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Comparing Comprehension of a Long Text Read in Print Book and on Kindle: Where in the Text and When in the Story?
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In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-02014788 ; Frontiers in Psychology, Frontiers, 2019, ⟨10.3389/fpsyg.2019.00038⟩ (2019)
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SimpleDIVA: A 3-parameter model for examining adaptation in speech and voice production
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A Comparison of Iran’s EFL and New Zealand’s ESL Teachers’ Stated Beliefs About Oral Corrective Feedback and Their Actual Classroom Practices
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Incivility behaviours exhibited by nursing students: Clinical educators’ perspectives of challenging teaching and assessment events in clinical practice
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In: Andersen, P, Mcallister, MM, Kardong-Edgren, S, Miller, CW, Churchouse, C, (2019). Incivility behaviours exhibited by nursing students: Clinical educators’ perspectives of challenging teaching and assessment events in clinical practice. Contemporary Nurse, Vol. 55, No. 4-5, p. 303-316 http://dx.doi.org/10.1080/10376178.2019.1634480 (2019)
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Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly
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In: O'Neill, R, Russell, AM, (2019). Stop! Grammar time: University students’ perceptions of the automated feedback program Grammarly. Australasian Journal of Educational Technology, Vol. 35, No. 1, p. 42-56 http://dx.doi.org/10.14742/ajet.3795 (2019)
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Pharmacy students' perceptions of assessment and its impact on learning
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In: Malau-Aduli, BS, Preston, RG, Adu, M, Alele, F, Gratani, M, Drovandi, A, Heslop, I, (2019). Pharmacy students' perceptions of assessment and its impact on learning. Currents in Pharmacy Teaching and Learning, Vol. 11, No. 6, p. 571-579 http://dx.doi.org/10.1016/j.cptl.2019.02.020 (2019)
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Grammarly: Help or hindrance? Academic learning advisors’ perceptions of an online grammar checker
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In: O'Neill, R, Russell, AM, (2019). Grammarly: Help or hindrance? Academic learning advisors’ perceptions of an online grammar checker. Journal of Academic Language and Learning, Vol. 13, No. 1, p. A88-A107 (2019)
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Abstract:
O'Neill, R orcid:0000-0001-6345-8375; Russell, AM orcid:0000-0002-3685-7220 ; Online technology has been advocated as a means of providing students with the grammatical support needed to succeed in higher education without com-promising the mission of university Academic Learning Centres (ALCs). Re-cent research into automated feedback technology in Australian tertiary insti-tutions has focused on the grammar checker, Grammarly. This study builds on O’Neill and Russell’s (2019) analysis of student perceptions’ of Grammarly at one multi-campus Australian university by evaluating Academic Learning Advisors’ (ALAs) perceptions of Grammarly and comparing its performance with the traditional feedback method using Word. A mixed method design was applied with three advisors surveyed on the perceived usefulness of incorpo-rating Grammarly feedback into student assessments (n = 51), and another three advisors surveyed on providing grammar feedback on assignments using Word (n = 25). Statistical analysis showed that the advisors using Grammarly agreed with all 15 statements about the effectiveness of their grammar instruc-tion, and for 13 of these statements, their mean scores were significantly higher than those of advisors not using Grammarly. The effect sizes for these comparisons indicated that the differences were quite large, suggesting that, while the advisors agreed that Grammarly and non-Grammarly feedback were useful to the students, Grammarly feedback was perceived to be more useful. Qualitative analysis explained the responses to Grammarly in terms of posi-tive implications for student and ALA practice, whilst also identifying issues the advisors had with the program. As a result of these reservations, it is rec-ommended that Grammarly be used as a feedback tool for assignments in con-junction with an ALA.
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Keyword:
130306 Educational Technology and Computing; Advisor; Feedback; Grammar; Grammarly; Perceptions; Writing
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URL: http://hdl.cqu.edu.au/10018/1312753
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| 8 |
Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language
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Ní Aogáin, Sylvaine. - : Dublin City University. School of Language, Literacy, & Early Childhood Education, 2019
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In: Ní Aogáin, Sylvaine (2019) Teachers’ and students’ perspectives of corrective feedback on the grammatical accuracy of immersion students’ second language. PhD thesis, Dublin City University. (2019)
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| 9 |
Learning and adaptation in speech production without a vocal tract.
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In: Scientific reports, vol 9, iss 1 (2019)
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| 10 |
Neural correlates of abnormal auditory feedback processing during speech production in Alzheimer's disease.
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In: Scientific reports, vol 9, iss 1 (2019)
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| 11 |
Neural correlates of abnormal auditory feedback processing during speech production in Alzheimer's disease.
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In: Scientific reports, vol 9, iss 1 (2019)
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Survey of resident physician and attending physician feedback perceptions: There is still work to be done
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In: Dermatology Online Journal, vol 25, iss 12 (2019)
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| 13 |
Comment devient-on animateur de classe virtuelle ? Vécus d’enseignants de Français Langue Etrangère.
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In: ISSN: 0071-190X ; EISSN: 1965-0477 ; Études de linguistique appliquée : revue de didactologie des langues-cultures ; https://hal.archives-ouvertes.fr/hal-02362688 ; Études de linguistique appliquée : revue de didactologie des langues-cultures, Klincksieck (Didier Erudition jusqu'en 2003), 2019, Repenser l’étude des langues à l’université : le défi des humanités numériques, 1 (193), pp.17. ⟨10.3917/ela.193.0025⟩ ; https://www.klincksieck.com/les-livres/collection/7-etudes-de-linguistique-appliquee (2019)
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| 14 |
The effectiveness of real-time ultrasound visual feedback on tongue movements in L2 pronunciation training
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In: ISSN: 2215-1931 ; EISSN: 2215-194X ; Journal of Second Language Pronunciation ; https://hal.archives-ouvertes.fr/hal-02194902 ; Journal of Second Language Pronunciation, John Benjamins, 2019, 5 (1), pp.72-97. ⟨10.1075/jslp.16022.ant⟩ (2019)
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| 15 |
First contact with language corpora: perspectives from students
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In: CALL and complexity ; https://hal.archives-ouvertes.fr/hal-02464316 ; CALL and complexity, Aug 2019, Louvain-la-Neuve, Belgium. pp.51-56, ⟨10.14705/rpnet.2019.38.985⟩ ; https://files.eric.ed.gov/fulltext/ED600837.pdf (2019)
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| 16 |
The Role of Emotional Overcontrol in the Acceptance of Counselor Training Feedback
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In: Dissertations & Theses (2019)
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Bilingual Feedback Management System for Frontline Services with Sentiment Analysis using Naïve-Bayes Algorithm ...
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Bilingual Feedback Management System for Frontline Services with Sentiment Analysis using Naïve-Bayes Algorithm ...
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The role of emotional overcontrol in the acceptance of counselor training feedback
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In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1572968573171083 (2019)
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O feedback na perspectiva de professores-tutores: um estudo com base no curso de letras-espanhol na modalidade a distância
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In: Revista Virtual Lingu@ Nostr@; v. 6 n. 1 (2018): 10ª Edição da Revista Lingu@ Nostr@; 3 -21 ; 2317-2320 (2019)
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