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Using Unfolding Models to Identify Feedback Strategies for Student Writing
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In: Georgia Educational Research Association Conference (2021)
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| 65 |
The opinion of Slovene (mother tongue) teachers on distance learning in primary schools ; Mnenje učiteljev slovenščine (mater inščine) o poučevanju na daljavo v osnovni šoli
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In: CEPS Journal 11 (2021) Special Issue, S. 383-406 (2021)
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| 66 |
Examining The Efficacy Of Providing Writing Prompt Choices And Performance Feedback: A Randomized Controlled Trial
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In: Theses - ALL (2021)
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Abstract:
Research has indicated that the majority of students in the United States are not able to write at the proficient level (Persky et al., 2003). Prior research has demonstrated that performance feedback interventions successfully lead to students’ gains in writing fluency (Hier & Eckert, 2014; Hier & Eckert, 2016; Truckenmiller et al., 2014), and that providing students with academic choices benefits their academic performance (Dickerson & Creedon, 1981; Steinman 2017). The goal of this study was to examine the combined and isolated effects of two academic interventions (i.e., providing writing prompt choices and performance feedback) on third-grade students’ writing performance. A total of 70 third-grade students were randomly assigned to either the (a) performance feedback condition (n = 24); (b) choice condition (n = 23); and (c) performance feedback and choice condition (n = 23). Results of this study indicated that there were no statistically significant differences in students’ writing performance between the three conditions. Implications for developing effective writing interventions that target student motivation and writing are discussed.
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Keyword:
choice; performance feedback; Psychology; Social and Behavioral Sciences; writing performance
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URL: https://surface.syr.edu/thesis/477
https://surface.syr.edu/cgi/viewcontent.cgi?article=1478&context=thesis
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| 67 |
Speech and language therapists perspective of an e-learning course on providing feedback in the clinical learning environment
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| 68 |
The Red Pen Cuts Deep: How Paper Feedback on Language Affects Student Identity and Classroom Relations
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| 69 |
Evaluation of an e-Learning teaching innovation to assist clinical radiation therapy educators in the provision of student feedback
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| 70 |
The Use of Linguistic Knowledge in Sentiment Analysis Tools
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| 71 |
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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| 72 |
Formative vs summative quizzes as regular feedback on Moodle in computer science courses: Which do students prefer?
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L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China ; Percepciones de los escritores de L2 sobre revisión por pares de manera cara a cara y anónima: Datos de China
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| 75 |
Improved feedback and debugging support for student assembly programming
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| 76 |
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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| 77 |
Effectiveness of Type of Feedback and Frequency on Digital Game-Based L2 Vocabulary Acquisition
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| 78 |
Engaging native speakers in language scaffolding in a Chinese classroom
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Kong, Kaishan. - : University of Hawaii National Foreign Language Resource Center, 2021. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2021
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| 79 |
Rapport in the World Language Classroom: From Face-to-Face to Online in Times of Pandemic
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| 80 |
Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
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Blazquez-Carretero, Miguel; Woore, Robert. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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