Teaching and Researching Chinese EFL/ESL Learners in Higher Education

Li, Meihua; Zhang, Wenxia

doi:10.4324/9781003178118

Cited by 3 publications

(6 citation statements)

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“…Individuals might strengthen their writing skills with the assistance of specialized instruction and expert written guidance (Hamp-Lyons & Jin, 2022;González, 2021). Thus, facilitating learners to create legible writings seems to be a primary consideration for these lecturers (Lu et al, 2021). Still, several other instructors believe that the value and quality of written teacher feedback is a significant factor in determining EFL learners' writing abilities.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…The instructors in this research, and maybe other academics as well, graded similarly to how their own writing instructors did. Writing is highlighted as an essential medium of communication, and writing teachers take up a significant amount of time and energy assessing student writing (Lu et al, 2021;Valizadeh, 2019;Honsa, 2011). Consequently, coaching on how to do this productively, as well as studies on how to start making feedback more advantageous, meaningful and valuable to students, are strongly suggested toward the domain of EFL writing in the near future.…”

Section: Implicationmentioning

confidence: 99%

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A Self-Investigation into Thai EFL Writing Instructors’ Perceptions toward Written Feedback on College Students’ Writing Essay Assignment

Chang¹,

Wei²

2022

ELT

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Although the behavior and impacts of instructor reflection in writing classes have been extensively studied over the past few decades, a significant proportion of the work has concentrated on students' attitudes and utilization of all such responses, as opposed to teachers' perspectives, self-assessments, and actual text comments given. Research findings on instructors' attitudes regarding students' written work are far from conclusive. This research gathered data from eight Thai-nationality writing instructors of English as a Foreign Language (EFL) and one hundred and six Thai undergraduate students in order to assess teachers' attitudes toward written comments. In addition, the researcher analyzed instructors' self-evaluations of written feedback and the link between their self-evaluations and whether they even responded to EFL areas. The results revealed that these instructors' self-evaluations of the comments that they claimed they generally supplied and the genuine reflection they delivered on student writing were fairly consistent. The results also reveal that while marking writing drafts, these instructors were far more bothered with local issues, particularly grammatical, and this attention persisted throughout the amendments of the writing. Instructors' predilection for and reliance on grammatical accuracy in their comments may misguide students into prioritizing writing characteristics and then into believing that a zero-blunder essay is a competent and better-quality written work. Remarkably, despite the fact that instructors appeared to dwell on local problems for correction, all favorable comments on essays focused on global features. These instructors had little professional training in evaluating student written assignments, according to the findings of this research. 

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Implicationmentioning

confidence: 99%

A Self-Investigation into Thai EFL Writing Instructors’ Perceptions toward Written Feedback on College Students’ Writing Essay Assignment

Chang¹,

Wei²

2022

ELT

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“…A practical learning experience must include an evaluation of student learning. Teachers will be better able to pinpoint their students' unique strengths and weaknesses so they may further personalize their teachings to their requirements by employing a variety of evaluations to offer feedback on the student's performance in the classroom (Lu et al, 2021). Additionally, adding formative evaluation creates a continuous feedback loop between the instructor and the students, enhancing the learning process (Lu et al, 2021).…”

Section: Assessing Student Learningmentioning

confidence: 99%

“…Teachers will be better able to pinpoint their students' unique strengths and weaknesses so they may further personalize their teachings to their requirements by employing a variety of evaluations to offer feedback on the student's performance in the classroom (Lu et al, 2021). Additionally, adding formative evaluation creates a continuous feedback loop between the instructor and the students, enhancing the learning process (Lu et al, 2021). The instructor will be able to ensure that the students are meeting the required learning objectives, foster a dynamic learning environment, and support effective learning outcomes by taking the time to evaluate student learning (Lu et al, 2021).…”

Section: Assessing Student Learningmentioning

confidence: 99%

“…Additionally, adding formative evaluation creates a continuous feedback loop between the instructor and the students, enhancing the learning process (Lu et al, 2021). The instructor will be able to ensure that the students are meeting the required learning objectives, foster a dynamic learning environment, and support effective learning outcomes by taking the time to evaluate student learning (Lu et al, 2021).…”

Section: Assessing Student Learningmentioning

confidence: 99%

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Investigating ESL/EFL Teachers' Implementation of John Dewey's Philosophy 'Pragmatism' in Elementary Education

2024

JALHSS

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This conceptualization paper investigates ESL/EFT teachers and how they implement John Dewey's pragmatic philosophy within elementary education. Research into pragmatism, especially in its applications within ESL and EFL, represents a significant avenue of investigation. Not only can ESL/EFL teachers use many of these principles in their pedagogical practices, but the philosophy itself offers a unique framework for researching this topic. The impact of pragmatism on student learning outcomes is explored, while concentrating on elementary education frameworks in Saudi Arabia. ESL/EFT teaching practices in general are also examined, researching pragmatically applied pedagogy within ESL/EFL teaching. Additionally, both challenges and opportunities for teachers' professional growth are investigated, evaluating student learning. Finally, recommendations are made for the application of Dewey's pragmatism within ESL/EFL teaching.

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The Efficacy of the Presentation, Practice, and Production (PPP) Method on the Speaking Skill of the English Learners Community (ELC) Students

Yahya,

Husnaini,

Nur Inayah Wulandari Putri

2023

edulangue

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This research aims to examine the efficacy of the Presentation, Practice and Production (PPP) method in improving the speaking skills of English learners participating in an English club, English Learners Community (ELC) at an Indonesian Junior High School in Palopo, Indonesia. Drawing on a quasi- experimental design involving into two classes; experimental class by using the PPP method and the control class by means of non- PPP method. The data were collected through pre and post of speaking tests and interviews. The statistical evidence showed that the students in the experimental group outperformed their counterparts in the control group, indicating that the PPP method significantly improved the students’ speaking skills which can be seen through independent sample result where the value was 0.000 which lower than 0.05. The interview result also assumed that students felt comfortable and could understand the material well through the application of the PPP method. This research summarized that the use of the PPP method can improve students' speaking skills. This study recommends that future studies can apply the PPP method to improve students' speaking skills in formal or non-formal classes

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Teaching and Researching Chinese EFL/ESL Learners in Higher Education

Cited by 3 publications

References 0 publications

A Self-Investigation into Thai EFL Writing Instructors’ Perceptions toward Written Feedback on College Students’ Writing Essay Assignment

A Self-Investigation into Thai EFL Writing Instructors’ Perceptions toward Written Feedback on College Students’ Writing Essay Assignment

Investigating ESL/EFL Teachers' Implementation of John Dewey's Philosophy 'Pragmatism' in Elementary Education

The Efficacy of the Presentation, Practice, and Production (PPP) Method on the Speaking Skill of the English Learners Community (ELC) Students

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