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Asma - Integrated Approach (Peer, teacher, automated)

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Asma - Integrated Approach (Peer, teacher, automated)

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What is AWE Feedback. Take a guess
What is LIFT? etc.

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computer-mediated feedback vs teacher feedback

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Interest in how students engage with feedback. The student engagement with feedback rather than the feedback itself that is crucial to learning. In this article, it is discussed about the pedagogical approaches facilitate this engagement, particularly, the Integrated Approach. We refer to Hong’s pedagogical approach as ‘integrated’ because it combined AWE, peer, and teacher feedback. By using this approach, teachers might not
only offer students a more varied writing experience that accommodates different learning styles and needs, but also facilitate active redrafting and improved writing through greater behavioural, affective and cognitive engagement.

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since this article is about fostering student engagement to feedback, it can be the last article we may introduce. after introducing the different feedback methods/approaches/ tools.
what do you think?

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slides

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for history review

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How much emphasis is on AUTOMATED feedback and its comparison to other ways of giving feedback? I think we need to elicit that very crucial info since everything we are doing must be somewhat related to MALL, CALL, online learning etc.

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Description

Presentation: Research Article (Group)
In this presentation task, each group member will find a research article published in one of the suggested journals. Then, the group will work on a common presentation in which they taking turns present the research studies by focusing on the following and organizing the presentation accordingly:
1. Common theoretical aspects/frameworks
2. Research Methodology
3. Findings of 4 selected research studies compared with relevant research and classroom practices
Each presentation is given half an hour with additional 10 to 15 minutes allocated for questions and answers. The groups are expected to come up with some discussion prompts in line with the assigned topics.
An entry for Weeks 7 & 8 will be created on MS Teams in advance, and group members are expected to share their research articles with others so that everyone have sufficient time to read articles before the session. Presenters in Week 7 can share their articles by April 15th by sharing them on Teams, and those presenting in Week 8 can share their articles by April 22nd.
Each topic can be selected by 4 people in total.

Example presentation content based on Web 2.0 Tools:
What kind of research studies exist in the literature regarding Web 2.0 Tools? Definition of the terms and scope of the studies.
What kind methods are used to analyze the topic? Are there specific models, frameworks and instruments used in those Web 2.0 studies?
Brief information on the methodology and findings of 4 sample research studies found and selected from LLT, CALL, ReCALL, Computers&Education, and CALICO also including other relevant educational technology and CALL journals listed in the 1st quartile indexed by SCOPUS: https://www.scopus.com/sources.uri

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In the research, it is argued that, from the teacher’s perspective, because of AWE and peer feedback, the teacher was able to make better use of the time she spent on her own feedback, giving more attention to the content and expression of ideas. Together the three types of feedback worked in tandem to effectively promote students’ behavioural, affective, and cognitive engagement in the writing process.

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1. AWE feedback is found to offer immediate diagnostic assessment and multiple drafting opportunities.
2. Peer feedback might reduce writing anxiety and promote collaborative learning
3. Teacher feedback should be provided as a final step to make it feedback-process and to feedforward

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General outlines that we should consider including into the presentation

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General outlines that we should consider including into the presentation

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Aim, Research Question, Theory, Framework, Sample Group Data Collection, Research type, was it quantitive/qualitive, what was the aim of this research and what kind of future research, that this research could lead the way to, *But we should definitely consider keeping it short, (compact) so that making sure that we aren't focusing too much on numbers/details

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possible questions from class- mustafa hocam

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possible questions from class- mustafa hocam

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What could be the further research topics following this one?

Could this research used as replacing the current methodologies/ tools that we use in our classrooms today?

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I have got one PNR- Presentation remote controler might be used maybe, if we could provide one

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I have got one PNR- Presentation remote controler might be used maybe, if we could provide one

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schemes and visuals would be beneficial to express the results of a study, rather than just putting a boring text with lots of numbers and data

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schemes and visuals would be beneficial to express the results of a study, rather than just putting a boring text with lots of numbers and data

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it really bothered me personally to see that it was a simple ppt doc and moreover everyone's part was completely different than each others' so it might be a good idea to let just one spesific person to prepare the presentation in terms of general outlines (theme/ visiuals etc)

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it really bothered me personally to see that it was a simple ppt doc and moreover everyone's part was completely different than each others' so it might be a good idea to let just one spesific person to prepare the presentation in terms of general outlines (theme/ visiuals etc)

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we should be giving them some information/ some idea on the topic before asking the audience's opinion on something

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we should be giving them some information/ some idea on the topic before asking the audience's opinion on something

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what kind of research was used (qualitive/ quantitive research or both)

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what kind of research was used (qualitive/ quantitive research or both)

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5 min

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Fostering students engagement (integrated approach)
5 min
As it is a general article, not specifically related to particular skill, it can be the smooth entrance to narrow the topic down with the rest of the articles

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Debate activity
8 min
Pro vs Con
Integrated approach of feedback
Is it 21 century revolution?
Etc

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Teacher engagement or writing placement tool

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Grammar & Spelling feedback
6 min

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6 min
Audio Feedback

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Common points / overall summary - Pınar 

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Common points / overall summary - Pınar 

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3 min

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Hello Ghazi,

We will visualise the first info pages of the articles. Please go to istock.com, find appropriate images, illustrations, icons for that page. Here is an example. Filter by: illustrations, vectors, images, photos. You just copy the ID and visual to a blank ppt. I have premium membership and download later. We need this on Thursday afternoon.

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Can you please write or find a student essay. It can be an opinion essay in B1 or A2 level with regular errors to be corrected later through automated apps. You can find it on the web but it must be in a WORD document. We need this on thursday too.

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We should provide good reliable references at the end

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Teacher Engagement with Online Formative Writing Assessment - PNR - 2021

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Teacher Engagement with Online Formative Writing Assessment - PNR - 2021

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We found articles about student engagement and implementation models, however, this sheds light on the teacher's engagement and perspective. Tell me what you think pls.

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We do not have an automated writing placement tool. This is my second suggestion. We can keep this as a spare tire.

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Sarah Hughes is a Ph.D. student in the Joint Program in English and Education at the University of Michigan, Ann Arbor. Her primary research interests include narrative persuasion, feminist rhetorics, community literacies, and digital rhetorics.

Ruth Li is a Ph.D. student in the Joint Program in English and Education at the University of Michigan, Ann Arbor. Her primary research interests include college students' writing development, corpus linguistics, metacognition, and digital literacies and rhetorics.

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Affordances and limitations of the ACCUPLACER automated writing placement tool

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Sarah Hughes is a Ph.D. student in the Joint Program in English and Education at the University of Michigan, Ann Arbor. Her primary research interests include narrative persuasion, feminist rhetorics, community literacies, and digital rhetorics. Ruth Li is a Ph.D. student in the Joint Program in English and Education at the University of Michigan, Ann Arbor.

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As it is the only article that focus more on (evaluation) not feedback

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PNR -Let's make a list of the main concepts like...

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PNR -Let's make a list of the main concepts like...

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Automated feedback
Student's perception
Writing assessment
CALL
etc

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Yours is student engagement, and the first one here is about teacher engagement. They give us both perspectives I guess. Let Jason read and give us feedback, and then we can decide as a group.

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AWE feedback
Peer feedback

• Behavioural engagement refers to students’ physical reactions to feedback including revision actions and time spent on revision.
• Affective engagement comprises students’ emotional responses and attitudinal reactions to feedback as evidenced in retrospective interviews.
• Cognitive engagement is concerned with how students respond to feedback through revision operations (such as rewriting and reorganisation) and cognitive strategies (such as evaluating and monitoring).

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Online formative assessment
Teacher engagement
EFL writing
Information communication and technology > ICT

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03 - ÇAĞLA - Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? 

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03 - ÇAĞLA - Automated writing evaluation: Does spelling and grammar feedback support high-quality writing and revision? 

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KEY CONCEPTS
Keywords: Writing Revision AWE feedback Writing strategies Feedback uptake Mechanics

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1-  Pronunciation Teacher (PTeacher)
2- Computer-Aided Pronunciation Training System (CAPT)
3- Audio-Visual Corrective Feedback
4- Language Learning
5- Exaggerated feedback

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so, reading both articles, I would absolutely go with the first one, it is clear, concise, and easy to explain and present. moreover, it is in the heart of ICT assessment, and it touches us being teachers who experience f2f more than online teaching.    

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so, reading both articles, I would absolutely go with the first one, it is clear, concise, and easy to explain and present. moreover, it is in the heart of ICT assessment, and it touches us being teachers who experience f2f more than online teaching.    

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Teaching writing with Language Feedback Technology

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Teaching writing with Language Feedback Technology

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TEACHING WRITING WITH LANGUAGE FEEDBACK TECHNOLOGY- Zeynep Çağla Ergönen

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Automated Writing Evaluation, Process Writing, Machine Marking, Writing Feedback, Educational Technology

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https://link.springer.com/article/10.1007/s10639-019-09955-7

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Abstract

Widespread use of English in the academia and in business is leading an increasing number of people to learn it as a second or a foreign language. Computer aided pronunciation training (CAPT) systems are used by non-native English speakers for improving their English pronunciation. A typical CAPT tool records the speech of a learner, detects and diagnoses mispronunciations in it, and suggests a way for correcting them. We classified the CAPT systems for English into four categories on the basis of the technology used in them and studied the salient features of each such category. We observed that visual simulation based systems are suitable for young and naive learners, game based systems are advantageous as they can be personalized as per the requirements of the learners, comparative phonetics based systems are suitable for adult learners fluent in another language, and artificial neural network based systems have the highest accuracy in mispronunciation diagnosis and are suitable for experienced and professional learners. We identified the state-of-the-art practices used in CAPT systems, and observed that CAPT systems can detect up to 86% mispronunciations in a speech and help learners to lessen mispronouncing by up to 23%. We recommend collaboration between language teachers and software developers to develop CAPT tools, their wide dissemination and integration with the curriculum at school and university levels, and further investigation on mobile and collaborative CAPT systems.

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Division of Computer Engineering, Netaji Subhas University of Technology, New Delhi, India

Chesta Agarwal & Pinaki Chakraborty

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Correspondence to Pinaki Chakraborty.

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Agarwal, C., Chakraborty, P. A review of tools and techniques for computer aided pronunciation training (CAPT) in English. Educ Inf Technol 24, 3731-3743 (2019). https://doi.org/10.1007/s10639-019-09955-7
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DOI: https://doi.org/10.1007/s10639-019-09955-7

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Keywords

Educational software

Computer aided pronunciation training (CAPT)

English as a second language

English as a foreign language

Phonetics

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A review of tools and techniques for computer aided pronunciation training (CAPT) in English - Education and Information Technologies

# data[].attributes.attachment_link.description
Widespread use of English in the academia and in business is leading an increasing number of people to learn it as a second or a foreign language. Computer aided pronunciation training (CAPT) systems are used by non-native English speakers for improving their English pronunciation.