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How do L2 student moderators facilitate a peer-led discussion forum?
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| 2 |
ScaffoldSQL: Using Parson’s Problems to Support Database Pedagogy
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| 3 |
Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
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In: Journal on Empowering Teaching Excellence (2022)
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TraduXio Project: Latest Upgrades and Feedback
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In: EISSN: 2416-5999 ; Journal of Data Mining and Digital Humanities ; https://hal.archives-ouvertes.fr/hal-02920044 ; Journal of Data Mining and Digital Humanities, Episciences.org, 2021, Atelier Digit_Hum, ⟨10.46298/jdmdh.6733⟩ (2021)
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The Map Task as a Support for Oral Production: Feedback from Secondary School ; La map task comme support de production orale : retour d’expérience
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In: ISSN: 2257-5405 ; EISSN: 2119-5242 ; Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT ; https://hal.archives-ouvertes.fr/hal-03127881 ; Recherche et Pratiques Pédagogiques en Langues de Spécialité : Cahiers de l'APLIUT, Association des Professeurs de Langues des IUT (APLIUT), 2021, Anglais oral : enjeux théoriques et pratique(s) authentique(s), 40 (1) ; https://journals.openedition.org/apliut/8787 (2021)
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Design of a Serious Game for the Use of Foreign Languages: Towards a Relevant Didactic System
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In: 14th International Conference on e-Learning 2020 ; https://hal.archives-ouvertes.fr/hal-03281572 ; 14th International Conference on e-Learning 2020, Jul 2021, Zagreb, Croatia (2021)
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| 7 |
Inconsistent definitions: the most efficient immediate feedback ...
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| 8 |
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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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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The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study
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| 11 |
Creation of Relevant Edutainment Scenarios for Language Performance through Learning Games
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In: Virtual Edition of the International Conference The Future of Education ; https://hal.archives-ouvertes.fr/hal-03251056 ; Virtual Edition of the International Conference The Future of Education, Jun 2020, Florence, Italy (2020)
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| 12 |
Social-Emotional Climate in the Community College Classroom: An Action Research Study Investigating the Impact of Real-Time Student Feedback to Instructors
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In: All Antioch University Dissertations & Theses (2020)
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| 13 |
"It's Not Like He Was Being a Robot:" Student Perceptions of Video-Based Writing Feedback in Online Graduate Coursework
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In: International Journal for the Scholarship of Teaching and Learning (2020)
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| 14 |
Developing a peer supported feedback model that enhances oral proficiency in French
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In: Journal of University Teaching & Learning Practice (2020)
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LEVELS OF FEEDBACK IN PREPARATION FOR A STUDENT-LED CONFERENCING EVENT: A CASE STUDY OF ELEMENTARY STUDENTS' EXPERIENCES
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In: Theses and Dissertations--Curriculum and Instruction (2020)
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Abstract:
According to the literature on student achievement, the classroom teacher and effective feedback are two of the most influential factors that affect students’ performance (Hattie and Timperley, 2007). Teacher feedback is an effective and efficient instructional strategy that can bridge the gap between a student’s actual level of understanding and the level required to become independently successful. There are multiple types and levels of feedback that teachers may employ to support students’ work. It is important that a teacher utilizes various levels of feedback, particularly levels that pertain to the task (FT), the process (FP), and student regulation (FR) skills to further student academic progress. The teacher and student interact in a two-way dialogue loop that furthers the student toward writing proficiency. According to Hattie and Timperley (2007) the most effective feedback occurs when students simultaneously receive information e students to use internal assists (FR) and end the loop with another (FT) comment. This instrumental case study focused on how a group of military-connected 2nd grade students negotiated the various kinds of feedback that were provided to them as part of the Student-Led Conferencing activities in their second-grade writing classes. Among the case research questions, I examined were: What types of feedback are used and for what instructional purposes? How do students respond to and /or use this feedback? What are the implications for Student-Led Conferencing for both the student participants and their teachers who use feedback to guide them in preparing for SLCs? In addition to the second-grade writing teacher, the participants in the study consisted of five military-connected students from a rural area in a southeastern state located adjacent to a large military installation. The results of this study demonstrate the importance of a teacher’s awareness of the different levels of feedback (FT, FP, FR, FS) and when to use each type strategically to support a student's ability to write independently at a proficient level. Findings showed multiple examples of the teacher’s use of the various levels of feedback over different writing content lessons and in various types of interactions with students that improved their SLC products. The case analysis also identified several processes that describe how these young students negotiate feedback. These processes involved collaborating, consulting and conferring within conversations with the teacher and other students. The implications for the findings from this study inform specific teacher knowledge on the use and effects of feedback on student progress in the Student-Led conferencing context. The results may also be used to provide direction for districts to provide professional development to instruct teachers how to effectively use the four levels of teacher feedback. Strategically deployed feedback fostered student progress and prepared students to share their achievement during a Student-Led Conference.
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Keyword:
Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods; Elementary; Elementary Education; Feedback; Levels of Feedback; Student-Led Conferencing
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URL: https://uknowledge.uky.edu/edc_etds/29
https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1033&context=edc_etds
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| 16 |
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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| 17 |
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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| 18 |
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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| 19 |
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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| 20 |
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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