1,720,956 research outputs found
Assessment for Learning (AFL): Its Role in L2 Writing Contexts
Get PDFAssessment plays a significant role in learning. Traditionally, it is regarded as a judgement on students’ learning proficiency. In such cases, summative assessment or assessment of learning (AoL) generally plays its leading role. This type of assessment has long kept a seat for many centuries. The value of assessment in terms of fostering learning has not been instantly recognized. Up until recently, formative assessment or assessment for learning (AfL) has stepped into the spotlight. This academic article aims to reveal a different but interesting aspect of assessment and its full potential to maximize students’ L2 learning, specifically in the L2 writing contexts, with an introduction of assessment for learning (AfL) in L2 writing pedagogy as a learning tool to effectively support students’ L2 learning and skill development. Before reaching that goal, however, several interesting issues concerning the nature of assessment for learning (AfL) and L2 writing pedagogy need to be carefully considered as being discussed in the present article. As a number of benefits of an implementation of assessment for learning (AfL) to both students and teachers in L2 writing pedagogy are disclosed in this article, it is worth challenging the old practice, the traditional L2 writing classroom practice, as described in the article.
The Convergence of the COVID-19 Pandemic and EFL Writing Pedagogy: The Paradigm Shift
Get PDFIn the academic context in the COVID-19 era, learning, once traditionally taking place in the classroom, has been changed to be driven online. This happens in all fields of study, including the writing pedagogy. Even in the post-pandemic, its influence can still be witnessed in forms of online or digital learning via various communication platforms such as ZOOM or Webex Meetings. However, though this phenomenon sparks a surprising educational transformation as being discussed in diverse articles across different disciplines, its silver linings, positively affecting writing pedagogy, specifically in the EFL writing instruction context, can be recognized though they come with great challenges as being reviewed. To be aware of these issues, this academic article aims to raise this topic as a paradigm shift of EFL writing pedagogy, particularly in higher education by virtue of the COVID-19 pandemic. In so doing, the novel EFL writing pedagogy frameworks, its new feedback regime, and its triangular dimensions are introduced and discussed for long-term practical pedagogical implications, especially after the pandemic legend in the digital era
Students' Perspective: Three Types of Reflective Written Feedback
Get PDFTo enhance one’s writing ability, different types of feedback have been employed in languagewriting classes. Some are more effective than others in specific learning atmospheres. Thispaper reveals the attitudes of thirty-four English major sophomores toward three types ofreflective written feedback: self-, peer-, and teacher-reflective written feedback through afive-point Likert type rating scale attitude questionnaire. According to the analysis of theirresponses, the findings indicated that teacher-reflective written feedback was unquestionablythe best and most effective feedback source to help develop their writing performance, especially beyond the boundary of grammatical improvement. Self- and peer- reflective written feedback, nevertheless, were both perceived as other significant sources of useful feedback, particularly on grammatical aspects, whereas their limited language proficiency was raised as a rudimentary obstacle to overcome when carrying out these two tasks. Some profound and far-reaching pedagogical implications were taken into account based on the results of the study
Boosting EFL Students’ Positive Attitudes toward Writing in English: The Role of Journal Writing with Peer Feedback
Get PDFSince students’ English writing ability improvement is influenced by their positive attitudes toward writing in English and vice versa (Petric, 2002), this paper pedagogically raises teachers’ awareness of the utility of journal writing, with peer feedback, to create EFL writing classes where students’ English writing ability development and their positive attitudes toward writing in English meet. The data was collected from the responses of 42 Mathayomsuksa 3 students at a secondary school in Thailand to the pre- and post- treatment attitude questionnaires.The findings indicated that the students had positive attitudes toward writing in English both before and after the treatment with a significant increase following the treatment. Their positive attitudes toward four aspects of writing in English were significantly boosted after the treatment: writing as a means of self-expression, the importance of learning to write in learning English, self-perceived writing ability, and self-satisfaction with English writing
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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