Artykuły w czasopismach na temat „Tertiary instruction”
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Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)". JEES (Journal of English Educators Society) 3, nr 1 (4.04.2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.
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This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.
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Ratnasari, Dwi. "Motivation and Instructional Preference of EFL Students at Tertiary Level". International Journal of Language Teaching and Education 3, nr 1 (25.07.2019): 28–44. http://dx.doi.org/10.22437/ijolte.v3i1.6559.
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The aims of the study to find out the relationship between students’ motivation and instructional preference. The main components of motivation that underlay the students to learn English, and the students’ most preferred instruction, is beneficial to contribute to teachers’ understanding of the need to consider students’ preferences when planning the teaching-learning activities and to choose the instructional methods to use in teaching. A mixed-method design used in this study by combining quantitative and qualitative data to analyze. Descriptive statistics and interview analysis were used. The participants of this study were 323 students at a private university in Palembang, Indonesia. An 82-item questionnaire assessing motivation and instructional preference and semi-structured interview were used. The questionnaire consisted of 50 items measuring motivation and 32 items measuring instructional preference. The result showed that there was a positive and significant relationship between motivation and instructional preference. It means that students who had a higher level of motivation would have more instructional preferences than those who had a lower level of motivation. The result of the study indicated that the primary motivational components underlying the students to learn English were instrumental orientation, intrinsic orientation, and integrative orientation, and the students’ most preferred instruction was mastery learning. This study implies that teachers should be aware of diversifying the instructional methods used in their classes. They should take into account the students’ characteristics when planning and implementing educational processes.
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Oxford, Rebecca L. "Progress in Tertiary Content-Based ESL Instruction". TESL Canada Journal 11, nr 1 (26.10.1993): 75. http://dx.doi.org/10.18806/tesl.v11i1.626.
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Content-based ESL aims to develop communicative competence in the target language along with content knowledge in a specific subject area, such as mathematics. Many forms of CB-ESL are discussed here. English for specific purposes (including but not limited to English for academic purposes) is a very well known type. Other versions-some popular and others less well known-are theme-based, task-based, adjunct, and sheltered CB-ESL. This article analyzes tertiary (post-secondary) students' language needs; indicates how CB-ESL treats those needs; highlights key CBESL issues in math, social studies, and sciences; and offers implications for instruction and research.
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Chen, Zhiying. "A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction". English Language Teaching 13, nr 11 (16.10.2020): 30. http://dx.doi.org/10.5539/elt.v13n11p30.
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Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students’ response are revealed to understand the effects of those instructions accordingly.
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Johnson, Robin S., R. Denise Humphries i Toba Schwaber Kerson. "Field Instruction in a Pediatric Tertiary Care Center". Clinical Supervisor 12, nr 1 (3.01.1995): 53–71. http://dx.doi.org/10.1300/j001v12n01_05.
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Flowerdew, John. "Content-based language instruction in a tertiary setting". English for Specific Purposes 12, nr 2 (styczeń 1993): 121–38. http://dx.doi.org/10.1016/0889-4906(93)90014-f.
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Lando, John. "Grammatical instruction and implicational features". ITL - International Journal of Applied Linguistics 119-120 (1.01.1998): 65–78. http://dx.doi.org/10.1075/itl.119-120.05lan.
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Abstract The present study examines the relationship between direct grammatical teaching of the past tense system of standard Italian and the use of some implicational features which, without being the object of direct instruction, are normally found within the same structure and context of the instructed ones. The subjects of the experiment were 60 tertiary learners of L2 Italian from a variety of Italian regional dialect background (age 18-25), receiving a period of intensive instruction on the use of the past tense system of standard Italian. The incidence of use of implicational features was measured on the basis of a written test prior to a three week period of intensive instructional treatment, followed by immediate and delayed written posttests. Similar monitoring was carried out with a control group of 40 comparable learners, who had not received direct instruction. The results of the study support the hypothesis that explicit and intensive form-focused instruction, when combined with continuous meaning-focused practice of instructed features, encourages an increased and more accurate use of other features that are closely related to the targeted ones.
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Philip, Bromeley, i John Francis Noyan. "Acrolectal English for Tertiary Students: Individualised Metaphonological Awareness Instruction". 3L The Southeast Asian Journal of English Language Studies 24, nr 4 (26.12.2018): 27–46. http://dx.doi.org/10.17576/3l-2018-2404-03.
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Gaffield-Vile, N. "Content-based second language instruction at the tertiary level". ELT Journal 50, nr 2 (1.04.1996): 108–14. http://dx.doi.org/10.1093/elt/50.2.108.
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Ciullo, Stephen, Erica S. Lembke, Abigail Carlisle, Cathy Newman Thomas, Marilyn Goodwin i Laura Judd. "Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention". Learning Disability Quarterly 39, nr 1 (11.03.2015): 44–57. http://dx.doi.org/10.1177/0731948714566120.
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The authors report findings from a systematic observational study of middle school educators (Grades 6–8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.
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Yeung, Marine, i Vic Lu. "English-Medium Instruction in Self-Financing Tertiary Institutions in Hong Kong – Views and Practices from the Students". English Language Teaching 11, nr 8 (10.07.2018): 28. http://dx.doi.org/10.5539/elt.v11n8p28.
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The medium of instruction (MOI) has been a bone of contention in Hong Kong, a former British colony, since its colonial days. Despite the Hong Kong government’s effort to promote the “biliterate and trilingual” language policy, advocating Cantonese, English and Putonghua as the three official spoken languages and emphasizing the importance of literacy in both written Chinese and English, most tertiary institutions today still adopt English as the medium of instruction (EMI). However, with the expansion of tertiary education in the early 1990s and the decline in the general English language proficiency of university students, some university lecturers have found it difficult to teach in English as required. This raises the issue of the practicality of the indiscriminate adoption of the EMI policy at tertiary level, particularly at the self-financing tertiary institutions where students are generally known to have under-performed in the English subject. In order to understand whether or how the EMI policy is upheld in these institutions, focus group interviews were conducted with students from various programmes of five self-financing tertiary institutions in Hong Kong. The findings indicate these students’ strong preference for English-medium instruction with the belief that it can improve their English proficiency, though their actual approaches to coping with the demand on their limited English and how they view and use the three languages in class deserve policy makers’ serious consideration.
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Bortnyk, S. B. "ENGLISH AS A MEDIUM OF INSTRUCTION: CHALLENGES FOR TERTIARY LECTURERS". Scientific notes of Taurida National V.I. Vernadsky University, series Philology. Social Communications 3, nr 1 (2019): 96–101. http://dx.doi.org/10.32838/2663-6069/2019.3-1/18.
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Said Al Siyabi, Munira, i Dalal Abdullah Al Shekaili. "Teachers’ Perceptions of Customizing Students’ Learning through Differentiated Instruction at a Tertiary level". Arab World English Journal 12, nr 1 (15.03.2021): 374–87. http://dx.doi.org/10.24093/awej/vol12no1.25.
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Traditional ways of teaching were challenged by differentiated instruction which aims to embrace students’ variance. Teachers are expected to maximize the learning opportunities by meeting the diverse needs of their learners. English teachers in Omani schools are trained and instructed to modify the content to meet students’ different levels; however, teachers in higher education institutions are given more freedom in planning and conducting their classes. This research investigated teachers’ perceptions of differentiated instruction which is customised to meet the diversity of learning needs and interests of English as foreign language students in the University of Technology and Applied Sciences-Rustaq (UTAS-Rustaq). The study also sought to identify practices teachers follow to implement differentiated instruction. An exploratory, descriptive analysis and a survey were employed to obtain the necessary data, which indicated that teachers are aware of differentiating instruction and the related practices. Teachers also showed a good understanding of the type of knowledge needed to obtain before implementing differentiation and the assessment tools to attain them. However, the results also indicate an essential need for structural support, professional development, to meet the challenges identified by teachers to maintain the continuity of these practices.
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Veličković, Marta. "ENGLISH L2 DEFINITE ARTICLE INSTRUCTION AT THE SERBIAN L1 TERTIARY LEVEL". Facta Universitatis, Series: Teaching, Learning and Teacher Education, nr 1 (23.01.2020): 197. http://dx.doi.org/10.22190/futlte1902197v.
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The study has two main goals: to assess in part the effects of current definite article instruction at the tertiary level in the Serbian L1/English L2 environment, and to analyze whether the use of the definite article in English could be represented by figure/ground alignment in the instruction process. One of the questionnaires used (consisting of fill-in-the-blank tasks) was meant to rate the participants’ L2 definite article production in the contexts for its obligatory use. Another questionnaire consisted of illustrations of figure/ground alignment as cues for a translation task meant to assess whether the definite article would be used in situations where the referent of choice was presented as the figure. An analysis of the data indicated that the participants, who displayed various levels of knowledge of definite article use on the first questionnaire, scored identical (successful) results when establishing a link between the use of the definite article and figure/ground alignment. These results could prove useful for innovating the L2 instruction process in the Serbian L1/English L2 environment.
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Briggs, Jessica G., Julie Dearden i Ernesto Macaro. "English medium instruction: Comparing teacher beliefs in secondary and tertiary education". Studies in Second Language Learning and Teaching 8, nr 3 (27.08.2018): 673–96. http://dx.doi.org/10.14746/ssllt.2018.8.3.7.
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Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.
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Felício, André Carvalho, Denis Bernardi Bichuetti, William Adolfo Celso dos Santos, Clecio de Oliveira Godeiro Junior, Luis Fabiano Marin i Deusvenir de Souza Carvalho. "Epidemiology of primary and secondary headaches in a Brazilian tertiary-care center". Arquivos de Neuro-Psiquiatria 64, nr 1 (marzec 2006): 41–44. http://dx.doi.org/10.1590/s0004-282x2006000100009.
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OBJECTIVE: To analyze the demographic features of the population sample, the time of headache complaint until first consultation and the diagnosis of primary and secondary headaches. METHOD: 3328 patients were analyzed retrospectively and divided according to gender, age, race, school instruction, onset of headache until first consultation and diagnosis(ICHD-II, 2004). RESULTS: Sex ratio (Female/Male) was 4:1, and the mean age was 40.7±15 years, without statistical differences between sexes. Approximately 65% of the patients were white and 55% had less than eight years of school instruction. Headache complaint until first consultation ranged from 1 to 5 years in 32.99% patients. The most prevalent diagnosis were migraine (37.98%), tension-type headache-TTH (22.65%) and cluster headache (2.73%). CONCLUSION: There are few data on epidemiological features of headache clinic populations, mainly in developing countries. According to the literature, migraine was more frequent than TTH. It is noteworthy the low school instruction of this sample and time patient spent to seek for specialized attention. Hypnic headache syndrome was seen with an unusual frequency.
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Lando, John. "Does overt learner participation equal better L2 acquisition?" Australian Review of Applied Linguistics. Series S 18 (1.01.2004): 50–62. http://dx.doi.org/10.1075/aralss.18.04lan.
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The present study examines the relationship between learner participation and accuracy improvement in the use of some features of standard Italian, which were taught over a period of intensive grammatical instruction in a tertiary classroom setting. The subjects of the study are 60 tertiary learners of L2 Italian from a variety of Italian dialect backgrounds, aged 18-25, receiving instruction focused on the use of the past tense system. The incidence of learner overtly vocal participation is measured by monitoring the number of verbalised exchanges of each participant over the 15 hours of instruction. Less overtly vocal participation is monitored by teacher observation of student interaction. Data relating to both vocal and less vocal participation are compared to the improvement percentages in the accurate use of the taught features. While the results of the investigation do not support unambiguously the hypothesis that measurable, verbalised participation during instruction relates to higher accuracy achievement, they bring to the foreground the crucial role of less overtly vocal manifestations of learner participation. This calls for a re-definition of the notion of learner participation and has pedagogical implications for a common assumption held by the L2 teaching profession.
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Saehu, Andang, i Annie Susany Somantri. "The Sketch of Reading Instruction in Islamic Tertiary Level of Education". Al-Tsaqafa: Jurnal Ilmiah Peradaban Islam 14, nr 1 (20.06.2017): 37–54. http://dx.doi.org/10.15575/al-tsaqafa.v14i1.1790.
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HMELJAK SANGAWA, Kristina. "Japanese Language Teaching at Tertiary Level in Slovenia: Past Experiences, Future Perspectives". Acta Linguistica Asiatica 8, nr 1 (30.01.2018): 51–64. http://dx.doi.org/10.4312/ala.8.1.51-64.
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Japanese language teaching does not have a very long tradition in Slovenia, yet the teaching of Japanese has significantly developed both in qualitative and in quantitative terms in the past 20 years. This paper presents an overview of past Japanese language courses and of the development of Japanese language instruction in Slovenia at various levels of instruction and in different institutional settings, pointing out changes in learner motivation, increasing accessibility of language learning resources, and the growth and diversification of (present and potential) Japanese language teachers. The paper concludes with some suggestions for further development and for an increased networking among Japanese language teachers and learners.
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Kuzle, Ana. "Problem solving as an instructional method: The use of open problems in technology problem solving instruction". Lumat: International Journal of Math, Science and Technology Education 3, nr 1 (28.02.2015): 69–86. http://dx.doi.org/10.31129/lumat.v3i1.1052.
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Problem solving is not only an instructional goal, but also an instructional method. As an instructional method it can be used to build new mathematical knowledge, to solve problems that arise in mathematics and in other contexts, to apply and adapt a variety of problem-solving strategies, and to monitor and reflect on the mathematical problem-solving processes. However, depicting complexity of thinking and learning processes in such environments offers challenges to researchers. A possible solution may be through multiple perspective. On one exemplary problem this instructional method will be demonstrated in a technological context including then behaviors, dispositions and knowledge observed as a result of problem solving investigations in a technological context. These are discussed from three different perspectives – students’, lecturer’s and researcher’s offering a rich portrait of a problem solving mathematical activity in a technological context. Implications for mathematics instruction at the secondary and tertiary level will be given at the end of report.
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Hwa, Siew Pei, Pang Set Weei i Lew Hoi Len. "The Effects of Blended Learning Approach through an Interactive Multimedia E-Book on Students’ Achievement in Learning Chinese as a Second Language at Tertiary Level". International Journal of Computer-Assisted Language Learning and Teaching 2, nr 1 (styczeń 2012): 35–50. http://dx.doi.org/10.4018/ijcallt.2012010104.
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Almost all higher institutions in Malaysia offer Chinese as a second language (some may consider as a third language) course. Universiti Tunku Abdul Rahman offers an elective subject called ’Introduction to Chinese Language I’ to teach the basis of Chinese to non-Chinese educated students. In general, the majority of foreign language is taught face-to-face in classrooms. There are three crucial challenges in learning Chinese as a second language: pronunciation, Chinese writing, and verbal communication skills. Hence, Chinese language is recognized as one of the most challenging and difficult languages to master. Teaching a language in the classroom improves significantly when technology complements and extends the functionality of the traditional methods. In view of the limitations of traditional instruction and e-learning approaches, this paper explores the possibilities of introducing a blended learning approach in TCSL (Teaching Chinese as a Second Language) classrooms at a tertiary level. The focus of this study is to determine the efficiency of the blended learning environment in which instructions are imparted through the blend of existing instructional methods and an interactive multimedia e-book. It also studies the impact on students’ achievement in Chinese language proficiency.
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Lee, Icy. "Peer Reviews in a Hong Kong Tertiary Classroom". TESL Canada Journal 15, nr 1 (26.10.1997): 58. http://dx.doi.org/10.18806/tesl.v15i1.692.
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Peer reviews are becoming increasingly popular in second language (L2) composition pedagogy. This article describes the implementation of peer reviews in a Hong Kong tertiary classroom: the background, classroom procedure, types of students' negotiations during peer reviews, comparisons of students' drafts before and after peer reviews, and interviews with students. The results, together with the students' positive comments on peer reviews, support the need to introduce peer reviews in L2 writing instruction. The article concludes with some suggestions about ways to incorporate peer reviews in the writing classroom.
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Abud, Brittany T., Natalia M. Hajnas, Miriam Redleaf, Julia L. Kerolus i Victoria Lee. "Assessing the Impact of a Training Initiative for Nasopharyngeal and Oropharyngeal Swabbing for COVID-19 Testing". OTO Open 4, nr 3 (lipiec 2020): 2473974X2095309. http://dx.doi.org/10.1177/2473974x20953094.
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Objective The accuracy and reliability of COVID-19 testing are critical to limit transmission. After observing variability in testing techniques, we otolaryngologists at a tertiary medical center initiated and evaluated the impact of nasopharyngeal and oropharyngeal swabbing training, including video instruction, to standardize sampling techniques and ensure high-quality specimens. Methods Participants in the training were employees (N = 40). Training consisted of an instructional video on how to perform nasopharyngeal and oropharyngeal swabs and a live demonstration. Participants completed pre- and posttraining surveys assessing their knowledge and confidence in performing nasopharyngeal and oropharyngeal swabs. They then performed swabbing on partners, which was graded per a standardized checklist. Results Mean scores for knowledge-based questions and confidence in swabbing were significantly higher after the training session (both P < .001). All participants scored ≥6 of 8 on the posttraining checklist. Ninety-five percent rated the video as very or extremely useful. Discussion Specialized instruction for nasopharyngeal swabbing improved participants’ knowledge—specifically, the appropriate head position and minimum swab time in nasopharynx—and their confidence. After the training, their swabbing execution scores were high. Implications for Practice Video-assisted hands-on instruction for nasopharyngeal swab sampling can be used to standardize teaching. When prompt and accurate testing is paramount, this instruction can optimize procedural technique and should be used early and often. In addition, there may be a professional responsibility of otolaryngologists to participate in such initiatives.
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Nwosu, Obiora, i Angela Ifeoma Ndanwu. "Effect of computer aided instruction on students’ interest in selected topics in electronic libraries course in federal tertiary institutions in Anambra State, Nigeria". Library and Information Perspectives and Research 2, nr 1 (styczeń 2020): 71–81. http://dx.doi.org/10.47524/lipr.v2i1.6.
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The purpose of this study was to find out the effect of computer aided instruction on the interest of students in electronic libraries course. The population consisted of 100 electronic libraries students in Library and Information Science Departments in federal tertiary institutions in Anambra State, Nigeria.A27 item structured questionnaire was used for data collection. It was subjected to content validity by experts in Computer Science, Library and Information Science, Vocational Education and Measurement and Evaluation. Two research questions and two hypotheses were formulated to guide the study. The study adopted quasi-experimental design. Pretest-posttest equivalent groups was used. The sample for the study consisted of sixty third year library and information science students. The internal consistency of the instrument was determined using Kuder-Richardson Formular 21 which yielded a reliability coefficient of 0.92. Mean and standard deviation were used to answer the research question. Experimental group was taught through computer aided instruction whereas control group was taught through modified lecture method. On the completion of six weeks, the level of interest of the two groups was determined. The findings revealed that the computer aided instruction method of teaching enhanced students’ interest in electronic libraries than the modified lecture method. It was recommended that lecturers should adopt the use of computer aided instruction in teaching of electronic libraries in tertiary institutions in order to enhance students’ interest in electronic libraries.
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Sugiarto, Rio, Prihantoro Prihantoro i Sarwo Edy. "The Impact of Shadowing Technique on Tertiary Students’ English Pronunciation". Linguists : Journal Of Linguistics and Language Teaching 6, nr 1 (13.07.2020): 114. http://dx.doi.org/10.29300/ling.v6i1.3298.
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In the realm of English teaching and learning especially for those of non-native English users, English pronunciation instruction always calls for various techniques which can meet students’ conditions that are naturally affiliated with their psychological and cultural complexities. Thus, the present study aimed at examining the impact of one of English pronunciation instruction techniques, the so-called shadowing technique, on tertiary students’ English pronunciation at IAIN Curup, Bengkulu, Indonesia. An experimental study was conducted by engaging 40 tertiary English students selected randomly. They were split into two groups, wherein 20 students were taught English pronunciation using shadowing technique, and the rest 20 students were taught English pronunciation using a conventional technique. This study revealed that shadowing technique had a positive and significant impact on students’ English pronunciation. Their English pronunciation improvement encompassed various components such as monophthongs, diphthongs, triphthongs, semi-vowels, consonants, consonant cluster sounds, strong and weak forms, linking phonemes, syllable stresses, word stresses, sentence stresses, rhythm, pitch and intonation. Further studies are expected to scrutinize the effect of shadowing technique on English pronunciation by involving more samples, making use of gender difference as a moderator variable, and testing the retention of English pronunciation improvement.
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Hu, Jingjing, i Peng Wu. "Understanding English language learning in tertiary English-medium instruction contexts in China". System 93 (październik 2020): 102305. http://dx.doi.org/10.1016/j.system.2020.102305.
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Wildsmith-Cromarty, R., i N. Turner. "Bilingual instruction at tertiary level in South Africa: what are the challenges?" Current Issues in Language Planning 19, nr 4 (2.05.2018): 416–33. http://dx.doi.org/10.1080/14664208.2018.1468959.
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Bogolepova, S. V. "Emergency Transition: Have Tertiary Language Students’ Needs Been Met?" Professional Discourse & Communication 3, nr 1 (26.03.2021): 49–61. http://dx.doi.org/10.24833/2687-0126-2021-3-l-49-61.
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The emergency transition of university education online posits a number of questions which are still to be answered. This paper aims to investigate whether language students’ needs were met when instruction was delivered completely online. To understand this, parallel questionnaires based on the current research on the needs, engagement and motivation in online and distance learning environments were administered to language instructors (N=69) and their students (N=148) at a large university in Russia. The instructors self-evaluated related competences, and the students assessed the experience of distant online language learning. The data collected via the questionnaires was subject to statistical analysis. The results showed a discrepancy in the instructors’ beliefs and students’ perceptions. The instructors were confident about their ability to meet the language learners’ needs, to provide individualisation, motivate and engage students, however, the students did not feel that happening. Open answers, which were analysed qualitatively, shed light on the reasons behind the mismatch in opinions. The students’ need for communication and interaction was inhibited by the limitations of the medium and the transactional distance. These factors contributed to the reduction of engagement, motivation and concentration. The interviews with 20 university language instructors revealed the practices the instructors implemented to meet the students’ needs, and identified the challenges they faced. Some implications for online language instructor training and development are discussed.
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Jin, Bixi, i Wei Xu. "Strategy Use Awareness in Academic Listening Practices Relative to L2 Motivation among Chinese Tertiary Students". Journal of Language Teaching and Research 8, nr 4 (1.07.2017): 722. http://dx.doi.org/10.17507/jltr.0804.11.
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Academic listening has been widely studied from the perspective of note-taking, attention to discourse markers, and schematic knowledge. Learner variables, such as motivation, degree of anxiety, and learner beliefs, have all received increasingly attention from researchers, but have not yet been sufficiently explored in second language (L2) listening. This paper investigates the correlations between second language learning motivation and learners’ strategy use awareness in academic listening practices. Quantitative data was obtained using questionnaires issued to 79 second year English-major students after a TOEFL lecture listening practice. The results suggest that teacher classroom instruction and feedback, task significance, and learners’ commitment encourage the listeners to apply more listening strategies. Pedagogical implications drawn from the results are discussed, concluding that L2 listening teachers should develop motivation-based strategy instruction with emphasis on creating a learner-centred constructivist learning environment. In addition, a skill-oriented approach is proposed in order to improve course design in L2 listening instruction. This would train students to consciously use strategies to improve their listening comprehension in an EFL ( English as a Foreign Language) context. Suggestions are provided at the end for future research.
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Chiu, David, Ronald Lavoie, Larry Nathanson i Leon Sanchez. "An Automated Tobacco Cessation Intervention for Emergency Department Discharged Patients". Western Journal of Emergency Medicine 22, nr 4 (19.07.2021): 1010–13. http://dx.doi.org/10.5811/westjem.2021.2.49489.
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Introduction: Nearly 14% of US adults currently smoke cigarettes. Cigarette smoking causes more than 480,000 deaths each year in the United States. Emergency department (ED) patients are frequently asked for their use of tobacco. Manual selection of pre-formed discharge instructions is the norm for most ED. Providing tobacco cessation discharge instructions to ED patients presents another avenue to combat the tobacco use epidemic we face. The objective of the study is to evaluate the effectiveness of an automated discharge instruction system in increasing the frequency of discharging current tobacco users with instructions for tobacco cessation. Methods: The study was done at an urban academic tertiary care center. A before and after study was used to test the hypothesis that use of an automated discharged instruction system would increase the frequency that patients who use tobacco were discharged with tobacco cessation instructions. Patients that were admitted, left against medical advice, eloped or left without being seen were excluded. The before phase was from 09/21/14-10/21/14 and the after phase was from the same dates one year later, 09/21/15-10/21/15. This was done to account for confounding by time of year, ED volume and other factors. A Fisher’s Exact Test was calculated to compare these two groups. Results: Tobacco cessation DC instructions were received 2/486 (0.4%) of tobacco users in the pre-implementation period compared to 357/371 (96%) in the post-implementation period (p < 0.05). Conclusions: The automated discharge instructions system increases the proportion of tobacco users who receive cessation instructions. Given the public health ramifications of tobacco use, this could prove to be a significant piece in decreasing tobacco use in patients who go to the emergency department.
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Kantavong, Pennee. "English as Medium of Instruction for Subject Courses in Tertiary Education: Lessons Learned from Thai Undergraduate Students". Asian Social Science 11, nr 27 (22.11.2015): 84. http://dx.doi.org/10.5539/ass.v11n27p84.
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<p>This is a classroom action research project conducted in an undergraduate course using English as a medium of instruction. The objectives were to identify good approaches to developing students’ capacity to understand English and to promote a positive attitude towards the English language. Two cycles of action with various instructional approaches were administered. By the end of the action research cycles, 80% of the students showed a positive opinion towards learning with English. During the sessions, 20% of the students needed help regularly. The cooperative learning model was found to be one of the more effective leaning activities, stimulating students to develop their learning and relieve their tensions in using a foreign language. The reflections from students revealed that the learning approaches employed in this study helped students to develop both their English comprehension in the written material and a positive attitude towards learning in English.</p>
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Knoblock, Natalia, i Judy Youngquist. "Two Models for Teaching ESL Developmental Readers in College: A Question of Effectiveness". Journal of the Scholarship of Teaching and Learning 16, nr 5 (31.10.2016): 49–69. http://dx.doi.org/10.14434//josotl.v16i5.20022.
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Finding an effective instruction mode for ESL students in the US educational system has not been an easy task. The country’s secondary and tertiary institutions continue to struggle to meet the needs of their large non-native student populations. The article revisits the debate whether sheltered instruction is an effective model to follow. In our study, a sheltered section of a college-level reading class was more effective in improving students’ reading abilities compared to mainstream sections where the international students were mixed with native speakers.
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Xiao, Gengsheng, i Xin Chen. "Application of COCA in EFL Writing Instruction at the Tertiary Level in China". International Journal of Emerging Technologies in Learning (iJET) 13, nr 09 (29.09.2018): 160. http://dx.doi.org/10.3991/ijet.v13i09.7950.
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English writing plays an increasingly important role in the context of globalization. However, Chinese college students’ writing skills of English as a Foreign Language (EFL) are quite deficient and EFL writing instruction at the tertiary level in China is confronted with enormous difficulties. To handle this situation, we suggest the application of Corpus of Contemporary American English (COCA) in college English writing instruction to resolve current problems such as learners’ insufficient exposure to authentic linguistic materials, inactive thinking, lack of motivation to write, and teachers’ heavy workload of making assessment. The application of COCA runs through the whole process of writing. At pre-writing stage, COCA is applied for idea inspiration and vocabulary preparation; at while-writing stage, COCA is used for eliminating erroneous usages and improving language quality, especially lexical accuracy and complexity; at post-writing stage, the application of COCA aims at giving effective feedback by improving the quality of different forms of assessment, i.e. teacher, self- and peer assessment.
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Schmidt, Alexander R., James Fehr, Janice Man, Genevieve D’Souza, Ellen Wang, Rebecca Claure i Julianne Mendoza. "Pre-operative fasting times for clear liquids at a tertiary children’s hospital; what can be improved?" Anesthesia and Pain Medicine 16, nr 3 (31.07.2021): 266–72. http://dx.doi.org/10.17085/apm.21025.
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Background: The goal of preoperative fasting is to prevent pulmonary aspiration during general anesthesia. Fasting times are often prolonged leading to patient discomfort and risk for adverse events. This retrospective quality improvement survey evaluated effective nil-per-os (NPO) times and causes for prolonged NPO times with the aim to suggest improvement strategies by a newly founded fasting task force.Methods: Data from all electronic anesthesia records from 2019 at our institution were reviewed for fasting times. Our NPO instructions follow American Society of Anesthesiology guidelines and are calculated based on the patient’s arrival time (90 min before OR time). Primary outcome was the effective NPO time for clear liquids, secondary outcomes were incidence of delays and the parental compliance with the NPO instructions. Data are presented as median (interquartile range).Results: 9,625 cases were included in the analysis. NPO time was documented in 72.1% with a median effective NPO time of 7:13 h (7:36). OR in room times were documented in 72.8%, 2,075 (29.5%; median time 0:10 h [0:21]) were earlier and 4,939 (70.5%; median time 0:29 h [0:54]) were later than scheduled. Parental NPO compliance showed a median deviation for clear liquid intake of 0:55 h (8:30).Conclusions: This study revealed that effective NPO times were longer than current ASA guidelines. Contributing causes include case delays and parental non-compliance to NPO instructions. Thus, task force recommendations include change NPO instruction calculations to scheduled OR time versus arrival time, and encourage parents to give their child clear liquids at the instructed time.
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Sahan, Kari. "In Conversation with Ernesto Macaro on English Medium Instruction". RELC Journal 52, nr 2 (16.04.2021): 334–41. http://dx.doi.org/10.1177/00336882211005508.
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Ernesto Macaro is Emeritus Professor of Applied Linguistics in the Department of Education at the University of Oxford, UK. He was the founding director of the EMI Oxford Research Group (formerly the Centre for Research and Development in English Medium Instruction) in the Department of Education. His research focuses on second language learning strategies and on the interaction between teachers and learners in second language classrooms and in classrooms where English is the medium of instruction. He has published widely on these topics, including in journals such as Language Teaching, Modern Language Journal, Language Learning Journal, Language Teaching Research and International Journal of Bilingual Education and Bilingualism. He is also the author of English Medium Instruction: Content and Language in Policy and Practice (2018). Before becoming a teacher educator and researcher, he worked as a language teacher in secondary schools in the UK. His most recent work explores certification programmes for English medium instruction teachers in higher education and the transition from secondary to tertiary English medium instruction programmes.
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Kuepper, Marie-Christin, i Anne Feryok. "Concept-based pragmatics instruction: Teaching German address pronouns to New Zealand tertiary students". Language and Sociocultural Theory 6, nr 2 (5.03.2020): 158–83. http://dx.doi.org/10.1558/lst.37359.
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Suwarno, Bambang. "Acquisition Planning for Regional Indigenous Heritage Languages in Indonesia". SAGE Open 10, nr 3 (lipiec 2020): 215824402094884. http://dx.doi.org/10.1177/2158244020948843.
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Regional indigenous heritage languages (RIHLs) are in decline in Indonesia, and this problem needs attention from language policy and planning. This study explores a subset of the Indonesian language policy, namely, its acquisition planning. Content analysis and doctrinal method were employed. The sample included national legislations and some regional legislations. The results are as follows. As subjects taught in schools, Indonesian is “compulsory” at all levels; RIHLs are “optional” at primary and secondary levels and “absent” at the tertiary level; English is “compulsory” at the secondary level and “optional” at the tertiary level. As the media of instruction, Indonesian is “compulsory” at all levels; RIHLs are “optional” in very limited cases; English is “optional” at the tertiary level. As languages for mass media, Indonesian is “compulsory”; English is “optional” for specific aims or audience; RIHLs are “optional” for local communities. There are possible “incoherences” among various legislations, that is, the Constitution, some national laws and regulations, and some regional bylaws. To implement constitutional mandate, the acquisition planning may need revision. In the revision, RIHLs may need to be included as mandatory subjects, while some RIHLs may need to be used as the media of instruction and in mass media. Further studies for the revision are recommended.
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Mohd Ghazali, Nazli Anum. "The influence of a business ethics course on ethical judgments of Malaysian accountants". Journal of Asia Business Studies 9, nr 2 (5.05.2015): 147–61. http://dx.doi.org/10.1108/jabs-06-2014-0042.
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Purpose – The purpose of this paper is to examine the influence of ethics instruction received during tertiary education on ethical judgments of Malaysian accountants. Design/methodology/approach – Data were obtained through questionnaire survey and analyzed using regression analysis. Findings – A total of 221 respondents representing a 88.4 per cent response rate completed the questionnaire. The regression results show that ethics instruction received during tertiary education have a significant impact on both legal and illegal business scenarios. Accountants also judged an illegal questionable scenario stricter than a legal questionable scenario. Research limitations/implications – The questionnaires were distributed to those firms which participated in the internship programme. Although the firms which participated were of varying sizes, care still needs to be taken in interpreting the results, as representativeness remains an issue in studies of small sample size. Practical implications – The findings appear to suggest that ethics is an important factor influencing ethical judgments. Hence, the subject should be taught at least at the tertiary level so as to inculcate ethical values early in younger generation. An ethically imbued workforce can be expected to make sound and equitable corporate decisions. Originality/value – The study offers preliminary insight into the benefit of introducing the business ethics course in the undergraduate accounting programme at public universities in Malaysia.
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Zhang, Weiyu, i Yin Ling Cheung. "Researching Innovations in English Language Writing Instruction: A State-of-the-art Review". Journal of Language Teaching and Research 9, nr 1 (1.01.2018): 80. http://dx.doi.org/10.17507/jltr.0901.10.
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With academic writing viewed as an important aspect of language instruction, there is an increasing interest on how writing education could be improved to better accommodate the needs of multilingual learners. To evaluate the empirical evidence from published research studies, we conducted a systematic synthesis of the published research that has examined innovations in English-as-a-foreign language writing instruction in China, in contexts including tertiary, secondary, and elementary schools. General claims emerged across our analyses of 56 empirical studies published in the SSCI journals in English from 2005-2015. Each claim is supported by empirical evidence: (1) corpus-based approaches are useful in analyzing students’ writing; (2) students’ affective and cognitive factors may influence the outcome of writing instruction; (3) training may help teachers improve confidence in teaching writing; (4) differences may appear between assessment-oriented teacher feedback and non-assessment-oriented teacher feedback; (5) assessment for learning influences student learning of writing; (6) instruction may help writers acquire skills and knowledge of writing for publication; (7) technology-enabled instruction can help students in their writing process; and (8) novel and authentic writing tasks can promote students’ critical thinking ability.
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Chaleila, Wisam, i Basem Khalaila. "The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance". English Language Teaching 13, nr 5 (23.04.2020): 80. http://dx.doi.org/10.5539/elt.v13n5p80.
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While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students’ academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.
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Wen, Qiufang. "The production-oriented approach to teaching university students English in China". Language Teaching 51, nr 4 (7.04.2016): 526–40. http://dx.doi.org/10.1017/s026144481600001x.
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The production-oriented approach (POA) has been developed over ten years to overcome the weaknesses in English instruction in tertiary education in Mainland China. The POA tries to integrate the strengths of Western instructional approaches with Chinese contextual features and consists of three components: (a) teaching principles; (b) teaching hypotheses; and (c) teacher-mediated teaching processes. The teaching principles include ‘learning-centered’, ‘learning-using integration’, and ‘whole-person education’, and the teaching hypotheses are ‘output-driven’, ‘input-enabled’, and ‘selective learning’. The teaching processes contain three phases, each mediated by the teacher: motivating, enabling, and assessing. The three principles set guidelines for the other two components; the three hypotheses serve as a theoretical basis for the teaching process; the three-phase teaching process reflects and illustrates the principles while testing the hypotheses.
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Rosenfeld, Greg, Darin Krygier, Robert A. Enns, Janakie Singham, Holly Wiesinger i Brian Bressler. "The Impact of Patient Education on the Quality of Inpatient Bowel Preparation for Colonoscopy". Canadian Journal of Gastroenterology 24, nr 9 (2010): 543–46. http://dx.doi.org/10.1155/2010/718628.
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BACKGROUND: For patients requiring colonoscopy while admitted to hospital, achieving adequate cleansing of the colon is often difficult.OBJECTIVES: To assess the impact of patient education, in the form of both counselling and written instructions, on bowel cleanliness at colonoscopy.METHODS: A total of 38 inpatients at a tertiary care hospital in Vancouver, British Columbia, who were referred to the gastroenterology service for colonoscopy were enrolled in the present study. Sixteen patients were randomly assigned to the intervention group, while 22 patients comprised the control group. Both groups received a clear liquid diet and 4 L of a commercially available bowel preparation. The intervention group also received a brief counselling session and written instructions outlining the methods and rationale for bowel preparation before colonoscopy. Bowel cleanliness was assessed by the endoscopist using a five-point rating scale.RESULTS: The two groups were similar with respect to demographics, the indication for colonoscopy and findings at colonoscopy. The median bowel cleanliness scores in the control group and the enhanced-instruction group were 3.0 and 2.0, respectively (P=0.001).CONCLUSION: Patient counselling and written instructions are inexpensive, safe and simple interventions. Such interventions are an effective means of optimizing colonoscopy preparation in the inpatient setting.
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Kamberi, Lulzime, i Majlinda Nuhiu. "PEER ASSESSMENT AT TERTIARY LEVEL". Knowledge International Journal 28, nr 7 (10.12.2018): 2325–29. http://dx.doi.org/10.35120/kij28072325l.
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Autonomous second language learning (SLL) is a topic of focus in every educational setting and almost universally supported by institutions and scholars in the whole world. One aspect of autonomous learning is peer evaluation (Harmer, 2001; Benson, 2001; Cottrall, 1999; Everhard&Murphy) Seeking to make students more autonomous leaners and take more responsibility for their learning, as well as assess the effect of peer assessment, on language acquisition, peer assessment has been introduced to student of the final semester of their studies. This paper reports initial results from a study into the effectiveness of peer assessment in an EFL (English as a Foreign Language) classroom instruction, in a methodology course, conducted in the second semester of the academic year 2017/2018, at the Department of English Language and Literature, at the University of Tetovo, Macedonia. Applying frequency statistics, Fraenkel&Wallen, (2003), the study has analyzed peer assessment; in contrast to teacher assessment of student presentations. Content analysis (Leedy & Ormord, 2005) to identify themes biases and meaning, the study investigated the validity and reliability of peer assessment. Convenience sampling among students enrolled in the seventh semester identified a non-random sample of 20 students representing 41% of the possible cohort. The findings of the study revealed that students were not prepared to assess each other and rather acted on their personal feelings towards their peers. In conclusion, it is argued that research designs involving an extended period of time and with a larger sample will be needed to confirm these results.
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Kamberi, Lulzime, i Majlinda Nuhiu. "PEER ASSESSMENT AT TERTIARY LEVEL". Knowledge International Journal 28, nr 7 (10.12.2018): 2325–29. http://dx.doi.org/10.35120/kij29082325l.
Pełny tekst źródłaStreszczenie:
Autonomous second language learning (SLL) is a topic of focus in every educational setting and almost universally supported by institutions and scholars in the whole world. One aspect of autonomous learning is peer evaluation (Harmer, 2001; Benson, 2001; Cottrall, 1999; Everhard&Murphy) Seeking to make students more autonomous leaners and take more responsibility for their learning, as well as assess the effect of peer assessment, on language acquisition, peer assessment has been introduced to student of the final semester of their studies. This paper reports initial results from a study into the effectiveness of peer assessment in an EFL (English as a Foreign Language) classroom instruction, in a methodology course, conducted in the second semester of the academic year 2017/2018, at the Department of English Language and Literature, at the University of Tetovo, Macedonia. Applying frequency statistics, Fraenkel&Wallen, (2003), the study has analyzed peer assessment; in contrast to teacher assessment of student presentations. Content analysis (Leedy & Ormord, 2005) to identify themes biases and meaning, the study investigated the validity and reliability of peer assessment. Convenience sampling among students enrolled in the seventh semester identified a non-random sample of 20 students representing 41% of the possible cohort. The findings of the study revealed that students were not prepared to assess each other and rather acted on their personal feelings towards their peers. In conclusion, it is argued that research designs involving an extended period of time and with a larger sample will be needed to confirm these results.
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Boakye, N., J. Sommerville i L. Debusho. "The relationship between socio-affective factors and reading proficiency: Implications for tertiary reading instruction". Journal for Language Teaching 48, nr 1 (20.11.2014): 173. http://dx.doi.org/10.4314/jlt.v48i1.9.
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Rahman, Mohammad Mosiur, i Manjet Kaur Mehar Singh. "Language ideology of English-medium instruction in higher education". English Today 36, nr 4 (8.08.2019): 40–46. http://dx.doi.org/10.1017/s0266078419000294.
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English-medium instruction (EMI) has been perceived as a key strategy through which universities, propelled by academic, political, social and economic motives, respond to the influence of globalisation (Altbach & Knight, 2007). This has been fuelled by the fact that English, defined as the global common language, is needed to create the knowledge base in global tertiary education (Fishman, 2000). In the process, English has become the universal second language of advanced education (Brumfit, 2004), due to the value attached to the language in present times and the advantage of using the language in the existing global language order (Zhang, 2017). These motivations have contributed to the global phenomenon of English being the medium of instruction (MOI), and higher education has been the venue where EMI could be implemented more consistently (Dearden, 2014). This has resulted in the generation of a growing body of work on how universities plan their language policies (Liddicoat, 2016).
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Isbell, Daniel R., Ok-Sook Park i Kyujin Lee. "Learning Korean pronunciation". Journal of Second Language Pronunciation 5, nr 1 (13.03.2019): 13–48. http://dx.doi.org/10.1075/jslp.17010.isb.
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Abstract This study investigated the effects of pronunciation instruction for 36 tertiary learners of Korean in terms of accentedness, comprehensibility, and phonological error rates while accounting for proficiency (2nd-semester beginners, 4th-semester intermediates), first language background (English, Chinese), and task effects. Participants completed beginner-appropriate picture description and read-aloud tasks at pretest and posttest. Over eight weeks, a treatment group received eight hours of instruction targeting segmental and syllable-structure features. Ten Korean NSs judged learner accentedness and comprehensibility, and learner productions were analyzed for phonological errors. Beginners’ accentedness, comprehensibility, and error rates improved regardless of receiving instruction. For intermediates, the control group showed no development in comprehensibility or accentedness, while the treatment group trended toward increased comprehensibility. Intermediate students showed minimal improvements in phonological error rates. L1 had a negligible impact on accentedness and comprehensibility, but Chinese-speaking students committed more syllable-structure errors. Associations between phonological errors and comprehensibility/accentedness varied by outcome task and L1.
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Jung, Jinhong, i Todd A. Gilson. "Online Threaded Discussion: Benefits, Issues, and Strategies". Kinesiology Review 3, nr 4 (listopad 2014): 241–46. http://dx.doi.org/10.1123/kr.2014-0062.
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The rapid growth of technology allows tertiary-level education to develop alternative ways of instruction to effectively support student learning. Although a face-to-face class is still powerful, online learning has been advocated as an innovative instructional way to confront constraints such as distance, time, space, and diverse student characteristics. This article introduces a brief overview of online threaded discussion (OTD) in a blended course in physical education teacher education (PETE), and provides insights into how to effectively design, manage, and teach online courses. In particular, contextual information that relates to a specific university, PETE program, course, and students are discussed in this article. Second, the blended model and OTD implemented by the authors are introduced. Finally, the article discusses the blended model's contributions, issues, and strategies, and provides implications for physical educators to improve their online courses in higher education settings.
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Amos Ochayi, Onojah. "Undergraduate Students Expertise Level of Utilising Social Media for Instruction". Studies in Educational Management 7 (grudzień 2020): 39–49. http://dx.doi.org/10.32038/sem.2020.07.04.
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Acclimatising podiums that are not destined for instruction is not a laidback chore but is attainable with suitable strategies and arrangement for educators and scholars. Social networks have amalgamated many students into an online world in exploring relationships, finding and acquiring obligatory evidence for their erudition and research. This research aims to explore availability, utilisation and expertise level of the social media platform for learning, and the influence of gender on the utilisation. A structured questionnaire was administered on 450 students across universities in Kwara state. The reliability coefficient of 0.90, and 0.81 using Cronbach’s alpha was deduced. Statistical tools of mean, t-test and Variance (ANOVA) were employed to analyse data for the study. Findings of the study revealed that undergraduates’ expert level on utilising social media for instruction was intermediate and there was no noteworthy difference between undergraduates’ expertise level in the adoption of social media for instruction. The study concluded that undergraduates have average expertise skill on the adoption of social media for instruction. It was recommended that lecturers in tertiary institutions use most social media platforms to teach students as this will boost their proficiency.
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Tang, Jinlan, i Yi'an Wu. "Impact of AWE Rubrics and Automated Assessment on EFL Writing Instruction". International Journal of Computer-Assisted Language Learning and Teaching 7, nr 2 (kwiecień 2017): 58–74. http://dx.doi.org/10.4018/ijcallt.2017040104.
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This paper addressed a gap in research literature on rubrics by investigating how the formative use of rubrics of an automated writing evaluation (AWE) tool, the Writing Roadmap, along with a novel type of meta-cognitive activity, i.e., automated assessment, assisted EFL writing instruction. A one-year teaching experiment incorporating the use of the tool was undertaken at the tertiary level. A mixed-methods research approach in the form of questionnaires, interviews, and the participants' interim project reports was employed to evaluate the efficacy of the teaching experiment. The research demonstrated that formative use of AWE rubrics along with automated assessment mediated writing instruction via offering timely and objective assessment, aligning teaching and assessment goals, aiding the feedback process, increasing student-teacher interactions, and promoting learner autonomy.