The Survey of the Effectiveness of Feedback from Minicourse Video on English Writing in Senior School
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v2i3.144
Abstract
This paper centers on investigating the efficacy of minicourse given to 131 senior one students over one assignment in an intermediate EFL writing context. Through an array survey of 122 items, it scrutinizes students perceptions, attitudes and use of minicourse feedback. Results indicate that compared traditional written feedback or other forms, students show positive feedback to the introduction of minicourse feedback.
Keywords
EFL writing; minicourse feedback; feedback on writing
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[14] Li Q. (2018). The Experimental Study of Micro-courses Assisting Differential Teaching of English Writing in Universities. Crazy English, (4): 31-34.
[15] Lv T.T., Zhang H. and Wang N. (2015). The Study of Impact from Automatic Feedback on College Students’ English Writing Based on the Digital Writing Resource platform. E-Education Research, (06): 95-101.
[16] Xu K. (2011). A Study on Teachers’ Feedback to English-writing Teaching in Senior High School. Shandong Normal University, (08).
[17] Zhen M.X. (2018). A Study on College English Writing Feedback Model Based on Atomatic Feedback Plus Teacher Feedback. Wuhan University of Science and Technology, Hubei.
[18] Zhang X. (2014). The Research of Design, Development and Application on Micro-Curriculum. Guangxi Teachers Education University, (02).
[2] Ehsan R. (2019). Computer-Mediated Text-Based and Audio-Based Corrective Feedback. Perceptual Style and L2 Development, (82): 97-110.
[3] Ellis R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3–18.
[4] Eric C.N. and Matthew D. (2016). Comparison of Audio Versus Written Feedback on Writing Assignments. Currents in Pharmacy Teaching and Learning, (8): 155-159
[5] Graham S. and Herbert, M. (2011). Writing to read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading. Harvard Educational Review, 81(4): 710–744.
[6] Hebert M., Gillespie A. and Graham S. (2013). Comparing Effects of Different Writing Activities on Reading Comprehension: A Meta-Analysis. Reading and Writing, 26(1): 111–138.
[7] Julia L. and Fiona H. (2007). Enhancing Students’ Engagement and Motivation in Writing: The Case of Primary Students in Hong Kong. Journal of Second Language Writing, (16): 219-237.
[8] Keh C. L. (1990). Feedback in the Writing process: A Model and Methods for Implementation. ELT Journal, 44 (4): 294- 304.
[9] Lee I. (2017). Technology in Classroom L2 Writing Assessment and Feedback. Classroom Writing Assessment and Feedback in L2 School Contexts. Springer, Singapore.
[10] Simmons L. K. (2010). Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults - By Raymond J. Wlodkowski. Teaching Theology & Religion, 13(2): 188–190.
[11] Tribble C. (1996). Writing. Oxford University Press, Oxford.
[12] Woo M.M., Chu S.K.W. and Li X. (2013). Peer-feedback and Revision Process in a Wiki Mediated Collaborative Writing. Education Tech Research Dev, (61): 279–309 .
[13] Chao Y.Q. (2016). The Design and Application of High School English Micro-courses. E-Education Research, (S1): 143-145.
[14] Li Q. (2018). The Experimental Study of Micro-courses Assisting Differential Teaching of English Writing in Universities. Crazy English, (4): 31-34.
[15] Lv T.T., Zhang H. and Wang N. (2015). The Study of Impact from Automatic Feedback on College Students’ English Writing Based on the Digital Writing Resource platform. E-Education Research, (06): 95-101.
[16] Xu K. (2011). A Study on Teachers’ Feedback to English-writing Teaching in Senior High School. Shandong Normal University, (08).
[17] Zhen M.X. (2018). A Study on College English Writing Feedback Model Based on Atomatic Feedback Plus Teacher Feedback. Wuhan University of Science and Technology, Hubei.
[18] Zhang X. (2014). The Research of Design, Development and Application on Micro-Curriculum. Guangxi Teachers Education University, (02).
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