Effect of Teacher Feedback, Peer Review and the Combination on EFL Writing Study Proposal

Since the result of effect comparison is important for teacher's decision making,roles teacher feedback and peer review play respectively and collaboratively in tertiary-level EFL writing context should be addressed via quantitative study as this paper proposed.Quantitative data should be collected from students'first drafts,second drafts and written comments from teachers and peers.Gains for overall scores between the first and second drafts and correlation between suggestions and gains should be examined.

The Study on College English Writing Based on Multi-dimensional Feed-back Mode

The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.

交互式数字叙事:加拿大Writing New Body Worlds阅读治疗新探索

文章基于相关研究文献与语料,对加拿大WNB阅读治疗实践进行梳理与归纳。WNB首次使用交互式数字叙事技术,构建面向公众的阅读治疗平台,以其交互式特征,融合了阅读和治疗引导两个过程,提供可访问的非临床方式,可面向大规模人群实现预防性健康干预。基于数据与计算的精准化阅读治疗是数字人文视角下的新变革,更具推广应用价值;以在线阅读平台建设为依托,推进实施平台化的阅读和治疗应成为未来发展方向之一;基于阅读形态与体验因技术赋能而改变的现状,图书馆应发挥引领作用,积极收集、创建或协助创建数字故事,推进阅读推广、服务与治疗的融合性发展,成为社区建设促进者、历史欣赏者和社区参与倡导者,也使阅读借助交互式数字叙事这一新载体,更好地发挥变革的力量,促进健康与幸福。

On Peer Feedback Strategies of Process Writing in College English Class

Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.

The Effectiveness of Peer Feedback in EFL Writing

Based on the students' capability of assessing peers' essays, this paper attempts to analyze the effectiveness of peer feed-back in EFL writing. Significant improvements can be made in writing proficiency, especially for the students who review others' essays. The reviewers may not only improve their peer's papers but also improve general writing skills and learn to self-evaluatetheir own writing.

以读促写,以写促读:北师大版初中英语新教材Writing Workshop的设计理念与实施路径

北师大版初中英语新教材中的Writing Workshop的设计遵循“从读听课输入到读写课输出,在单元中逐步生成写作能力”“采用读写结合模式,注重过程指导,提供多维写作支架”“从问题入手,贯穿‘学—思—用—创’一体化思路,以多元评价促学”的理念。它分两个课时进行教学:第一课时强调把握写作任务,由读到写;第二课时注重写作与评价共进,旨在切实提升学生的写作能力,发展学生的核心素养。

Washback of the Writing Part in NMET

1. IntroductionThe National Matriculation English Test (NMET) in China is knownas a high- stakes examination as it is the criterion for admission intohigher education. This influential examination has two main functions:

Effects of Written Corrective Feedback on College EFL Students’Writing Accuracy and Linguistic Knowledge Acquisition

Set at the interface between second language acquisition and second language writing,this study examines how different types of written corrective feedback(WCF)influence the writing accuracy of Chinese college students learning English as a Foreign Language(EFL)and whether WCF facilitates the students’grasp of the focused linguistic knowledge.The participants(n=60)were divided into direct correction group(n=20),indirect error-coding group(n=20)and metalinguistic explanation group(n=20).The three groups wrote four essays in two months and received WCF for the first three essays on the five targeted error types,namely tense errors,confusion of different forms of a word,word(articles,prepositions,etc.)missing,errors in subjectverb agreement and inappropriate verb-noun collocations.The results show that all three types of WCF improved students’writing accuracy but none of them had any statistical advantage,and the metalinguistic WCF was more effective than the other two forms in facilitating the acquisition of the targeted linguistic features.These results shed some light on teaching and consolidation of language points through writing in EFL contexts.

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.

The Impact of Teacher Involved Peer Feedback in the ESL Writing Class

Among the many possible ways to assessing writing by giving feedbacks, the peer evaluation method is viewed as a relatively effective one for students. Traditional one-way teacher feedback with which the teachers usually make great efforts to mark out all errors had been proved to be unscientific. In this article, based on the specific situation in two English major classes in Wenhua Institute attached to HUST, a series of training and experiments were designed with the aim of proving the effect of peer evaluation in writing class. It is emphasized that language teachers should recognize the practical value of peer evaluation, and try to help students be involved in making peer responses in the writing process actively, so that students can get meaningful experience from evaluating their peers＇ writing, which, in turn, will enhance their own ability to produce more satisfactory essays.

An Empirical Study of the Washback of CET-4 Writing

This article is an empirical study on the washback of the writing section （i.e. writing subtest as in this paper） of College English Test Band Four （CET-4） on ELT in Chinese colleges and universities so as to promote the positive effects and diminish the negative ones. The study collected data from 181 college English learners, nine college English teachers and two CET-4 raters through interview, observation and documentary analysis. Findings indicate that CET-4 writing subtest produces more negative impacts than positive ones. Moreover, the findings also indicate that the washback of CET-4 writing is weakened by other sections of the test.

Evaluating Chinese College Students' English Compositions:Different Writing Corrective Feedbacks between a Chinese Teacher and a Foreign Teacher & the Attitudes of College Students

The study aims to uncover the differences between a Chinese writing teacher and a foreign writing teacher in evaluating Chinese college students' English compositions and find out students' attitudes towards different kinds of feedbacks. The data collection method, sample analysis and questionnaire have been implemented to probe for the results. The results are supposed to give some suggestions to the English writing class in Chinese universities.

A Review of Researches on Teacher Written Feedback in ESL Writing Teaching

Some researchers view the teacher written feedback as an effective method in the recursive process of students revising their writing drafts and teachers responding to them in terms of language use,content and linguistic knowledge,while others argue its impact on the learners may be less than what teachers would expect.The point to the different opinion is that neither of them takes students’English proficiency and their characteristics of learning English into consideration which may influence students’response to the teacher written feedback differently.

A Study on Direct Feedback and Indirect Feedback in Graduate Students' Writing

Feedback plays a central role in writing development. However correcting students' writing is one of the most timeconsuming tasks for our senior English teachers. By conducting a survey of direct feedback and indirect feedback in students writing the author tries to test the influence of direct feedback and indirect feedback in graduates' writing.

Finding your scientific story by writing backwards

To succeed,a scientist must write well.Substantial guidance exists on writing papers that follow the classic Introduction,Methods,Results,and Discussion(IMRaD)structure.Here,we fill a critical gap in this pedagogical canon.We offer guidance on developing a good scientific story.This valuable—yet often poorly achieved—skill can increase the impact of a study and its likelihood of acceptance.A scientific story goes beyond presenting information.It is a cohesive narrative that engages the reader by presenting and solving a problem,with a beginning,middle,and end.To create this narrative structure,we urge writers to consider starting at the end of their study,starting with writing their main conclusions,which provide the basis of the Discussion,and then work backwards:Results→Methods→refine the Discussion→Introduction→Abstract→Title.In this brief and informal editorial,we offer guidance to a wide audience,ranging from upper-level undergraduates(who have just conducted their first research project)to senior scientists(who may benefit from re-thinking their approach to writing).To do so,we provide specific instruction,examples,and a guide to the literature on how to“write backwards”,linking scientific storytelling to the IMRaD structure.

A Review ofTeachers’ written feedback in EFL Writing in China and Its Implications

The types of teachers’ written feedback and their effects have been the focuses of researches on feedback in EFL writing. This paper aims at providing some references and suggestions on the effective feedback types in EFL writing in China through reviewing the recent ten-year researches on teachers’ written feedback in EFL writing in China from the perspectives of feedback source, content, types and comments, and exploring the future development of the researches from research design, feedback types, and research perspectives and so on.Literature research shows that the answers remain controversial on which kind of feedback source, feedback content, feedback type, and feedback comments are the best to students in EFL writing. However, the supplementary roles of peer feedback and electronic feedback are well recognized; form-focused feedback combined with content-focused feedback is popular with the students; the demand for the degree of feedback directness and feedback comments varies with the level of students. Compared to the past, recent domestic researches on teachers’ feedback are more various in research methods, more diversified in research perspectives and extended more in research content. Future domestic research on teachers’ feedback needs to make efforts on designing the experiment, expanding the feedback content, combining different feedback types and broadening research perspectives in order to further verify the effectiveness of teachers’ written feedback.

A Study of Written Corrective Feedback and Its Effect on Chinese Junior Learners＇ English Writing

This study was designed to investigate the effect of written corrective feedback （WCF） on junior English learners＇writing. Eighty-two Chinese junior students from two classes were observed in a draft-to-draft writing program.Results included error distribution and WCF＇s effect on the subjects＇ writing. Specifically, the number of localerrors dropped more significantly than that of global errors. Both direct feedback （DF） and indirect feedback （IF）worked for local errors, but they did not have noticeable effects on global errors. For some errors as wrong word,DF was almost helpless in eliminating them, but IF worked better since it could engage students in reflecting ontheir own errors. For Chinglish and word order errors, however, IF＇s role was very limited in revision andcorrection, due to students＇ inefficient syntactic knowledge. This study indicated that WCF had varying effects fordifferent types of errors and a combination of DF and IF might be more helpful. In addition, positive input andcertain amount of explicit grammar teaching are necessary for long-term improvement of accuracy in writing.

Facilitating learning together in Iranian context： Three collaborative oral feedback models in EFL writing classes

Peer response activities take place in different modes, and the different modes affect the roles participants play. These modes can be written, oral, or a combination of both. The purpose of this study is to see how teacher-response, peer-response, and a combination of both in oral mode can be effective in accomplishing the learning/teaching goals of both the students and the teachers in a collaborative Iranian setting to achieve this goal, the researcher chose 60 students as the eligible members of the sample participating in this study. The participants--15 males and 45 females--were all Iranian Persian native speakers aged between 22 and 25 majoring in English translation at university level. They were assigned to three homogeneous groups based on the obtained scores on Oxford Placement Test and a sample paragraph on a given topic, emphasizing the expository genre. They covered five topics in a sequence of ten written texts--before and after receiving feedback--over a 15-week semester. All the written tasks were collected and scored analytically to track any improvement and assay the effects of different feedback sources on students＇ writing performances. The results revealed that： First, oral feedback had a significant effect on students＇ revised drafts and students incorporated the comments provided by the teacher, peers, or both in the process of draft editing; Second, of the three feedback sources the students benefited from teacher＇s feedback more than peers＇ feedback; and finally, the collaborative oral feedback model had a significant effect on students＇ writing. In addition, this method provided a practical foreign-language-learning experience for the Iranian students to share their common linguistic goals and gave a new sense to collaborative learning tasks in EFL writing classes.

Supercritical metalens at h-line for high-resolution direct laser writing

Supercritical lens(SCL)can break the diffraction limit in the far field and has been demonstrated for high-resolution scanning confocal imaging.Its capability in sharper focusing and needle-like long focal depth should allow high-resolution lithography at violet or ultraviolet(UV)wavelength,however,this has never been experimentally demonstrated.As a proof of concept,in this paper SCLs operating at 405 nm(h-line)wavelength with smaller full-width-at-half-maximum focal spot and longer depth of focus than conventional Fresnel zone lens while maintaining controlled side lobes are designed for direct laser writing(DLW)lithography.Aluminum nitride(AlN)with a high refractive index and low loss in UVvisible range is used to fabricate nanopillar-based metasurfaces structure for the metalens.Grating arrays with improved pitch resolution are fabricated using the SCLs with sub-diffraction-limit focusing capability.The AlN-based metasurface for SCLs at short wavelength for DLW could extend further to UV or deep UV lithography and might be of great interest to both the research and industry applications.

The Efficacy of Peer Feedback in Turkish EFL Students’ Writing Performance

The overarching aim of this study is to find out the effects of peer feedback on Turkish EFL learners at pre-intermediate level. More specifically, the researcher sought to probe the strategies most suitable to these students by motivating them to scrutinize each other’s writings and develop their own perceptions of the advantages of becoming more critical of their writing. By addressing these aims and objectives, the researcher hoped to discover the advantages and effects of peer feedback in improving the writing skills of these students. A mixture of both quantitative and qualitative methods was considered appropriate to meet the needs of research. A questionnaire on attitudes and writing tests were used to collect primary data for the study in order to gain information about the needs of the students and the suitable strategies required for peer reading, examining, and giving feedback. Semi-structured interviews were also conducted to examine the students’ perceptions of peer feedback. Results of this study revealed that the peer feedback process helped learners in improving their writing performance as a result of which the students had a positive attitude towards using peer feedback in EFL classrooms. Based on the findings, implications for foreign language （FL） writing classes and suggestions for future studies are presented.