Journal ArticleDOI
Chinese Efl Students' Attitudes To Peer Feedback and Peer Assessment in an Extended Pairwork Setting:
TLDR
In this article, the attitudes of 217 Chinese students to extended pairwork (same pair over a term) and peer assessment in eleven task-based ESP classes in a Hong Kong university were discussed in terms of the cultural values of Chinese learners.Abstract:
ESP classes in subjects such as business are popular in Asia, especially at the tertiary level. Collaborative groupwork and pairwork in these classes is used, not only to practice presented language, but also to facilitate peer feedback (which may include peer assessment) and critical thinking skills. However, many teachers believe that active participation and accurate, appropriate and meaningful feedback in Asian cultures is constrained by fear of mistakes, politeness norms, and the belief that peer feedback lacks credibility. This paper describes the attitudes of 217 Chinese students to extended pairwork (same pair over a term) and peer assessment in eleven task-based ESP business classes in a Hong Kong university. The patterns and perceived usefulness of peer interaction, feedback and peer evaluation are discussed in terms of the cultural values of Chinese learners. The findings suggest that peer feedback was generally perceived as useful and occurred often although about five percent of students did ...read more
Citations
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Journal ArticleDOI
Collaborative writing: Product, process, and students’ reflections
TL;DR: The study found that pairs produced shorter but better texts in terms of task fulfilment, grammatical accuracy, and complexity.
Journal ArticleDOI
Interaction in the language curriculum: Awareness, autonomy and authenticity
Theory and Practice in Language Studies
TL;DR: In this article, the problems in teaching tenses to Turkish students at university level in Turkey have been studied and most frequently occurred errors have been listed and they have been analyzed in detail, which revealed that the reasons for these errors mostly derive from mother tongue interference and lack of adequate linguistic background.
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Effects and student perceptions of collaborative writing in L2
TL;DR: This article investigated the effectiveness and students' perceptions of collaborative writing (CW) in second language (L2) and found that CW had an overall significant effect on students' L2 writing; however, this effect varied from one writing skill area to another.
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Using activity theory to explain differences in patterns of dyadic interactions in an ESL class
TL;DR: This article found that dyadic interaction patterns can be traced to the nature of the participants' goals and whether or not members of the dyad share these goals, which can explain variations found in the ways students interacted in pairs in a university ESL class.
References
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Book
The Chinese Learner: Cultural, Psychological, and Contextual Influences.
David Watkins,John B. Biggs +1 more
TL;DR: In this article, a clear, research-based picture of how Chinese students and their teachers see the context of their learning both in Hong Kong and abroad is presented. But the focus of much of this research is the question, "How can Chinese learners be so successful academically?".
Journal ArticleDOI
Autonomy and motivation a literature review
TL;DR: In this article, the authors review the literature on motivation and suggest that there is an important link between autonomy and some educational theories of motivation which could account for the claimed power of autonomy.
Journal ArticleDOI
The Impact of Interaction on Comprehension
TL;DR: The study compared the comprehension of 16 nonnative speakers of English on directions to a task presented by a native speaker under two input conditions: premodified input, and interactionally modified input, consisting of the NS baseline lecturette without linguistic premodification, but with opportunities for interaction with the NS.
Journal ArticleDOI
Readiness for autonomy: Investigating learner beliefs
TL;DR: In this paper, the authors argue that before any intervention occurs, it is necessary to gauge learners' readiness for the changes in behaviour and beliefs which autonomy implies, and conclude that these beliefs are likely to reflect learners' "readiness" for autonomy.