback collection and analysis has remained an important subject matter for long.The traditional techniques for student feedback analysis are based on questionnaire-based data collection and analysis.However,the student expresses their feedback opinions on online social media sites,which need to be analyzed.This study aims at the development of fuzzy-based sentiment analysis system for analyzing student feedback and satisfaction by assigning proper sentiment score to opinion words and polarity shifters present in the input reviews.Our technique computes the sentiment score of student feedback reviews and then applies a fuzzy-logic module to analyze and quantify student’s satisfaction at the fine-grained level.The experimental results reveal that the proposed work has outperformed the baseline studies as well as state-of-the-art machine learning classifiers.展开更多
A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextua...A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextualised statistics course （called the Pilot Scheme in SA （social analytics））, in South Wales. This paper will discuss the changes in statistical abilities observed, student feedback from the course and also teacher observations, in relation to the Pilot Scheme in SA. Results suggest that the course did lead to increase in students＇ abilities, in comparison to two control groups. Whereas students in both control groups who did not receive the treatment, showed a decrease in their abilities with respect to mathematics and statistics. Student feedback suggests they could see the value of the course to their other studies and they also felt the statistics delivered was linked well with relevant examples. Results from an analysis of teacher observations support findings from the course evaluation of the Pilot Scheme in SA, which include an increase in student confidence with mathematics and statistics.展开更多
The emergence of Artificial Intelligence(AI)continues to disrupt the traditionally established processes in higher education institutions,including thesis supervision.While the challenges and benefits of AI use in aca...The emergence of Artificial Intelligence(AI)continues to disrupt the traditionally established processes in higher education institutions,including thesis supervision.While the challenges and benefits of AI use in academic contexts have been well documented,a knowledge gap exists in our understanding of how AI has changed students’approach to thesis writing and supervisor feedback.This study contributes to the knowledge of the AI-motivated issues in thesis supervision with insights from in-depth interviews with eight EFL thesis students at an English-medium-instruction university with a compulsory thesis component.Findings suggest that the traditional expectations of thesis supervision have changed due to AI use.As lower-order issues can be addressed with AI,students now expect content and research process-related guidance.While AI poses considerable challenges due to interaction patterns,information relevance,and accuracy,students are learning to successfully navigate these challenges while taking full advantage of editing and language instruction functions that AI provides,thus significantly reducing their and their supervisors’workload and logistics.Since these skills take time to develop,universities are advised to actively incorporate AI instruction in the Writing Center operations.Further suggestions on AI integration in the supervision process are provided.展开更多
The project delves into the preliminary findings of a survey of both trainers and students on the practice of using student peer feedback in interpreting practice.It first explains the theoretical foundation which jus...The project delves into the preliminary findings of a survey of both trainers and students on the practice of using student peer feedback in interpreting practice.It first explains the theoretical foundation which justifies the use of peer feedback in interpreting practice,the research methodology and data collection.Then it brings forth specific findings concerning the implementation of peer feedback in the interpreting class followed by discussions of the role and features of student peer feedback as a means to help students ready for the booth.Analysis of the results shows that peer feedback in interpreting practice keeps students on-task,attentive and help them spot their own problems.Trainers and students themselves point to similar features of student peer feedback as focusing on comprehension of the original,word choice and numbers.The preliminary findings of the survey demonstrate the roles and features of student peer feedback in interpreting practice and point to the possible way of enhancing student’s learning curve through more effective peer feedback.展开更多
The present study explored the features and the effectiveness of teachers' oral CF in the classrooms of Teaching English as a Foreign Language(TEFL) for minority students in Xinjiang junior high schools. The analy...The present study explored the features and the effectiveness of teachers' oral CF in the classrooms of Teaching English as a Foreign Language(TEFL) for minority students in Xinjiang junior high schools. The analytical framework of this study consulted Lyster's(1998) coding scheme. 720 minutes of classroom observation were recorded and transcribed. The database was coded and the distribution of errors, CF and uptake was analyzed.展开更多
Giving effective feedback is one of useful methods to improve students' writing.With the aim of offering students more effective feedback,this essay will discuss the new kind of feedback on student writing by intr...Giving effective feedback is one of useful methods to improve students' writing.With the aim of offering students more effective feedback,this essay will discuss the new kind of feedback on student writing by introducing the features of the new approach and evaluating it in Chinese teaching context.According to the study,it is recommended peer feedback and teacher-student conferencing feedback should be implemented in the Chinese classrooms,and the teachers of writing should vary their types of feedback according to students' specific needs.展开更多
English language teaching is facing a reformation with the emphasis of students-centered learning approach and communicative language learning. Classroom interaction becomes popular especially during teachers' ora...English language teaching is facing a reformation with the emphasis of students-centered learning approach and communicative language learning. Classroom interaction becomes popular especially during teachers' oral feedback. In order to involve more students to participate, interactive techniques are applied in the classroom such as elicitation and recasts. This essay will focus on the adoption of interactive techniques in teachers' oral feedback in terms of a specific grammar lesson and try to explore its impact on students' participation.展开更多
Development of learner autonomy is a challenging task, especially when students are not presented with regular opportunities to reveal their voice and take part in shaping,at least to a certain degree,classroom discou...Development of learner autonomy is a challenging task, especially when students are not presented with regular opportunities to reveal their voice and take part in shaping,at least to a certain degree,classroom discourses. Engaging students in egalitarian teacher-students I-Thou dialogue(Buber, 1970)appears to be an effective way of empowering students voice,however there is need to investigate ways of practical implementation of this practice. Student feedback questionnaires(SFQs)have been widely used in tertiary institutions as a tool for establishing communication between students and teachers, as well as educational institutions,and evaluating course content and pedagogical methods applied.One of the major criticisms of this practice though is its summative nature and lack of closure of the feedback loop with students. Present study explores the practice of implementing formative continuous student feedback(CSF) throughout the duration of the whole course where teachers collect responses from students at the end of the class and close the loop in consecutive sessions by analyzing the feedback provided and acting upon it. Integrating the principles of Freire’s praxis and Buber’s I-Thou dialogue,this practice appears to be facilitative of building effective channels of communication between all parties involved,as well as developing greater sense of autonomy among students over the learning process in an English as a foreign language(EFL) classroom. The research is conducted as part of a larger CSF project implemented at a tertiary institution in Hong Kong.展开更多
For the proposed paper we report on the use of diverse digital tools for continuous student feedback collection and discuss students’ perceptions of and preferences for different approaches, with the aim of illustrat...For the proposed paper we report on the use of diverse digital tools for continuous student feedback collection and discuss students’ perceptions of and preferences for different approaches, with the aim of illustrating the influence of digital technologies on student voice. Five different digital tools have been investigated:TodaysMeet,Wiki,Padlet,Socrative, and WhatsApp. Eighty-eight non-English major freshmen from six randomly grouped classes at a Hong Kong university participated in the study. They were all enrolled in a credit-bearing course taught by one of the authors. After finishing all lectures of the course,we conducted a questionnaire survey among the participants,asking them what approach to feedback collection they felt most or least effective for communicating their feedback to teachers and classmates, which tool they felt most or least interesting, which tool they felt most or least convenient,and what advantages and disadvantages the five different digital tools have respectively. We also interviewed twenty participants to obtain further explanations of their answers to the questionnaires. The results showed that generally Padlet was regarded as the most liked and Wiki the least liked tool by the participants.Students highly valued features like effectiveness and interestingness, and considered convenience comparatively less important.展开更多
Teacher feedback plays a key role in teaching second language writing. Though teachers have devoted a great deal oftime to giving written feedback to L2 students, some students complained that they benefit little from...Teacher feedback plays a key role in teaching second language writing. Though teachers have devoted a great deal oftime to giving written feedback to L2 students, some students complained that they benefit little from written feedback. This studyreviews research on the effectiveness of teacher written feedback in ESL context or EFL context in United States, and tries to sug-gest future direction in further research.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
Software engineering(SE) courses are confronted with predicaments how to cultivate students' engineering concept and how to abridge the distance between the academy and industry.The "Computing and Software En...Software engineering(SE) courses are confronted with predicaments how to cultivate students' engineering concept and how to abridge the distance between the academy and industry.The "Computing and Software Engineering,III(CSE III)" helps students mimic a real-world software development and broaden realworld SE view.With the spiral model as the main development model,the CSE III course includes not only the SE theory knowledge,but also quick learning,team cooperation,development management and risk management skills which meet the real-world industry requirements.Our contribution is providing an introductory course for multiple dimensions of knowledge,creating a real-world software development circumstance for students under quantitative control and designing a systematic and practical evaluation mechanism which stimulates the interests of students.CSE III has been executed from 2009 and obtains a valuable teaching and learning effects among our teachers,TAs and students;and we add refinements to the course according to feedbacks of participants.This paper will describe the design and practice of the CSE III course.展开更多
This study aims to find out the effectiveness of corrective feedback on ESL writing.By reviewing and analyzing the previous six research studies,the author tries to reveal the most effective way to provide corrective ...This study aims to find out the effectiveness of corrective feedback on ESL writing.By reviewing and analyzing the previous six research studies,the author tries to reveal the most effective way to provide corrective feedback for L2 students and the factors that impact the processing of error feedback.Findings indicated that corrective feedback is helpful for students to improve ESL writing on both accuracy and fluency.Furthermore,correction and direct corrective feedbacks as well as the oral and written meta-linguistic explanation are the most effective ways to help students improving their writing.However,in dividual learner's difference has influence on processing corrective feedback.At last,limitation of present study and suggestion for future research were made.展开更多
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
文摘The feedback collection and analysis has remained an important subject matter for long.The traditional techniques for student feedback analysis are based on questionnaire-based data collection and analysis.However,the student expresses their feedback opinions on online social media sites,which need to be analyzed.This study aims at the development of fuzzy-based sentiment analysis system for analyzing student feedback and satisfaction by assigning proper sentiment score to opinion words and polarity shifters present in the input reviews.Our technique computes the sentiment score of student feedback reviews and then applies a fuzzy-logic module to analyze and quantify student’s satisfaction at the fine-grained level.The experimental results reveal that the proposed work has outperformed the baseline studies as well as state-of-the-art machine learning classifiers.
文摘A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextualised statistics course （called the Pilot Scheme in SA （social analytics））, in South Wales. This paper will discuss the changes in statistical abilities observed, student feedback from the course and also teacher observations, in relation to the Pilot Scheme in SA. Results suggest that the course did lead to increase in students＇ abilities, in comparison to two control groups. Whereas students in both control groups who did not receive the treatment, showed a decrease in their abilities with respect to mathematics and statistics. Student feedback suggests they could see the value of the course to their other studies and they also felt the statistics delivered was linked well with relevant examples. Results from an analysis of teacher observations support findings from the course evaluation of the Pilot Scheme in SA, which include an increase in student confidence with mathematics and statistics.
文摘The emergence of Artificial Intelligence(AI)continues to disrupt the traditionally established processes in higher education institutions,including thesis supervision.While the challenges and benefits of AI use in academic contexts have been well documented,a knowledge gap exists in our understanding of how AI has changed students’approach to thesis writing and supervisor feedback.This study contributes to the knowledge of the AI-motivated issues in thesis supervision with insights from in-depth interviews with eight EFL thesis students at an English-medium-instruction university with a compulsory thesis component.Findings suggest that the traditional expectations of thesis supervision have changed due to AI use.As lower-order issues can be addressed with AI,students now expect content and research process-related guidance.While AI poses considerable challenges due to interaction patterns,information relevance,and accuracy,students are learning to successfully navigate these challenges while taking full advantage of editing and language instruction functions that AI provides,thus significantly reducing their and their supervisors’workload and logistics.Since these skills take time to develop,universities are advised to actively incorporate AI instruction in the Writing Center operations.Further suggestions on AI integration in the supervision process are provided.
文摘The project delves into the preliminary findings of a survey of both trainers and students on the practice of using student peer feedback in interpreting practice.It first explains the theoretical foundation which justifies the use of peer feedback in interpreting practice,the research methodology and data collection.Then it brings forth specific findings concerning the implementation of peer feedback in the interpreting class followed by discussions of the role and features of student peer feedback as a means to help students ready for the booth.Analysis of the results shows that peer feedback in interpreting practice keeps students on-task,attentive and help them spot their own problems.Trainers and students themselves point to similar features of student peer feedback as focusing on comprehension of the original,word choice and numbers.The preliminary findings of the survey demonstrate the roles and features of student peer feedback in interpreting practice and point to the possible way of enhancing student’s learning curve through more effective peer feedback.
文摘The present study explored the features and the effectiveness of teachers' oral CF in the classrooms of Teaching English as a Foreign Language(TEFL) for minority students in Xinjiang junior high schools. The analytical framework of this study consulted Lyster's(1998) coding scheme. 720 minutes of classroom observation were recorded and transcribed. The database was coded and the distribution of errors, CF and uptake was analyzed.
文摘Giving effective feedback is one of useful methods to improve students' writing.With the aim of offering students more effective feedback,this essay will discuss the new kind of feedback on student writing by introducing the features of the new approach and evaluating it in Chinese teaching context.According to the study,it is recommended peer feedback and teacher-student conferencing feedback should be implemented in the Chinese classrooms,and the teachers of writing should vary their types of feedback according to students' specific needs.
文摘English language teaching is facing a reformation with the emphasis of students-centered learning approach and communicative language learning. Classroom interaction becomes popular especially during teachers' oral feedback. In order to involve more students to participate, interactive techniques are applied in the classroom such as elicitation and recasts. This essay will focus on the adoption of interactive techniques in teachers' oral feedback in terms of a specific grammar lesson and try to explore its impact on students' participation.
文摘Development of learner autonomy is a challenging task, especially when students are not presented with regular opportunities to reveal their voice and take part in shaping,at least to a certain degree,classroom discourses. Engaging students in egalitarian teacher-students I-Thou dialogue(Buber, 1970)appears to be an effective way of empowering students voice,however there is need to investigate ways of practical implementation of this practice. Student feedback questionnaires(SFQs)have been widely used in tertiary institutions as a tool for establishing communication between students and teachers, as well as educational institutions,and evaluating course content and pedagogical methods applied.One of the major criticisms of this practice though is its summative nature and lack of closure of the feedback loop with students. Present study explores the practice of implementing formative continuous student feedback(CSF) throughout the duration of the whole course where teachers collect responses from students at the end of the class and close the loop in consecutive sessions by analyzing the feedback provided and acting upon it. Integrating the principles of Freire’s praxis and Buber’s I-Thou dialogue,this practice appears to be facilitative of building effective channels of communication between all parties involved,as well as developing greater sense of autonomy among students over the learning process in an English as a foreign language(EFL) classroom. The research is conducted as part of a larger CSF project implemented at a tertiary institution in Hong Kong.
基金fully supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region,China(UGC/ FDS11/E06/14)
文摘For the proposed paper we report on the use of diverse digital tools for continuous student feedback collection and discuss students’ perceptions of and preferences for different approaches, with the aim of illustrating the influence of digital technologies on student voice. Five different digital tools have been investigated:TodaysMeet,Wiki,Padlet,Socrative, and WhatsApp. Eighty-eight non-English major freshmen from six randomly grouped classes at a Hong Kong university participated in the study. They were all enrolled in a credit-bearing course taught by one of the authors. After finishing all lectures of the course,we conducted a questionnaire survey among the participants,asking them what approach to feedback collection they felt most or least effective for communicating their feedback to teachers and classmates, which tool they felt most or least interesting, which tool they felt most or least convenient,and what advantages and disadvantages the five different digital tools have respectively. We also interviewed twenty participants to obtain further explanations of their answers to the questionnaires. The results showed that generally Padlet was regarded as the most liked and Wiki the least liked tool by the participants.Students highly valued features like effectiveness and interestingness, and considered convenience comparatively less important.
文摘Teacher feedback plays a key role in teaching second language writing. Though teachers have devoted a great deal oftime to giving written feedback to L2 students, some students complained that they benefit little from written feedback. This studyreviews research on the effectiveness of teacher written feedback in ESL context or EFL context in United States, and tries to sug-gest future direction in further research.
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Software engineering(SE) courses are confronted with predicaments how to cultivate students' engineering concept and how to abridge the distance between the academy and industry.The "Computing and Software Engineering,III(CSE III)" helps students mimic a real-world software development and broaden realworld SE view.With the spiral model as the main development model,the CSE III course includes not only the SE theory knowledge,but also quick learning,team cooperation,development management and risk management skills which meet the real-world industry requirements.Our contribution is providing an introductory course for multiple dimensions of knowledge,creating a real-world software development circumstance for students under quantitative control and designing a systematic and practical evaluation mechanism which stimulates the interests of students.CSE III has been executed from 2009 and obtains a valuable teaching and learning effects among our teachers,TAs and students;and we add refinements to the course according to feedbacks of participants.This paper will describe the design and practice of the CSE III course.
文摘This study aims to find out the effectiveness of corrective feedback on ESL writing.By reviewing and analyzing the previous six research studies,the author tries to reveal the most effective way to provide corrective feedback for L2 students and the factors that impact the processing of error feedback.Findings indicated that corrective feedback is helpful for students to improve ESL writing on both accuracy and fluency.Furthermore,correction and direct corrective feedbacks as well as the oral and written meta-linguistic explanation are the most effective ways to help students improving their writing.However,in dividual learner's difference has influence on processing corrective feedback.At last,limitation of present study and suggestion for future research were made.
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.
