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.

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.

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。

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。

高校学生投诉和意见反馈平台的设计与实现

对于高校在学生投诉和意见反馈管理上存在的信息不畅通、流程不规范、反馈意见处理困难等问题,文章设计了一种高校学生投诉和意见反馈平台。该平台通过需求分析、系统设计、E-R模型设计和系统主要模块的实现,完成了管理平台的开发。该平台的开发和使用能够让高校学生投诉与意见反馈管理更为规范,及时有效地解决学生的诉求,进一步完善了学生服务的管理机制。

学生实习期间汽车维修技能评估与反馈机制

该文通过文献综述和案例分析,探讨了学生实习期间汽车维修技能评估与反馈的关键要素和有效方法,选取评估的内容和方式,全面了解学生技能水平和技术提升的限制问题,通过实际应用探讨反馈机制设计实施的及时性、具体性和针对性等验证该反馈机制的有效性及应用效果。通过建立有效的汽车维修技能评估与反馈机制,可以更好地促进学生实习期间的技能提升和职业发展,进而促进汽车维修行业人才培养和技术水平的提升。

基于案例分析的国际中文教育线上教学教师反馈语研究

在国际中文教育领域,线上教学已成为常态化教学方式。以越南第二师范大学中文系中高级阶段学生线上教学教师反馈语为研究对象,通过对课堂教学的反馈语记录、转写、分析和研究,发现线上国际中文教师使用反馈语具有使用意识强、反馈渠道多样化、反馈内容针对性强等优势;同时也存在反馈语缺乏明确性、流畅性差、精准度低以及非语言反馈受限等四大问题。据此提出了提高教师反馈语有效性和互动性的具体对策,建议国际中文教师发挥线上教学优势,将线上教师反馈语的作用发挥到最大。

医学研究生思想政治教育现状与协同反馈教育体系研究

随着医学研究生招生数量的增加,医学研究生思想政治教育工作压力也不断增加。研究生生源构成相对复杂,增加了思想政治教育工作的难度,也存在许多亟待解决的问题。新形势下提高医学研究生思想政治水平,需要对学生中出现的问题采取针对性措施。本研究首先调查了学生群体对现有思想政治教育的看法和自我思想政治评价,全面了解该群体中存在的主要问题。提出了一套党委统一领导、多岗位协同工作、积极解决反馈问题的教育体系,为现阶段医学研究生思想政治教育工作提供新方案。

基于计算机视觉技术的智能化课堂管理系统研究

研究开发了一种基于计算机视觉技术的智能化课堂管理系统,旨在提高教学效率和学生学习效果。系统实现了对学生行为的自动化监测、学生学习状况的分析以及实时反馈,从而辅助教师进行有效的课堂管理。实验采集了部分学生的行为、视频和学习数据,并进行了分析,实验结果显示该系统具有良好性能。伴随计算机视觉技术和教育信息化的发展,该系统将在教育领域发挥更大作用。未来研究可在改进模型和特征提取方法、提升系统智能化程度、优化用户体验以及加强数据保护等方面寻求突破。