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Speech and language therapists perspective of an e-learning course on providing feedback in the clinical learning environment
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| 62 |
Autoesquemas posibles de ficción : la inmersión narrativa como proceso de integración conceptual
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| 63 |
A Comparison of Real-Time and Delayed Visual Performance Feedback On Teacher Praise
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In: Faculty Publications (2021)
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| 64 |
An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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| 65 |
Pedagogies of Engagement: Teachers’ engagement practices in English and Mathematics at Key Stage Two of the primary school
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| 66 |
How do health services engage culturally and linguistically diverse consumers? An analysis of consumer engagement frameworks in Australia
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| 67 |
Sustainability of community-based theatre: A case study of Repertory Invercargill
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| 68 |
Indigenous women in science: A proposed framework for leadership, knowledge, innovation, and complexity
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In: University of South Florida M3 Center Publishing (2021)
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| 69 |
An Evaluation of Student Participation in the Student Alumni Association Program at the University of South Florida
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Wider, LaToya. - : Digital Commons @ University of South Florida, 2021
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In: Graduate Theses and Dissertations (2021)
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| 70 |
Creativity and arts-based expression: Building resilience in the pandemic and beyond
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| 71 |
Engaging universe 4.0: The case for forming a public relations-strategic intelligence hybrid
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| 72 |
Student engagement with teacher written feedback on IELTS Writing Task 2 rehearsal essays
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Pearson, WS. - : University of Exeter, 2021. : Graduate School of Education, 2021
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Abstract:
Undertaking IELTS (International English Language Testing System), a high-stakes, on-demand English language proficiency test, is a rite of passage for many non-native English-speaking individuals to demonstrate linguistic readiness for academic, emigrational, or vocational ambitions in Anglophone countries. Some self-directed test-takers who lack awareness of how to prepare for and succeed in the Writing module solicit written feedback (WF) via social networking services on rehearsed writing, in the hope outside expertise can provide a judgment of written readiness, suggest ways to close gaps in performance, develop test-taking skills, and enhance familiarity with task expectations. The present case study explores how four candidates preparing for IELTS Writing Task 2 engaged affectively, behaviourally, and cognitively with asynchronous, electronic written feedback provided by the researcher and how their beliefs mediated such engagement. Data was collected over four months from two sources: three rounds of rehearsed essay writing and semi-structured interviews taking place after each round. The study found that, despite detailed written feedback that explained and exemplified required performance, engagement was insufficient to bridge deficits in written performance across the project. Cognitively, learners did not always understand the intentions behind comments or what actions to take to resolve problematic textual features within how the task is assessed, leading to restricted written progress. Behaviourally, meaningful improvements in lexicogrammatical accuracy were not apparent across compositions, while notable content changes between drafts meant many errors went uncorrected. Processing WF tended to be at the surface-level, accompanied by few supplementary learning activities that the participants deemed of limited value. Affectively, the WF was highly valued and deemed confidence-building, contributing an activating effect. A range of personal-, task-, and strategy-related beliefs, some of which appeared naïve or ill-informed, impacted on how the learners engaged with the WF. The implications for practitioners of IELTS Writing preparation and test-takers are discussed.
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Keyword:
IELTS; Language test preparation; Student engagement with written feedback; Written feedback
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URL: http://hdl.handle.net/10871/127764
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| 73 |
MULTICULTURAL MULTILINGUAL FAMILY-SCHOOL PARTNERSHIPS IN HAWAIʻI: “A BACK AND FORTH RELATIONSHIP”
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| 74 |
Online extensive reading in an EFL context: Investigating reading fluency and perceptions
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Bui, Tuan; Macalister, John. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021
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| 75 |
Localization and Transferability of Community Engagement Concepts
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In: New Librarianship Symposia Series: Fall 2021 (2021)
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| 76 |
An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom
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| 77 |
Research on Learner Engagement with Written (Corrective) Feedback: Insights and Issues
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| 78 |
Rethinking Online Education to Maximize Student Engagement
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 79 |
Focus on relationships and strengths: Engaging international learners online
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 80 |
Using deliberate mistakes to heighten student attention
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In: Journal of University Teaching & Learning Practice (2021)
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