Page: 1 2 3 4 5 6 7 8... 13
| 61 |
Ontario Outdoor Integrated Curriculum Programs: More than "just a fun semester"
|
|
|
|
BASE
|
|
Show details
|
|
|
| 63 |
Exploring Interculturality: Dialectical Tensions with Identity and Schooling Systems with First Generation Immigrant Students
|
|
|
|
BASE
|
|
Show details
|
|
|
| 64 |
On n’entend que ce qu’on écoute : l’expérience sonore et musicale chez Henri Michaux, entre écriture et improvisation
|
|
|
|
BASE
|
|
Show details
|
|
|
| 65 |
Les perceptions de l’apprentissage du français langue seconde des nouveaux francophones de Montréal
|
|
|
|
BASE
|
|
Show details
|
|
|
| 66 |
Exploring undergraduate students’ perceptions of factors influencing their engagement and alienation in higher education
|
|
|
|
BASE
|
|
Show details
|
|
|
| 68 |
Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts
|
|
|
|
BASE
|
|
Show details
|
|
|
| 69 |
ESL Teachers’ Knowledge of and Experience with Written Corrective Feedback
|
|
|
|
Abstract:
University of Minnesota D.Ed. dissertation. April 2017. Major: Education, Curriculum and Instruction. Advisors: Jean Stevenson, Lynn Brice. 1 computer file (PDF); xiv, 170 pages. ; ABSTRACT Written Corrective Feedback (WCF) in writing classes is fundamental to interactions between teachers and students about students’ writing and to help students further improve their writing. As one of the main feedback sources, teachers’ cognition (e.g., teachers’ thoughts, knowledge, and beliefs) needs to be probed to properly understand teachers and their teaching (Borg, 2006). Currently, there is little research regarding teachers’ cognition and their practice of offering WCF in mainland China. The purpose of this study was to explore ESL teachers’ knowledge of, experience with and practice of WCF, and to investigate the connection among these aspects. The participants were teachers of English from a major normal university. The phenomenological methodology was used to explore teachers’ cognition and practice of WCF when teaching writing to undergraduate and graduate students. The study employed a triangulated approach that included a questionnaire administered to 55 teachers, interviews with two teachers and a study of the two teachers’ feedback responses to 68 students’ papers/journal entries, which were collected to further explore the interviewees’ practice of WCF. Questionnaire data was statistically aggregated and tabulated. The interview data was analyzed using Hycner’s 15 steps. The teachers’ responses on students’ papers were analyzed according to WCF types (direct CF, indirect CF, metalinguistic, focus of feedback, electronic CF, and reformulation) and error types (organizational errors, stylistic errors, and linguistic errors) and the results were tabulated. Findings indicated that ESL teachers possessed different levels of knowledge concerning WCF and used a varying number of WCF types to target error types. Most teachers were not well trained or provided with opportunities to be equipped with the necessary skills, to further improve their cognition and practice of providing feedback. Differences existed between teachers’ perceptions of the employment of WCF and their actual practice of it. The findings are an indication that administrators should consider employing multiple strategies to better equip teachers of writing to teach and provide feedback more effectively and efficiently. The future of providing WCF on writing in mainland China is dependent upon a workforce that excels in feedback cognition and practice.
|
|
Keyword:
cognition; ESL; experience; practice; training; Written corrective feedback
|
|
URL: http://hdl.handle.net/11299/188864
|
|
BASE
|
|
Hide details
|
|
|
| 72 |
Fiction and diction of Samuel Beckett’s dramatic work ; Fiction et diction de l'ɶuvre dramatique de Samuel Beckett
|
|
|
|
In: https://tel.archives-ouvertes.fr/tel-01439839 ; Littératures. Université Côte d'Azur; Université de la Manouba (Tunisie), 2016. Français. ⟨NNT : 2016AZUR2021⟩ (2016)
|
|
BASE
|
|
Show details
|
|
|
| 73 |
The Impact of Cross-Racial Interactions on Black Male Undergraduate Perceptions of Campus Climate
|
|
|
|
In: Neighbors, Teresa. (2016). The Impact of Cross-Racial Interactions on Black Male Undergraduate Perceptions of Campus Climate. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/7x6969tv (2016)
|
|
BASE
|
|
Show details
|
|
|
| 74 |
‘Fish out of water?’ A case study exploring low-income students’ experiences of an elite university.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 75 |
Role of cognitive flexibility in bilingualism and creativity
|
|
|
|
BASE
|
|
Show details
|
|
|
| 76 |
O educativo na experiência do movimento de mulheres camponesas : resistência, enfrentamento e libertação
|
|
|
|
BASE
|
|
Show details
|
|
|
| 77 |
Impact of long-term occupation-related experience on speech perception in noise
|
|
|
|
BASE
|
|
Show details
|
|
|
| 78 |
At the Crossroads: Pre-service Teachers, Community Mentors, and the Dialectic
|
|
|
|
BASE
|
|
Show details
|
|
|
| 79 |
Is Anyone Listening? – Experiences of Junior-Level English Language Learners in Southwestern Ontario
|
|
|
|
In: Electronic Theses and Dissertations (2016)
|
|
BASE
|
|
Show details
|
|
|
| 80 |
Su voz, su decisión : data-driven system to support day laborers in making informed employment decisions
|
|
|
|
BASE
|
|
Show details
|
|
|
Page: 1 2 3 4 5 6 7 8... 13 |
|
