Fuzzy-Based Sentiment Analysis System for Analyzing Student Feedback and Satisfaction

The feedback collection and analysis has remained an important subject matter for long.The traditional techniques for student feedback analysis are based on questionnaire-based data collection and analysis.However,the student expresses their feedback opinions on online social media sites,which need to be analyzed.This study aims at the development of fuzzy-based sentiment analysis system for analyzing student feedback and satisfaction by assigning proper sentiment score to opinion words and polarity shifters present in the input reviews.Our technique computes the sentiment score of student feedback reviews and then applies a fuzzy-logic module to analyze and quantify student’s satisfaction at the fine-grained level.The experimental results reveal that the proposed work has outperformed the baseline studies as well as state-of-the-art machine learning classifiers.

Igniting the Statistical Spark in the Social Sciences—Abilities, Student Feedback and Teacher Observations

A quasi-experimental design was used to measure file impacts on student attainment in statistics, mathematics and critical thinking （16-18 years of age） on an experimental group who received a 21 week long contextualised statistics course （called the Pilot Scheme in SA （social analytics））, in South Wales. This paper will discuss the changes in statistical abilities observed, student feedback from the course and also teacher observations, in relation to the Pilot Scheme in SA. Results suggest that the course did lead to increase in students＇ abilities, in comparison to two control groups. Whereas students in both control groups who did not receive the treatment, showed a decrease in their abilities with respect to mathematics and statistics. Student feedback suggests they could see the value of the course to their other studies and they also felt the statistics delivered was linked well with relevant examples. Results from an analysis of teacher observations support findings from the course evaluation of the Pilot Scheme in SA, which include an increase in student confidence with mathematics and statistics.

The Role and features of Student Peer Feedback in Interpreting Training——Preliminary Findings of a Survey of both trainers and students

The project delves into the preliminary findings of a survey of both trainers and students on the practice of using student peer feedback in interpreting practice.It first explains the theoretical foundation which justifies the use of peer feedback in interpreting practice,the research methodology and data collection.Then it brings forth specific findings concerning the implementation of peer feedback in the interpreting class followed by discussions of the role and features of student peer feedback as a means to help students ready for the booth.Analysis of the results shows that peer feedback in interpreting practice keeps students on-task,attentive and help them spot their own problems.Trainers and students themselves point to similar features of student peer feedback as focusing on comprehension of the original,word choice and numbers.The preliminary findings of the survey demonstrate the roles and features of student peer feedback in interpreting practice and point to the possible way of enhancing student’s learning curve through more effective peer feedback.

Teachers' Oral Corrective Feedback and Its Influence on Learner Uptake in the Classes of Teaching English as a Foreign Language for Minority Students in Xinjiang Junior High Schools

The present study explored the features and the effectiveness of teachers' oral CF in the classrooms of Teaching English as a Foreign Language(TEFL) for minority students in Xinjiang junior high schools. The analytical framework of this study consulted Lyster's(1998) coding scheme. 720 minutes of classroom observation were recorded and transcribed. The database was coded and the distribution of errors, CF and uptake was analyzed.

Giving More Open Feedback on Student Writing

Giving effective feedback is one of useful methods to improve students' writing.With the aim of offering students more effective feedback,this essay will discuss the new kind of feedback on student writing by introducing the features of the new approach and evaluating it in Chinese teaching context.According to the study,it is recommended peer feedback and teacher-student conferencing feedback should be implemented in the Chinese classrooms,and the teachers of writing should vary their types of feedback according to students' specific needs.

Interactive Techniques Used in Teachers' Oral Feedback and Its Impact on Students' Participation

English language teaching is facing a reformation with the emphasis of students-centered learning approach and communicative language learning. Classroom interaction becomes popular especially during teachers' oral feedback. In order to involve more students to participate, interactive techniques are applied in the classroom such as elicitation and recasts. This essay will focus on the adoption of interactive techniques in teachers' oral feedback in terms of a specific grammar lesson and try to explore its impact on students' participation.

Fostering Learner Autonomy through Continuous Student Feedback in Pursuit of Praxis and Establishment of I-Thou Dialogue in an EFL Classroom

Development of learner autonomy is a challenging task, especially when students are not presented with regular opportunities to reveal their voice and take part in shaping,at least to a certain degree,classroom discourses. Engaging students in egalitarian teacher-students I-Thou dialogue(Buber, 1970)appears to be an effective way of empowering students voice,however there is need to investigate ways of practical implementation of this practice. Student feedback questionnaires(SFQs)have been widely used in tertiary institutions as a tool for establishing communication between students and teachers, as well as educational institutions,and evaluating course content and pedagogical methods applied.One of the major criticisms of this practice though is its summative nature and lack of closure of the feedback loop with students. Present study explores the practice of implementing formative continuous student feedback(CSF) throughout the duration of the whole course where teachers collect responses from students at the end of the class and close the loop in consecutive sessions by analyzing the feedback provided and acting upon it. Integrating the principles of Freire’s praxis and Buber’s I-Thou dialogue,this practice appears to be facilitative of building effective channels of communication between all parties involved,as well as developing greater sense of autonomy among students over the learning process in an English as a foreign language(EFL) classroom. The research is conducted as part of a larger CSF project implemented at a tertiary institution in Hong Kong.

Student Voice in Digital Classrooms:The Use of Digital Tools for Continuous Student Feedback Collection

For the proposed paper we report on the use of diverse digital tools for continuous student feedback collection and discuss students’ perceptions of and preferences for different approaches, with the aim of illustrating the influence of digital technologies on student voice. Five different digital tools have been investigated:TodaysMeet,Wiki,Padlet,Socrative, and WhatsApp. Eighty-eight non-English major freshmen from six randomly grouped classes at a Hong Kong university participated in the study. They were all enrolled in a credit-bearing course taught by one of the authors. After finishing all lectures of the course,we conducted a questionnaire survey among the participants,asking them what approach to feedback collection they felt most or least effective for communicating their feedback to teachers and classmates, which tool they felt most or least interesting, which tool they felt most or least convenient,and what advantages and disadvantages the five different digital tools have respectively. We also interviewed twenty participants to obtain further explanations of their answers to the questionnaires. The results showed that generally Padlet was regarded as the most liked and Wiki the least liked tool by the participants.Students highly valued features like effectiveness and interestingness, and considered convenience comparatively less important.

Future Directions in Studies on Student Perception of Teacher Written Feedback

Teacher feedback plays a key role in teaching second language writing. Though teachers have devoted a great deal oftime to giving written feedback to L2 students, some students complained that they benefit little from written feedback. This studyreviews research on the effectiveness of teacher written feedback in ESL context or EFL context in United States, and tries to sug-gest future direction in further research.

The Literature Review of Teacher’s Feedback and Students’ Participation in Class

Teacher’s feedback has been studied by a large number of researchers by scholars from various angles.Along with teach⁃er’s feedback,students’participation in class,another vital topic concerning education,has also caught people’s attention in re⁃cent years.This paper is the literature review of teacher’s feedback and students’participation in class.The review of teacher’s feedback focuses on its definition,classification and function;and the literature review of students’participation in class centers around its definition,value and the method to improve students’participation in class.

A Software Engineering Project Course for Undergraduate Students

Software engineering(SE) courses are confronted with predicaments how to cultivate students' engineering concept and how to abridge the distance between the academy and industry.The "Computing and Software Engineering,III(CSE III)" helps students mimic a real-world software development and broaden realworld SE view.With the spiral model as the main development model,the CSE III course includes not only the SE theory knowledge,but also quick learning,team cooperation,development management and risk management skills which meet the real-world industry requirements.Our contribution is providing an introductory course for multiple dimensions of knowledge,creating a real-world software development circumstance for students under quantitative control and designing a systematic and practical evaluation mechanism which stimulates the interests of students.CSE III has been executed from 2009 and obtains a valuable teaching and learning effects among our teachers,TAs and students;and we add refinements to the course according to feedbacks of participants.This paper will describe the design and practice of the CSE III course.

Effectiveness of Corrective Feedback on Writing

This study aims to find out the effectiveness of corrective feedback on ESL writing.By reviewing and analyzing the previous six research studies,the author tries to reveal the most effective way to provide corrective feedback for L2 students and the factors that impact the processing of error feedback.Findings indicated that corrective feedback is helpful for students to improve ESL writing on both accuracy and fluency.Furthermore,correction and direct corrective feedbacks as well as the oral and written meta-linguistic explanation are the most effective ways to help students improving their writing.However,in dividual learner's difference has influence on processing corrective feedback.At last,limitation of present study and suggestion for future research were made.

Teacher's in-Class Feedback Based on Individual Learner Differences in EFL Writing Classroom

Studies on feedback in second language(L2) writing have mainly focused on feedback per se, with little attention paid tothe individual learner differences. This study investigates how teacher’s in-class feedback based on individual learner differencesaffects EFL students’correction of writings and students’attitude towards teacher’s in-class feedback based on their individualdifference, as well as the factors that influence teachers’feedback among three EFL students and an in-service English teacher byemploying interviews, classroom observations. The findings indicate that students pay more attention to their errors in their writingsand students hold a positive attitude towards teacher’s in-class feedback based on their individual differences, students’aptitudeand personality mostly affect teacher’s in-class feedback.

互动反馈式教学在病历书写线上教学中的应用研究

目的:探索互动反馈式教学在医学生病历书写线上教学中的应用效果.方法:将学生分为试验组和对照组,对照组采用常规的病历纠正指导教学,试验组采用互动反馈式病历纠正指导教学.比较两组病历书写考核成绩的差异.结果:试验组病历书写得分显著高于对照组,差异具有统计学意义.结论:互动反馈式教学有助于提高病历书写教学成效.

现代信息技术构建高校教学质量监控体系研究

随着现代化技术的发展,越来越多的信息技术被运用到教育领域。高校教学质量监控是教育教学中的关键环节,保障了教育资源的合理分配与教学正常运行。但监控系统复杂多样,传统的方式已经不能满足监控系统的正常运行。因此,此次研究在现代信息技术的基础上,构建高校教学质量监控体系。实验测试结果显示,质量监控系统登录响应时间较短,仅1.7982s。问卷调查结果显示,四个质量监控体系满意程度较高,达99.25%;线上评分结果显示,教学日常会议、教学工作报告、学生反馈与教师反馈评分均在85分以上。验证了此次设计体系的合理性,为高校教学质量监控体系提供了理论基础。

3C引导性反馈下情景模拟教学对本科护生批判性思维能力的影响

目的开展3C引导性反馈下情景模拟教学,以提高本科护生批判性思维能力。方法选取2022级全日制护理本科生为研究对象,以抽签法随机抽取4个班195人为对照组,4个班193人为试验组。在护理学导论第10章护理科学思维方法与决策的教学中,对照组实施传统讲授式教学模式,试验组实施3C引导性反馈下情景模拟教学。比较两组批判性思维能力、理论测试成绩及试验组对教学效果的评价。结果教学后试验组批判性思维能力总分及各维度得分、理论测试成绩显著高于对照组(均P<0.05)。试验组91.7%~94.3%的护生表示该教学模式有利于临床思维和评判性思维、分析和解决问题能力的培养等。结论护理学导论教学中实施3C引导性反馈下情景模拟教学,有利于巩固理论知识,提高护理本科生批判性思维能力,提升教学效果。

在线同伴互评和教师反馈对学生二语写作反馈素养的影响研究

学生反馈素养是影响写作反馈效果的重要因素,提高学生反馈素养有助于提升写作教学成效。本研究在两个班分别采用在线同伴互评和教师反馈进行英语写作教学,对比两种反馈对学生反馈素养的影响。44名英语专业本科生参加了本研究,数据包括调查问卷、同伴反馈和教师反馈。结果表明:(1)在线同伴互评有助于提高学生加工反馈、接受反馈和提供内容修改建议的能力;(2)教师反馈有助于提高学生寻求反馈和解释语言问题的能力;(3)两种反馈都能提高学生调控学习和解释内容相关问题的能力。以上发现对学生反馈素养培养和二语写作教学有重要启示。

编程教育在初中教学中的融合实践研究

本文探讨了将编程教育融入初中课程的策略,主要分析了初中阶段编程教育的课程设计、教学方法和学生反馈。在课程设计部分,文章明确了知识、能力和情感目标,并按照学生的认知发展划分为入门、进阶和实战三个阶段,同时构建了全面的评价体系。在教学方法上,文章探讨了情境教学法、任务驱动法、协作学习法以及信息化教学策略,其中信息化教学策略特别强调了网络资源、编程平台和多媒体的整合应用。通过对学生的问卷调查和访谈分析发现,学生对编程教育表现出较高兴趣,且教学策略有效促进了学生的逻辑思维的提升、创新能力和协作技能的提高。本研究旨在为初中编程教育的推广和实施提供实践指导,以期提高教育质量,提升学生的综合素养。

师生意见反馈督办系统设计与实现

在智慧校园和教育信息化的背景下,建立一套高效的师生意见反馈机制对于提高教学质量和改善校园管理至关重要。传统的反馈机制因信息传递不畅和处理效率低而难以发挥作用。文章开发了一种创新的师生意见反馈督办系统。该系统通过构建一个高效、透明、易用的互动平台,自动分类反馈内容并提供解决方案,同时引入督办机制以确保问题得到解决。该系统不仅有效解决了师生反馈的问题,还促进了师生间的沟通,为教学改进和校园管理提供了重要支持。

新文科视域下同伴反馈在医学生大学英语写作教学中的应用

目的:基于建构主义,探讨新文科视域下同伴反馈在医学生大学英语写作教学中的应用与作用。方法:选取温州医科大学仁济学院2020级口腔1、2班(n=60)和精神麻醉班(n=56),分别作为实验组和对照组。教师分别实施同伴反馈和传统策略,采用实验对照法,运用前后测量法评估学生写作主题“内容”、“组织结构”和“语言”三个维度的表现。对学生反思报告进行文本主题分析,对教师问卷进行数据和文本分析。结果:在实施同伴反馈后,实验组学生的后测写作成绩高于前测(t=4.882,P<0.001),也高于对照组后测成绩(t=3.432,P=0.001)。反思报告的主题分析表明学生逐步认可同伴反馈对其写作能力、语言技能以及医学人文素养的提升。问卷结果表明同伴反馈在提升学生语言技能、写作水平、人文素养及自主学习能力方面具有一定作用,问卷子维度的Pearson相关性分析结果表明同伴反馈有效实施影响因素之间具有相关性,即教师与环境(r=0.528,P=0.006)和评估策略(r=0.596,P=0.004)呈正相关,环境与评估策略呈正相关(r=0.712,P<0.001)。结论:同伴反馈对医学生的语言技能和医学人文素养有积极的中介作用,能促进医学生写作水平的提升。教师、环境与评估策略三因素对同伴反馈存在正向影响。