Peer Corrections

Furthermore, according to Duncan Carter’s article, Five Myths About Writing, “Years of well-intentioned English teachers have responded to students’ first drafts as if they were supposed to have been perfect. Combined with a pedagogy which suggests that revision is a form of punishment, it is not hard to see where students get the idea that good writers don’t have to revise” (Carter, 82). Growing up, high school teachers make it seem as if revising and editing your paper is the worst thing ever. Any student who worked long and hard on their assignment and turned it in to get revised, would hate to receive a paper back with nothing but red marks and errors written all over them. This initially gave people the mindset of forgetting about editing their work if all it did was tear them down and point out their mistakes.

Peer editing is also a powerful learning tool to promote syntax awareness while incorporating an inductive style. It moves the emphasis away from teacher correction to a more student friendly idea of peer collaboration that puts the students into a more central role actively involving them in the error analysis process and moving them away from the passive learning that is associated with teacher feedback. Moreover, it changes the student’s role from writer to reader giving them greater insight into the writing process and “activating their linguistic competence” (Junyi 2005, p. 50). Later work by Lundstrom and Baker (2009) came to similar conclusions and their work claims that peer editing is beneficial to learners and showed that this methodology is now widely used in schools and results gathered from research show that it is greatly benefiting students (p. 38).

However, there is a lot of dispute about the use of target language (TL) in the MFL classroom and key questions such as when and how often should we use the TL?’ as well as when should we use the mother tongue?’ have arisen. On one side, many argue in favour of the TL and feel that the national curriculum requirement is best met if classes are taught as often and as possible, using the target language as ‘a real means of communication’ (Jones, Halliwell, Holmes, 2002) and ‘using it not only as a ‘target’ to be learnt but for other purposes, students are more likely to perceive it as a useful medium for communication (Littlewood, Yu) and develop more motivation to learn it (Chambers, 2013)’. In addition, using TL in the classroom provides significant learning opportunities, especially when there are few opportunities to use the TL outside of lesson (Yoshida). This view is reinforced by Turnbull (2001) who states that ‘the teacher is most often the sole linguistic model for the students and therefore their main source of TL input’ further emphasising the importance of communication in the TL in the classroom, especially when is not uncommon for

As an American we have the right to exercise freedom of speech and I believe that freedom of speech is one of the most valuable rights we have, and I have not been able to exercise this right for the last 18 years of my life. I am most fortunate to be able to exercise this right in my English 1102 class during peer reviews. In my opinion, people learn best by teaching than they do by listening to the teacher and I believe peer reviews work the same way. When I was engaged in peer views, I learned more from my own writing than I ever have been reading my own reviews. I feel this is true because we are engaging in reading over another classmate’s paper, and offering our advice that could potentially improve their essays. For our first peer review our teacher gave us a list of guidelines to go by in order to do the most efficient job in peer review. It

Writing is an essential tool and has been noted as a precursor for great speaking by teachers at all grade levels. However, with writing being an important aspect throughout one’s academic career and beyond, it is one of the most tedious tasks to teach. It sounds like a cliché, but in order to get better at something, one has to keep completing the task and each time, accomplish something different while maintaining prior knowledge. There are various ways that enhance a student’s writing abilities and the focus of these research strategies will prove that encouraging students to write enhances writing.

In The Everyday Writer, I strongly believed that chapter 10 “Reviewing & Revising” was most helpful as I could relate to some of its statements. I believed that by reviewing my work, I’m bound to discover mistakes. By doing so, I could make minor adjustment to my work. However, sometimes looking over my own work isn’t enough so, that’s where a peer reviewer comes in. A peer reviewer is someone who challenges your work. By doing so, they give me a strong sense of doubt as I tend to overlook certain areas yet, the peer reviewer that I came across didn’t really help.

When we did peer reviews, then I notice that the teacher was not the only one making remarks in my paper. My classmate had difficult times to understand what I was writing. When I was asked to read my work aloud for others to follow, I noticed several grammatical errors. For the past four months, I learned several

It was found that embedded audio feedback is not as preferred by the students as written feedback, even though it offered much more detail to the specific feedback being given. This was probably to do with the technology but if students were asynchronously checking their writing, it needs to be simple and attractive for them to enjoy doing it. With written feedback, the information is present in front of the student to quickly adapt their writing. In regards to synchronous and asynchronous feedback from a teacher, synchronous was preferred whilst writing, although asynchronous does have its place. Students struggled to determine the learning value if they were not correcting their work as they wrote and returning to fix it later made the work more tiresome. Additionally, peer feedback was less preferred than teacher feedback in online settings. This is probably because peer feedback is not always trustworthy and often peers do not know how to correct what needs

longitudinal study is needed in order to ascertain whether the use of language within formal feedback or challenge activities are beneficial to students.

Feedback is very important when it comes to English language learners because it helps to guide students in the right direct of their learning experience. ELL need every guidance that they can receive since they are not familiar with things. Feedback can help build students confidence. ELL students will learn faster if they are told what their strengths are and what their weaknesses are on each topic. This will help them to modify their learning strategies if they become aware they need to build on or what they are doing correctly. According to Hermann, it was mentioned that when teachers give descriptive feedback it shows students specific learning goals (Herrmann, 2014). It also helps English language learners recognize their strengths and the different areas that they need improvement in (Herrmann, 2014). This Is important since when it comes to English language learners we need to make sure that they are progressing. By using feedback as an assessment teachers will be able to see their English language learners

One of the fear I had about writing was people’s judgment on my English skills. Therefore, asking for feedbacks, especially to my peers, was a challenge for me to embrace the fear and ask for people’s opinion. Nevertheless, I learned through peer feedback assignments that I need the criticisms and diverse perspectives in order to improve and grow my writing. Soon after I revised my essay 1.2 with peer feedbacks and 1.3 with Dr.Ruiz’s feedbacks, I started to get engaged in giving feedback to peers and asking for more feedback from peers.

In Neubert and McNelis "Peer Response" it was concluded that feedback is kept in the minds of the students when revising their writing. The feedback givin by their peer is subconciouslly stored inside their minds resulting in them keeping a sharp lookout for said mistakes or improvements. In order for something like this to be effective, the givin advise by the peer has to be specific and well thougth out otherwise the student won't know what needs improvents. I have gotten plenty of bad advise during my high school years. The feedback isn't negative, but quick compliments such as "its okay" or "good use of commentary," this kind of feedback won't help improve my writing skills. This is the sort of feedback I have been reiceiving isn't effective

The peer editing is to correct your paper from person who is in the same age or level and write their opinion about it. That can help you to have other view from someone’s in your level. It was my first editing experience. I learned about something new in writing skills, which is how to edit other paper, and how to give them your opinion. Also, when I see other person paper, it helps me to think widely and gain more ideas about how to be a good writer also whom I can read my paper as critic to it. Moreover, it helps me to think correctly to give right advice to other person. Editing peer gives me chance to participate with classmate how she thought. Moreover, it was as a practice to my grammar when I correct my partner paper. I edited two papers

Methodology in EFL language teaching can be characterized in a number of ways. It is believed that methodology is what links theory into practice within the classroom. There are many different teaching methods that can be used in the classroom; in this essay I will compare and contrast the traditional grammar translation method, the communicative teaching approach and the audio-lingual method and the communicative approach and how they impact in the classroom environment. Deciding which method is best for the classroom can be difficult as each method has its own strengths and weaknesses both on teacher and the learner, one of the teacher’s most crucial tasks is to compare and evaluate different methods they use in the classroom in order to motivate students and to make their learning as effective as possible.

Feedback: 1 minute; I will discuss mainly the second questions and elicit their reasons for choosing the answers. I believe feedback is one important part of teaching language A lesson without feedback “is teaching that proceeds forward without reference to what impact this is having on the learner’...” (Learning Teaching, Third edition 2005, Jims Scrivener, Macmillan)