大学英语写作同级反馈研究 A Study of Peer Feedback in EFL Writing Classrooms

Slides:



Advertisements
Similar presentations
Assessing Student Learning TSS Participants: Dana Bradley Cheryl Hitchcock Arlecia Sewell.
Advertisements

Assessment & Evaluation adapted from a presentation by Som Mony
Teaching writing.
The Application of Portfolio Assessment in Language Teaching and Learning 碩研英語一甲 蔡枚燕.
7 Strategies of Assessment for Learning
Developing Your Rubric. Step 1 Identify what type of rubric you want to create – holistic or analytic.
By : Zohreh Saadati Background and Purpose.
7 th Grade Language Arts. Choose your topic  In some circumstances, especially when you are given a particular essay writing assignment, your topic may.
 Peter Elbow On Writing Prof. Myrna Monllor Jiménez Prof. Helen Avilés
The Effectiveness of Supplemental Online vs. Traditional Tutorials on Students’ English Proficiency and Learning Achievement Ponlak Pantahachart Faculty.
A COURSE IN ENGLISH LANGUAGE TEACHING Unit 12 Integrated Skills Aims of the Unit: 1.to know the necessity of integrating the four language skills in ELT.
Advisor: Dr. Raung-fu Chung Graduate: Ju-chuan Chen.
Grammar vs. Content: Comparison of Deductive and Inductive Methods with Regard to the Development of Communicative Competence Jamie Kim APLNG 593 April.
Journal Write What is the purpose of the paragraph concluding a persuasive essay? **Have out your orange persuasive strategy sheet & all your essay revisions.
Emily Wiggins Fall 2005 Prof. Nuria Sagarra SPAN 502 The Effect of Peer and Teacher Feedback on Student Writing Terena M. Paulus (1999) Journal of Second.
Teaching Writing. 2 Teaching objectives  By the end of this unit, Ss will be able to: 1. know what, why and how we write 2. know the communicative approach.
IMPROVING WRITING IN THE FOREIGN LANGUAGE CLASSROOM Écrivez Mieux!
EVALUATION Evaluation is an integral part of teaching variables. Various tests are conducted for evaluation.
Standards and Objectives Cluster 5
Administering the DRA2 and EDL2 Denver Public Schools Spring 2008 Grades 4–8.
1 Building Evaluative Capability in Schooling Improvement: The Student View Judy Parr,
Intelligent Tutoring System for CS-I and II Laboratory Middle Tennessee State University J. Yoo, C. Pettey, S. Yoo J. Hankins, C. Li, S. Seo Supported.
1 Design Principles for Language Education Short cut to theory Gert Rijlaarsdam & Anne Toorenaar University of Amsterdam,
Designing a Work Integrated Assessment Collaborate Project Bringing together staff, students and employers to create employability focused assessments.
NRTs and CRTs Group members: Camila, Ariel, Annie, William.
The Effect of Semantic Mapping on Reading Comprehension over time 2640 Reza Nejati*, Akram Pejman Asl *-Assistant Professor, Shahid Rajaee Teacher Training.
Writing a Stellar Personal Statement
Chapter 23 Writing Portfolios. Copyright © Houghton Mifflin Company. All rights reserved.23 | 2 Chapter overview Looks at the use of portfolios, as well.
Peer coaching is a strategy where one or more teachers form a partnership with one another for the purpose of observing, recording, and providing feedback.
The Call to Write, Third edition Chapter 23, Writing Portfolios.
+ Introducing students to scientific journal articles in Introduction to Psychology Adeetee Bhide and Natasha Tokowicz.
Peer Review How to make it work for you 1. In your experience… What have you tried? ▫What worked? ▫What didn’t work? What were the students’ responses?
Conclusions (in general… and for this assignment).
The Four P’s of an Effective Writing Tool: Personalized Practice with Proven Progress April 30, 2014.
DESIGNING CLASSROOM TESTS TSL3112 LANGUAGE ASSESSMENT PISMP TESL SEMESTER 6 IPGKDRI.
Second Language Classroom Research (Nunan, D. 1990) Assoc. Prof. Dr. Sehnaz Sahinkarakas.
Experiments. The essential feature of the strategy of experimental research is that you… Compare two or more situations (e.g., schools) that are as similar.
1 Is CALL an effective way to learn listening and speaking? —A Case Study of CALL Model and Traditional Learning Model on English Listening and Speaking.
P.R.I.D.E. School Professional Day :45 am- 3:30 pm.
In this presentation you can: Clarify the purpose and value - Clarify the purpose and value of effective feedback to learners Identify strategies - Identify.
Assessment. Workshop Outline Testing and assessment Why assess? Types of tests Types of assessment Some assessment task types Backwash Qualities of a.
Chiraz Ouerfelli Higher Institute of Applied Studies in Humanities Tunis Situating Strategy Use: The Interplay of Language Learning Strategies and Individual.
Teaching Writing.
Differentiation What is meant by differences between learners?
1 Unit 8 Seminar Effective Writing II for Arts and Science Majors.
Mohammad Alipour Islamic Azad University, Ahvaz Branch.
The Writing Process THE P.O.W.E.R.S. OF WRITING. “P “ is for Pre-Write The success of a piece of writing often depends on the time you take “before” you.
Writing Exercise Try to write a short humor piece. It can be fictional or non-fictional. Essay by David Sedaris.
Individualized Writing Instruction: The Art of Conferring Effectively Tasha A. Thomas Spartanburg Writing Project Summer Institute 2010.
Peer Editing/Revision EDG 4410 Teaching Strategies and Classroom Management University of Central Florida, Orlando, FL Dr. Verkler Fall 2014.
Examining Student Work Middle School Math Teachers District SIP Day January 27, 2016.
AUTHOR: NADIRAN TANYELI PRESENTER: SAMANTHA INSTRUCTOR: KATE CHEN DATE: MARCH 10, 2010 The Efficiency of Online English Language Instruction on Students’
Unit 10 Teaching Writing Welcome. 2 Teaching Objectives 1. The purpose of writing class; 2.The nature of writing in reality; 3.A communicative approach.
Types of test Test Types Based on Its Purposes. Placement Test The purpose is this test to place a student according to his/her language ability within.
TODAY’S GOALS Peer review the second draft of your WTE essays Continue refining your theses and adding details to the body paragraphs of your WTE essays.
An AAC Professional Learning Module Book Study based on the AAC publication Scaffolding for Student Success Scaffolding for Student Success Module 2: Set.
The features of CLIL. Split into six groups Pairs and groups of three – A, B, C, D, E, F.
What do these mean? Your time is up Ready for anything (Red E)
Aim: Aim: Students will be able to use peer evaluation to effectively revise their essays. Do now: Take out your brainstorming sheet, facts chart, and.
The Writing Process THE P.O.W.E.R.S. OF WRITING.
Students Becoming Assessors
Classroom-based assessment to promote equity
Week 3 – day 1 Tuesday, January 30, 2018
Foreign Language Department
The Highland Council Learning and Teaching Reflection Framework
Socratic Seminar This PowerPoint is meant to be used with either teachers or students schoolwide to assist in implementing Socratic Seminar. It is written.
Learning-to-write argumentative texts about literature
An Empirical Study of Tutor Feedback on Students’ Written Assignment
Critique – “Drafting and crafting”
Alternative Assessment : Portfolio in Teaching Writing to EFL Learners
Presentation transcript:

大学英语写作同级反馈研究 A Study of Peer Feedback in EFL Writing Classrooms

● Product Approach vs. Process Approach Product-oriented approaches focus on the final product, the coherent, error-free text. Process-approach,on the other hand focuses on the steps involved in drafting and redrafting a piece of work. Proponents of process writing recognize and accept the reality that there will never be the perfect text, but that one can get closer to perfection through producing, reflecting on, discussing, and reworking successive drafts of a text (Nunan, 2001, p272).

● Feedback Feedback refers to the comments, questions, and suggestions a reader gives to a writer, which aims at helping the writer to produce reader-friendly rather than writer-oriented writing( Flower, 1989).

● Peer Feedback Peer feedback is beneficial to students in both the short and long terms, and is a collaborative activity involving students’ reading, critiquing and providing feedback to each other’s writing, to make immediate textual improvement and to develop stronger writing competence by means of mutual scaffolding in the long run (Tsui & Ng, 2000; Zhu, 2001).

The Empirical Study CG: 35 participants EG: 41 participants The classification of participants The upper-level students: NMET scores ≥ 120 The intermediate-level students: 100≤ NMET scores <120 The lower-level students: NMET scores < 100

The feedback providing exercises for EG ◆The copies of a sample essay written by a freshman who did not belong to CG or EG ◆ A feedback sheet, on which the different aspects they should focus on while giving feedback to peers’ writing were listed ◆ They were asked to provide feedback to the sample essays, and write their feedback on the margins of the sample essays. { sample.doc}

The feedback receiving exercises for CG ◆The copies of the same sample essay to that of EG, and the only difference is that on these copies suggestions for the improvement of writing concerning the aspects in EG’s (givers) feedback sheets were provided. ◆The participants of CG were required to revise the sample essays according to the suggestions on it. {sample.doc}

Comparison between Pre-test and Post-test of Two Groups as a Whole ◆Purpose To see whether the 76 participants (35 in the control group, and 41 in the experimental group) had made any significant progress after they experienced the eight weeks’ experiment of peer feedback giving and receiving exercises. ◆Conclusion There is significant difference between the pre-test and the post-test of the 76 participants as a whole. Therefore the 76 participants improved significantly in their post-test, compared with their performance in the pre-test.

Comparison between Pre-test and Post-test of CG ◆Purpose To know whether the participants of the control group had made any significant progress in their writing ◆Conclusion There is not any significant difference between the pre-test and post-test of this group. Therefore, the participants of the control group did not make any significant progress in the post-test.

Comparison between Pre-test and Post-test of Upper-level Participants in CG ◆Purpose To clarify whether the students of the upper level in the control group had made any significant progress ◆Conclusion The participants of the upper level in the control group had made great progress through the experiment.

Comparison between Pre-test and Post-test of Intermediate-level Participants in CG ◆Purpose To know whether the participants of the intermediate level in the control group had made any progress ◆ Conclusion There was not any obvious difference between the pre-test and the post-test of the participants of the intermediate level in the control group.

Comparison between Pre-test and Post-test of Lower-level Participants in CG ◆Purpose To clarify whether there existed any significant difference between the pre-test and post-test of the lower-level participants in CG ◆ Conclusion The participants of this level in the control group did not make any significant progress through the experiment.

Comparison between Pre-test and Post-test of EG ◆Purpose To make sure whether the experimental group had made any significant progress through the experiment ◆Conclusion There is significant difference between the pre-test and the post-test of EG.

Comparison between Pre-test and Post-test of Upper-level Participants in EG ◆Purpose To know whether the participants of the upper level in the experimental group had made any significant progress through this experiment ◆Conclusion There is not any significant difference between the pre-test and the post-test of these students. Thus the participants of the upper level in the experimental group had not improved significantly in their writing abilities after this experiment.

Comparison between Pre-test and Post-test of Intermediate-level Students in EG ◆Purpose To clarify whether the intermediate-level students in EG had made any significant progress ◆Conclusion There is very big difference between the pre-test and the post-test. And the participants of the intermediate level in the experimental group made very significant progress in their writing abilities through the experiment.

Comparison between Pre-test and Post-test of Lower-level Participants in EG ◆Purpose To see whether the experiment helped the students of the lower level in the experimental group improve their writing ◆ Conclusion The participants of this level in this group had made very significant progress in their writing abilities through the experiment

A tentative conclusion Giving feedback can benefit the learners of the lower level, and the intermediate level, but when it comes to the learners of a higher proficiency level, giving feedback can not help them a lot. Instead, receiving it can help them improve significantly.

Implications on Teaching ◆ It is highly necessary now to introduce peer feedback to EFL writing classrooms of the tertiary education. ◆ Peer feedback giving and peer feedback receiving are beneficial to students of different language proficiency levels. Therefore, in our writing classes, teachers can help students improve their writing ability by assigning them different kinds of exercises.