Student and feedback: Which type of feedback is preferable?

Masantiah, Chutaphon; Pasiphol, Shotiga; Tangdhanakanond, Kamonwan

doi:10.1016/j.kjss.2018.07.020

Cited by 13 publications

(11 citation statements)

References 9 publications

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“…5) Determining the learning evaluation. The evaluation was informally administered by giving preferable feedback (Masantiah, Pasiphol, & Tangdhanakanond, 2018) to the students' work in the media.…”

Section: Development Planningmentioning

confidence: 99%

Developing Computer–Based Instructional Media for English Speaking Skill at Senior High School

Rohmah¹

2019

JET

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This research aimed at developing computer-based instructional media using Adobe Flash for the tenth graders’English speaking skill material. The studyemployed research and development method. The results showed (1) the product is a computer-based instructional media in a combined format of tutorial and drilling facilitating semiinteractive learning consisting of thanking, complimenting, congratulating, surprise and disbelief materials; (2) the expert validation showed that the product quality in terms of media is categorized very good (4.51) and in terms of the material and instructionalare categorized good (3.91). The results of the field trials showed that the quality of the product in terms of material, media, and instructional is categorized very good (4.32). In conclusion, the developed media is eligible to be implemented in speaking learning activities. Keywords: computer-based instructional media; Adobe Flash; speaking skill

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Section: Development Planningmentioning

confidence: 99%

Developing Computer–Based Instructional Media for English Speaking Skill at Senior High School

Rohmah¹

2019

JET

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“…This is backed by Akmaliyah, Karman, Rosyid Ridho, and Khomisah (2020), who believe that feedback is crucial as it helps students evaluate their work in a better way. Within the same line of thought, Masantiah, Pasiphol, and Tangdhanakanond (2020) assert that feedback is deemed amongst the optimum ways to strengthen students' evaluation accuracy. The learning objectives and outcomes should be modified with the release of the relevant materials in advance.…”

Section: Discussionmentioning

confidence: 99%

Teaching Translation during COVID-19 Outbreak: Challenges and Discoveries

Alwazna¹

2021

AWEJ

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The present paper addresses translation teaching during the COVID-19 outbreak, seeking to discover the challenges translation teachers encounter in online education and the solutions available to resolve them. Its importance springs from the fact that teaching almost all over the world had to depend on distant teaching/learning through electronic platforms to face the pandemic of COVID-19. Therefore, the present study seeks to discover the challenges encountered in online translation teaching and the proposed solutions to overcome them. It intends to answer the following questions: how does teaching translation during the COVID-19 outbreak look like? What are the challenges encountered in teaching translation during the COVID-19 outbreak? What are the discoveries found in teaching translation during the COVID-19 outbreak that may serve as advantages/solutions for the challenges faced? The paper uses a comprehensive questionnaire containing closed-ended and open-ended questions to elicit quantitative and qualitative data from sixty translation teachers. The data shows that 40% of the participants evaluate their online translation teaching experience during the COVID-19 outbreak as enjoyable. In contrast, no participant has assessed their online translation teaching experience as not good. About 23.33% of the participants consider their online translation teaching experience very good, and the same percentage applies to those who evaluate their online translation teaching experience as good to some extent. Thus, around 13.33% of the participants consider their online translation teaching experience good. The data also indicates that most participants have encountered obstacles in online teaching and have concurrently proposed solutions to resolve them.

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“…Its type depends on such factors as characteristics of a skill and a learner (Magill, 1994), assigned task, classroom environment, the majority of students in a group etc. (Masantiah et al, 2020). However, notwithstanding the variety of content and style, role and type, meaning and function, feedback should be given and received effectively.…”

Section: Literature Reviewmentioning

confidence: 99%

On the Way to Successful Learning and Teaching: Constructive Feedback

2022

JHETP

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This research studies the perceptio7ns of feedback by University and school teachers, as well as the prevailing type of feedback in the participants' teaching practice. Participants are 90 educators from Bogdan Khmelnystky Melitopol State Pedagogical University and teachers of primary and secondary schools of Melitopol and Melitopol region (Ukraine). Feedback is described as information a teacher or another learner gives to learners on how well they are doing. According to the research results, teachers mostly prefer to give oral feedback. The authors come to the conclusion that feedback should be constructive and should be focused on students' achievements. Further perspectives of the research include raising teachers' awareness of feedback through trainings and optional courses in pedagogical Universities, identification of strategies for providing online feedback. The research findings lay the foundation for further research of feedback as an inseparable part of learning and teaching.

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Student and feedback: Which type of feedback is preferable?

Cited by 13 publications

References 9 publications

Developing Computer–Based Instructional Media for English Speaking Skill at Senior High School

Developing Computer–Based Instructional Media for English Speaking Skill at Senior High School

Teaching Translation during COVID-19 Outbreak: Challenges and Discoveries

On the Way to Successful Learning and Teaching: Constructive Feedback

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