Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study

Mäkipää, Toni

doi:10.1016/j.tate.2024.104554

Cited by 5 publications

(2 citation statements)

References 28 publications

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“…They believe that feedback based on interactive comments is necessary, as it can more effectively engage the learner to make a real commitment to learning and develop a real awareness of their second language learning. Other studies on feedback and SLA have found that feedback generates positive emotions in learners [63,64], so that they are grateful when they receive feedback on their tasks [63]. Therefore, the main findings about feedback on SLA in a DLE show that the inclusion of FA allows lecturers to know learners critically, to know where they are in terms of their learning, with the possibility of being able to adjust their efforts in one direction or another.…”

Section: Discussionmentioning

confidence: 92%

Digital Learning Ecosystem to Enhance Formative Assessment in Second Language Acquisition in Higher Education

Pinto-Llorente,

Izquierdo-Álvarez

2024

Sustainability

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Formative assessment (FA) provides lecturers and learners with information about the quality and development of different tasks. Formative feedback becomes an essential element that increases the quality of these tasks, guides learners in the process, and motivates them to be actively involved, acquiring the learning objectives and skills. A digital learning ecosystems (DLE) offers the possibility of a quality, effective, and sustainable education, enabling people to carry on with their training from anywhere, at any time, and through personal pathways. In this framework, we present a descriptive study with a qualitative approach to explore the views of 91 participants regarding the process of FA in second language acquisition (SLA) in a DLE. According to the results, the DLE provides the necessary tools to favour FA, and to obtain valuable data on the learners’ academic achievements in SLA. The learners take an active role in learning English and competence development such as reading, writing, and listening, and other skills such as digital competence, communication, problem solving, empathy, or creativity. The data obtained help lecturers to identify learners’ difficulties in SLA and address them with different didactic strategies. It can be concluded that FA plays a relevant role in SLA in a DLE.

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Section: Discussionmentioning

confidence: 92%

Digital Learning Ecosystem to Enhance Formative Assessment in Second Language Acquisition in Higher Education

Pinto-Llorente,

Izquierdo-Álvarez

2024

Sustainability

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“…In the 21st century, students need basic literacy, competence, and character skills. One of the three skills that is often of concern to the Indonesian government is basic literacy, which is related to the ability of students to use their literacy skills in everyday life (Mäkipää, 2024). The types of literacy that focus on improving students' multiliteracy skills include science literacy, numeracy, reading, writing, digital literacy, and culture and citizenship.…”

Section: Introductionmentioning

confidence: 99%

Critical Analysis of Writing Skills through School Literacy Movement in Grade IV Students of SD Negeri 2 Pamijen

Fitrianingrum,

Aryani

2024

ICSS

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Literacy is an essential basic ability in the process of education and individual development. In today's information age, literacy skills, especially writing skills, play a crucial role in shaping learners' critical thinking and creativity. Writing is not merely the act of composing words into sentences but a process that involves thinking, understanding, analysis, and structured expression of ideas. Therefore, the development of writing skills is a primary focus of education. The School Literacy Movement (Gerakan Literasi Sekolah, GLS) aims to enhance literacy culture among learners by fostering a supportive learning environment through various reading and writing activities. This study was conducted at SD Negeri 2 Pamijen, Baturraden District, Banyumas Regency, involving 22 grade IV students. The research aimed to critically analyze the impact of GLS on students' writing skills using a qualitative research method. Data were collected through interviews with principals, teachers, and students, observations, and questionnaires. The study found that school literacy activities significantly improved students' writing skills. This improvement was measured by analyzing pre- and post-intervention writing samples, showing a notable enhancement in students' ability to structure their thoughts, use appropriate vocabulary, and engage in critical thinking. The results indicated a significant improvement, with a marked increase in the average writing scores of students post-intervention, demonstrating the effectiveness of GLS in fostering better writing skills.

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Emotional Literacy of Elementary School Teachers: A Study on Science Learning with Problem-Based Learning (PBL) and Homogeinity Psycho Cognition (HPC) Program

Leasa,

Pelamonia,

Talakua

et al. 2024

KSS

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In the 21st century era, students learn not only to live now but also to live in the future, which is full of dynamics and the surge of globalization. Schools should strive to create a social-emotional environment that supports the development of students' emotional aspects, including by implementing relevant social-emotional learning. Emotional literacy with problem-based learning (PBL) and homogeneity psycho cognition (HPC) learning programs is an unexplored research field in Indonesia, especially in biological science learning in elementary schools and even at higher levels. This research was conducted to explore PBL programs and emotional literacy in depth. This research aims to examine the influence of the PBL learning model with HPC strategies on the emotional literacy of elementary school students in Ambon City. This research is quasi-experimental research, where emotional literacy is the dependent variable and the PBL learning model while HPC strategies is the independent variable. The research results show that there is no difference in emotional literacy between the treatment groups. This means that the implementation of the 2013 curriculum and the Merdeka curriculum in elementary schools have made positive contribution to the learning and emotional environment of elementary school students. Thus, any learning model no longer affects students' emotional literacy. Keywords: emotional literacy, PBL with HPC strategy, emotional environment, elementary schools

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Upper secondary students’ perceptions of feedback literacy in second language learning in Finland – A qualitative case study

Cited by 5 publications

References 28 publications

Digital Learning Ecosystem to Enhance Formative Assessment in Second Language Acquisition in Higher Education

Digital Learning Ecosystem to Enhance Formative Assessment in Second Language Acquisition in Higher Education

Critical Analysis of Writing Skills through School Literacy Movement in Grade IV Students of SD Negeri 2 Pamijen

Emotional Literacy of Elementary School Teachers: A Study on Science Learning with Problem-Based Learning (PBL) and Homogeinity Psycho Cognition (HPC) Program

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