Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
Teachers' and Students' Attitudes Toward Error Correction in L2 WritingASM Mustafizur Rahman
Comparing student and teacher attitudes toward various aspects of language and instruction including the way writing errors are corrected is a fruitful activity in language education and SLA classroom research. To contribute to this line of inquiry, the present study investigated the preferences of 30 EFL teachers and 100 L2 students as to various language features as well as error marking techniques in writing. Two questionnaires were developed to elicit views of students and teachers on various error correction techniques in L2 writing. To add a qualitative dimension to the study and to triangulate the findings, nine teachers who took part in the survey study were invited for follow-up interviews. The results revealed that there are noticeable differences in the preferences and attitudes of teachers and students toward issues related to marking writing papers.
Furthermore, not only were differences observed between students and teachers in terms of their preferences and attitudes, but there was also disagreement between teachers themselves and among students as to the most appropriate error correction techniques. Further results and implications of the study are discussed in the paper.
ROLO: Reformulate Output Lightly but Often (slideshow version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a short slideshow with my ROLO ideas. On this site there is also a longer article posted as a PDF.
Ideas about ELT (English Language Teaching) come and go like the tides. In this slideshow I’ll give a crab’s eye underview of these issues from my corner of the rockpool. Take a look and be an anemone, filtering the water and feeding on any tiny organic particles you can find. Feel free to wave a tentacle and muddy the water.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
ROLO: Reformulate Output Lightly but Often (slideshow version)Paul Emmerson
In English language teaching, ROLO is a technique for giving feedback at the board following a speaking activity. Instead of just correcting language, ROLO involves guiding students to produce better language for themselves, and it emphasizes developing language as well as just correction.
This is a short slideshow with my ROLO ideas. On this site there is also a longer article posted as a PDF.
Ideas about ELT (English Language Teaching) come and go like the tides. In this slideshow I’ll give a crab’s eye underview of these issues from my corner of the rockpool. Take a look and be an anemone, filtering the water and feeding on any tiny organic particles you can find. Feel free to wave a tentacle and muddy the water.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
The Society for Teaching and Learning in Higher Education Green Guide Number 1: Teaching Large Classes, by Allan J. Gedalof was first published in 2004. This presentation summarizes the key points and provides some reflection on the guide.
Gedalof begins by asking why we have large classes. Programs are growing but funds are shrinking. Instructors have more students, but are expected to continue to foster the growth of individuals in the same way they do with much smaller class sizes. In order teach large classes effectively, teachers must desire to do well and have access to knowledgeable and reliable technical support.
What is large? For Gedalof, a large class is a combination of 3 things: 1: more students than you can connect with during class time; 2: more grading than you can manage; and 3: more names than you can learn. For Gedalof, this means a large class is anything more than 50 students.
Large classes present problems for both students and teachers and include both Physical & Psychological barriers.
For the Professors, these problems include being seen and being heard. Students face the opposite problem: hearing and seeing. Both teacher and student struggle to focus the blur and make a connection. Most of the strategies Gedalof suggests are about mediating the lack of connection.
Many of Gedalof’s suggestions are applicable to any class size, not just large classes. For example, it’s common to be nervous before a first class and expereince what he calls “First date anxiety.” (12) To help ease the nerves, you might practice with smaller group, be on the lookout for students in the crowd that respond with encouragement, or observe successful teachers of large classes. Preparing to enter the space with passion, intensity, energy are helpful not just for teaching large classes, but for any class.
Gedalof makes a few suggestions to help gauge student response and to see what sort of learning is actually taking place. He suggests looking through student notes after class, asking questions, giving tests or one he emphasizes later on – assigning students to small-group tutorials. He feels that these connections are one of the most important strategies for learning in a large class.
In a large class, there are options for providing info to students: Handouts are traditional, but the environmental and economical cost of photocopies grows quickly over a semester. Partial handouts with blank space for students to fill in are another tradition, as these keep students alert, waiting to fill in the missing bits. Here Gedalof’s work is dated – before home internet connections were common, because he suggests using a BBS or a computer lab where students can download materials to their own disks. Even if the specifics are out of date, the idea of providing online resources is valid. Students can make use of these at their own convenience and cost, printing what they need, and shifting that responsibility off the teacher.
Large class mean more students, which will likely mean more student problems. Be prepared with policies for late assignments, missed tests, and acceptable conditions for retakes and extensions. Communicate these policies at the beginning of the term and it wouldn’t hurt to create alternative assignments at the same time as the original. Personal crises will happen – you can count on it.
Whether the class is large or small, there are ways to begin, carry on, and end that help create a positive and effective learning environment. Set the tone with opening music as students enter the classroom. When it turns off, students know class is starting. Project something like an image, cartoon, or lesson outline to get students thinking about what’s ahead.
Keep in mind that physical barriers create psychological barriers. Try to break the barrier of the lectern by embracing the entire room. Try not to favour one side over the other. The ability move about the room comes with con
Solid waste management & Types of Basic civil Engineering notes by DJ Sir.pptxDenish Jangid
Solid waste management & Types of Basic civil Engineering notes by DJ Sir
Types of SWM
Liquid wastes
Gaseous wastes
Solid wastes.
CLASSIFICATION OF SOLID WASTE:
Based on their sources of origin
Based on physical nature
SYSTEMS FOR SOLID WASTE MANAGEMENT:
METHODS FOR DISPOSAL OF THE SOLID WASTE:
OPEN DUMPS:
LANDFILLS:
Sanitary landfills
COMPOSTING
Different stages of composting
VERMICOMPOSTING:
Vermicomposting process:
Encapsulation:
Incineration
MANAGEMENT OF SOLID WASTE:
Refuse
Reuse
Recycle
Reduce
FACTORS AFFECTING SOLID WASTE MANAGEMENT:
Extraction Of Natural Dye From Beetroot (Beta Vulgaris) And Preparation Of He...SachinKumar945617
If you want to make , ppt, dissertation/research, project or any document edit service
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Basic Civil Engineering Notes of Chapter-6, Topic- Ecosystem, Biodiversity Green house effect & Hydrological cycle
Types of Ecosystem
(1) Natural Ecosystem
(2) Artificial Ecosystem
component of ecosystem
Biotic Components
Abiotic Components
Producers
Consumers
Decomposers
Functions of Ecosystem
Types of Biodiversity
Genetic Biodiversity
Species Biodiversity
Ecological Biodiversity
Importance of Biodiversity
Hydrological Cycle
Green House Effect
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. *It helps students understand the subject being
studied and gives them clear guidance on how to
improve their learning.
*LISTENING to your pupils will build an atmosphere of
trust and respect and encourage the students to share
with you what they feel.
*It will foster positive classroom behaviour.
*It will create a classroom culture of success.
*It will make both the teacher and the pupils aware of
their progress.
*Feedback can improve a student's confidence, selfawareness and enthusiasm for learning.
2. Possible reasons why students keep on making
the same mistakes:
1.
They are not ready yet.
2.
They don't realize it's the same grammar.
3.
They are overloaded.
4.
Accuracy is not their priority.
3. Slips: mistakes which students can correct
themselves once the mistake has been
pointed out to them.
Errors: mistakes which they can not correct
themselves and which therefore need
explanation.
Attempts: when a student tries to say something but
does not yet know the correct way of
saying it.
4. L1 Interference: Interlingual transfer is a significant source for
language learners. That means errors as being the result of
language transfer, which is caused by the learner’s first language.
Interlingual errors may occur at different levels such as transfer of
phonological, morphological, grammatical and lexica-semantic
elements of the native language into the target language.
*At phonological level Arabic, for example, does not have a
phonemic distinction between /f/ and /v/, and Arabic speakers
may well say ferry when they mean very.
*At grammatical level Prepositions express a relation between two
entities. English prepositions have different functions, so it is not
easy for Arab learners to learn to use prepositions correctly.
e.g. I am waiting (-----) him.(omission of the preposition)
The English verb “wait” is followed by the preposition “for” while
the Arab equivalent is not.
5. *Second language learners, like first language
learners, pass through sequences of development.
*Like first language learners, second language learners
usually learn the irregular past tense forms of certain
common verbs before they learn to apply the regular
simple past –ed marker.
*E.g: “He played football yesterday .Then, he buyed icecream”.
6. Did the students
learn the
concept(s)
and/or skills that
were planned?
Were
instructional
methods
appropriate to
achieve mastery
of the skills?
7. *When teachers assess student performance, they're not
placing value or judgment on it — that's evaluating or
grading. They're simply reporting a student's profile of
achievement.
•Assessment whether ,explicit or implicit both have
major influence on learning process.
9. Although teachers are ideally placed to
provide assessments of students
performance, students can also be extremely
effective at monitoring and judging their own
language production.
*How could you involve students in
assessments of themselves and their peers
,and how can this involvement improve their
learning?
10. It could be :
1- assessment
2- correction
Q : Should teachers deal with every production
in the same way ? Why?
11. • The kind of activity play very important role in how to correct .
• 1- non- communicative activities :
• T should stop the activity to correct the mistakes ,that is called
“teacher intervention”
• 2- communicative activities :
• Teachers should not interrupt students in the middle of the
activity. Doing so, can interrupt the communication , raise stress
levels and stop the acquisition process. Such interrupting can
remove students’ need to negotiate meaning and deny their
learning opportunity.
• When to intervene in learner talk ?
• As late as possible .( Lynch )
• What if students’ communication is in a risk ?
• Shell we ask the students about the kind of correction that they
prefer ?
12. • Correction is made up of two stages:
• 1- Teacher shows student that there is a mistake.
• 2- If the student can not correct him/her self, the
teacher helps the student about it. This can be by using
alternative techniques :
• First: Showing incorrectness:
•
•
•
•
•
•
•
by different ways:
1-repeating
2-Echoing
3-Expression
4- Statement and question
5- Hinting
6- Reformulation
13. • Second, Getting it right :
• If student can not correct themselves we
should interfere by;
• 1- saying the correct sentence, emphasizing
the part where is the problem then say the
sentence normally .
• 2- say the in correct part correctly
• 3- some times we can explain the grammar.
• 4- finally ask students to repeat the correct
thing
14. • in fluency work we need to respond to the
content and the language form but it should be
after the event. this can be by some ways:
• 1- Gentle correction :
• in communicative activates we should offer help
but with tact and discretion . Our correction well
be more “gentle” to make our intervention less
disruptive. This can happen by many ways :
• 1-By reformulating the sentence expecting that
the student will pick up our reformulation
• 2-using echoing and expressions .
15. • 2-recording mistakes :
• One problem of giving feedback at the end is
that we can forget what students have said but
we can use :
• 1- writing down points we want to refer to.
• 2- use charts or other forms of categorization to
help.
• 3- use audio or video records and make the
students themselves write down their notes in
categories .
• 4- divide students into groups, each one watch
for something different .
• 5- students write their records on the board and
discus them with the class.
16. • 3- after the event
• Giving feedback can be by number of ways:
• 1- give an assessment and discuss with the
students.
• 2- write some of the mistakes on the board
make them recognize the problem and tray
to correct it .
• 3- write both the correct and the incorrect
and let them decides.
• 4- write individual notes to the students .
17. • Correcting students work can mean correcting
workbook exercises in which we indicate if their
effort is either right or wrong.
• Or correcting a more creative writing such as
letters, reports, stories etc... In this case we should
consider whether we are dealing with a draft or a
final version.
18. • The most important aspect while giving
feedback is adopting a positive attitude to
student writing. While marking mechanically we
may not realize that we are showing the student
only his mistakes – negative points. If the
student receives only negative feedback, he
may easily be discouraged from trying to form
complex structures and using new vocabulary.
However, feedback sessions can be a beneficial
experience for the student if the teacher shows
the strong points as well.
19. • The comments we offer to students
should be in the margin of the student’s
work or if it is on computer an editing
program can be used.
• To decrease teachers writing on a
student’s paper, it is better to use some
kind of “code”. This list of symbols which
show typical mistakes can be found in
writing guides such as APA or MLA or the
teacher can come up with one like this:
20. Symbol
Meaning
Example
Correct Sentence: Mr. Globa Class lives in Cantabria.
Word or Phrase Error
Missing Word(s)
P
Punctuation
Capital or Lowercase
Letters
Mr. Globa Class lives in the Cantabria.
Mr. Globa Class in Cantabria.
lives
Mr. Globa Class lives in Cantabria (P)
Mr (P) Globa Class lives in Cantabria.
Numbers Example:
Mr. Globa Class has 7.000,00 (P) placards.
Correct: Mr. Globa Class has 7,000.00
placards.
mr. Globa Class lives in Cantabria.
Mr. Globa Class lives in CAntabria.
SP
?
WC
Spelling
The meaning is not
clear. Write in another
way to make the
meaning clearer.
Word Choice
//
Begin a new paragraph.
l
Divide letters or words.
Change the order of the
words or letters.
~
Mr. Globa Class lives in (SP) Cannntabria.
Mr. Globa Class in live stay Cantabria. ?
Mr. Globa Class (WC) stays in Cantabria.
Better: Mr. Globa Class lives in Cantabria.
// Mr. Globa Class lives in Cantabria. It is a
lovely place to learn about the world.
Mr. Globa(l)Class lives in Cantabria.
~
Mr. Globa Calss lives in Cantabria.
~
Mr. Globa Class in lives Cantabria.
21. • Students should be trained to
understand the process of correcting
through examples of incorrect
statements on the board and they are
asked to come up to the board and
underline the mistake in the sentence.
Then symbols can be introduced.
• Students should be encouraged to give
feedback to each other. It encourages
students to monitor each other and, as
a result, helps them to become better
at self monitoring.
22. • One of many new methods is called Group
writing.
• Group writing helps students to benefit from
several peers, helps students to learn not
only from their mistakes but from the
mistakes of others and makes economical
and efficient use of the students' and the
teacher's time. The group writing tasks are
everything from writing a paragraph to
writing an essay. Each group can get a
different topic to work on or sometimes it
can be the same topic and they compete
with the other groups.
23. Teachers’ reason for using codes and
symbols , while correcting students’ works ,
is the same; if students can identify the
mistakes they have made , they are then in
a position to correct them. The feedback
process is only really finished once they
have made these changes.
24. What does this saying mean?
To work late into the night, originally this was
by the light of an oil lamp or candle
But , why should we burn the midnight oil?
For students , the sight of their work covered in
corrections can cause great anxiety. For
teachers, marking and correcting take up an
enormous amount of time. Both teachers and
students deserve a break from this drudgery .
25. A- Selective marking
B- Different error codes
C- Don’t mark all the papers
D- Involve the students