Статті в журналах: "Pedagogy of error"

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Han, Z., and L. Selinker. "Error resistance: towards an empirical pedagogy." Language Teaching Research 3, no. 3 (September 1, 1999): 248–75. http://dx.doi.org/10.1191/136216899666888878.

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Han, ZhaoHong, and Larry Selinker. "Error resistance: towards an empirical pedagogy." Language Teaching Research 3, no. 3 (July 1999): 248–75. http://dx.doi.org/10.1177/136216889900300304.

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Artem'eva, Svetlana Vadimovna, and Tat'yana Sergeevna Kur'yakova. "Formation of Future Mathematics Teachers’ Professional Competences Using Error Correction Tasks." Pedagogika. Voprosy teorii i praktiki, no. 1 (March 2020): 22–26. http://dx.doi.org/10.30853/pedagogy.2020.1.4.

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Hamid, M. Obaidul, and Linh Dieu Doan. "The problematic of second language errors." Australian Review of Applied Linguistics 37, no. 2 (January 1, 2014): 123–44. http://dx.doi.org/10.1075/aral.37.2.03ham.

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The significance of errors in explicating Second Language Acquisition (SLA) processes led to the growth of error analysis in the 1970s which has since maintained its prominence in English as a second/foreign language (L2) research. However, one problem with this research is errors are often taken for granted, without problematising them and their identification. Against this background, the present study aimed to: (a) measure L2 English teachers’ ability to interpret L2 learner intentions in idiosyncratic expressions, and (b) bring to light factors that facilitate error identification. Findings show that: (1) there is a significant difference between L2 students’ intentions and teachers’ interpretations of those intentions; and (2) L2 English teachers’ knowledge of students’ L1 is not an advantage in error detection. Teacher interview data were drawn on to explicate text interpretation, reconstruction and error identification, suggesting implications for L2 research and pedagogy.

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BIVOL, Ninela. "The error-a fundamental instrument in the study of the french language." Univers Pedagogic 83, no. 3 (September 2024): 18–23. https://doi.org/10.52387/1811-5470.2024.3.03.

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In the process of learning a foreign language, the term of “error” is absolutely indispensable. Traditional pedagogy avoids the aspect of making an error, penalizing the student by doing it. But, the evaluation methodology in foreign languages teaching has acquired another dimension. The concept of an error benefits a the significance in the school space. Thus, the moment when the student commits an error is not equal with an inability to understand the subject, but on the contrary, a thorough analysis of the factors that determined this moment in the learning process. The guidance of the teacher at this stage monitors the origin of the appearance of those errors. Therefore, this aspect is analyzed, staged, explained by the teacher, and is accepted by those who learn.

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Kurzer, Kendon. "Accuracy Gains from Unfocused Feedback: Dynamic Written Corrective Feedback as Meaningful Pedagogy." Journal of Language and Education 8, no. 4 (December 26, 2022): 102–16. http://dx.doi.org/10.17323/jle.2022.13380.

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Background. A primary question among L2 writing instructors is how to best deliver written corrective feedback (WCF) to support student learning. One promising WCF method is Dynamic Written Corrective Feedback, in which instructors provide unfocused/comprehensive feedback using a coding system coupled with regular rounds of editing on short, in-class student-written paragraphs. Purpose. In this study, I explored the impact on student accuracy of unfocused DWCF on brief student-produced texts in intermediate and advanced developmental ESL writing classes. This study was motivated by the desire to evaluate this pedagogical intervention and determine if it should continue to be implemented in our developmental writing program. Methods. Utilizing a quasi-experimental research design using t-test analyses, I coded, tallied, and contrasted the errors in term-final paragraphs of 130 students who participated in classes that used DWCF with 79 students in control sections that did not include DWCF. Results. I found statistically significant improvements in the treatment sections at both levels for nearly all error types (including but not limited to verb form/tense, sentence structure, work order, work choice, determiner, noun form, and punctuation errors; the only error type that did not return significance differences was prepositions at the intermediate level). These results suggest that unfocused written corrective feedback may be effectively used in multilingual writing classrooms, at least given certain parameters to help ensure that feedback is manageable and specific, per the DWCF process. Conclusion. This study complicates the so-called best practices stemming from WCF research in which many researchers have advocated for WCF that addresses only a small number of error types. Rather, providing that feedback practices are kept manageable and accessible for the students, multilingual students may effectively process and apply unfocused feedback to their own writing.

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Heift, Trude. "Multiple Learner Errors and Meaningful Feedback." CALICO Journal 20, no. 3 (January 14, 2013): 533–48. http://dx.doi.org/10.1558/cj.v20i3.533-548.

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This paper describes a web-based ICALL system for German that provides error-specific feedback suited to learner expertise. The main focus of the discussion is on the Domain Knowledge and the Filtering Module. The Domain Knowledge represents the knowledge of linguistic rules and vocabulary, and its goal is to parse sentences and phrases to produce sets of phrase descriptors. Phrase descriptors provide very detailed information on the types of errors and their location in the sentence. The Filtering Module is responsible for processing multiple learner errors. Motivated by pedagogical and linguistic design decisions, the Filtering Module ranks student errors by way of an Error Priority Queue. The Error Priority Queue is flexible: the grammar constraints can be reordered to reflect the desired emphasis of a particular exercise. In addition, a language instructor might choose not to report some errors. The paper concludes with a study that supports the need for a CALL system that addresses multiple errors by considering language teaching pedagogy.

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Adams, Whitney Jordan. "Rhetorical Error: Combating Post-Truth and AI Nihilism Through Active Discourse Production." Papers in Arts and Humanities 4, no. 2 (February 4, 2025): 78–86. https://doi.org/10.52885/zpft0851.

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Using the classical pedagogical strategies of Isocrates as a framework, this paper investigates how a renewed focus on civic rhetoric in the classroom will allow for increased dialogue and active discourse production between those inside and outside the Academy. Although Isocrates did not use the word “rhetoric” himself, reading his translated texts through a current lens allows the application of rhetoric through renewed frameworks. As we find ourselves mainly existing in a post-truth world, there is a proclivity among many to replace facts with pathos. As Lee McIntyre (2018) explores in his work Post Truth, heightened reliance on emotion, social media, and fake news represents a dangerous form of nihilism. Connected to this is the abandonment of traditional media, the dismissal of evidence, and a blatant disregard for the truth—all of which can be considered “rhetorical error.” As individuals become more and more distanced from others through a reliance on the digital, they retreat into what McIntyre calls “information silos” (2018). Active discourse production, building on Isocrates’ notion of classical pedagogy, can directly challenge these information silos. Hart (2006) argues for returning to classical pedagogy in the writing classroom. This paper builds on this work, suggesting that pedagogy grounded in ideals put forth by Isocrates can directly challenge both post-truth nihilism and rhetorical error.

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Mohamad Sazali, Nur Asiah Syafikah, Nor Azira Mohd Radzi, Nor Alifah Rosaidi, and Razlina Razali. "A CORPUS-BASED STUDY OF SIMPLE PAST TENSE ERRORS IN MALAYSIAN LEARNERS’ ENGLISH WRITING." International Journal of Modern Education 6, no. 21 (June 30, 2024): 359–71. http://dx.doi.org/10.35631/ijmoe.621026.

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In mastering the English language, learners need to be able to comply with its grammatical rules. Most previous corpus-based studies about learners’ grammar errors have examined the non-Malaysian context. Therefore, the overarching aim of this study is to investigate simple past tense errors in Malaysian English as a Second Language (ESL) secondary school learners’ writing. Employing a corpus-based error analysis approach, it specifically intends to identify the types of simple past tense errors in Malaysian ESL secondary school learners’ writing and the frequency of simple past tense errors in Malaysian ESL secondary school learners’ writing. To this end, the English of Malaysian School Students (EMAS) corpus, in particular the sub-corpus of Malaysian learners’ narrative essays was analysed based on two main frameworks. The Error Analysis Framework was adapted for the error analysis procedure, while the Surface Strategy Taxonomy Framework was used for the classification of types of errors. Online corpus tools such as Part-Of-Speech (POS) the Constituent Likelihood Automatic Word-Tagging System (CLAWS) and Antconc version 3.5.8 were employed as the instruments of the study. The findings of the study showed that there are three types of simple past tense errors in the learners’ writing, namely Error of Omission, Error of Addition and Error of Misformation. Misformation is the most popular type of simple past tense error committed by the learners. The findings of the study would be useful for the Malaysian context of ESL learners’ curriculum design and pedagogy.

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Guénette, Danielle. "The Pedagogy of Error Correction: Surviving the Written Corrective Feedback Challenge." TESL Canada Journal 30, no. 1 (February 17, 2013): 117. http://dx.doi.org/10.18806/tesl.v30i1.1129.

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Should we correct our students’ language errors? Most ESL teachers would an- swer this question with a resounding Yes while at the same time wondering how to meet the challenge. The collaborative project reported below was designed to provide ESL teacher trainees with an opportunity to experience the ups and downs of providing corrective feedback on writing and develop their awareness in this regard. To this end, the teacher trainees acted as corrective-feedback tutors to high school learners during one school semester. During the course of the proj- ect, they kept journals documenting their reflections in regard to this demanding pedagogical practice. Time constraints, motivation, and fear of making mistakes themselves or of not providing adequate guidance to the learners were among the major hurdles encountered by the tutors. In interviews conducted at the end of the project, the tutors offered suggestions for overcoming these difficulties and surviving the corrective-feedback trials and tribulations. The survival tips pre- sented were drawn from the tutors’ recommendations as well as from insights from corrective-feedback research.Devrait-on corriger les erreurs de langue de nos étudiants? La plupart des en- seignants d’ALS répondraient à cette question par un oui catégorique tout en se demandant comment relever ce défi. Le projet collaboratif décrit ci-dessous a été conçu pour fournir aux stagiaires en ALS une occasion de vivre les hauts et les bas liés au fait de présenter de la rétroaction corrective aux travaux écrits, et de se conscientiser à cet égard. À cette fin, les stagiaires ont joué le rôle de tuteurs fournissant de la rétroaction corrective à des élèves du secondaire pendant un se- mestre. Au cours de projet, ils ont tenu un journal pour noter leurs réflexions relatives à cette pratique pédagogique exigeante. Parmi les obstacles les plus im- portants auxquels les tuteurs ont fait face, notons les contraintes de temps, la motivation et la peur de se tromper eux-mêmes ou de ne pas fournir des conseils adéquats aux élèves. Lors d’entrevues qui ont eu lieu à la fin du projet, les tuteurs ont offert des suggestions pour surmonter ces difficultés et survivre aux vicissi- tudes de la rétroaction corrective. Les conseils de survie présentés sont tirés des recommandations des tuteurs et des perspectives découlant de la recherche sur la rétroaction corrective.

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Peña, Ernesto, and Kedrick James. "A Glitch Pedagogy: Exquisite Error and the Appeal of the Accidental." Journal of the Canadian Association for Curriculum Studies 14, no. 1 (November 25, 2016): 108–27. http://dx.doi.org/10.25071/1916-4467.40306.

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By experimenting with computer glitches as provocation of accepted norms of user interactions with digital technologies, this paper extends and radicalizes Dewey’s (1934) pedagogical principle of “consummatory experience,” observing computational error, logical accidents, and procedural glitches as creative and productive forces in the lived curriculum. We hold that this troubling of expected outcomes, this disruption of programmed processes which, as a result of incommensurable informational input, result in unique (and educational) by-products, is fundamental to understanding our digital humanity, and that these irregularities convey the same learning potential that learning from mistakes and fortunate accidents do in the arts, sciences, and within the broader context of lifelong learning.

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Mathaba, Philile Nobuhle, Anass Bayaga, Daniela Tîrnovan, and Michael J. Bossé. "Error analysis in algebra learning: Exploring misconceptions and cognitive levels." Journal on Mathematics Education 15, no. 2 (February 26, 2024): 575–92. http://dx.doi.org/10.22342/jme.v15i2.pp575-592.

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This research investigates errors and misconceptions among learners in algebraic education by utilizing Koch's error analysis method alongside the Structure of the Observed Learning Outcome (SOLO) taxonomy. The primary aim of the investigation is to discern the kinds of errors and cognitive stages demonstrated by Grade 9 students when engaged in algebraic problem-solving tasks. The studies' outcomes uncover several prevalent error categories, including conjoining, cancellation, and problem-solving errors, indicating deficiencies in conceptual comprehension and procedural execution. Moreover, applying the SOLO taxonomy elucidates learners' diverse levels of understanding, with a majority position within the uni-structural or multi-structural stages. Theoretical implications underscore the necessity for tailored instructional approaches to mitigate learners' obstacles and foster a deeper grasp of algebraic principles. Consequently, this research contributes significantly to the advancement of algebraic pedagogy and provides valuable insights for curriculum enhancement, thereby facilitating improved mathematics learning outcomes.

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Sabita Biswas and Prof. C. Siva Sankar. "Inclination of Secondary School Teachers Towards Transformative Techno Pedagogy (TTP) in Itanagar Capital Complex of Arunachal Pradesh." International Journal of Multidisciplinary Research in Arts, Science and Technology 2, no. 10 (October 30, 2024): 01–20. http://dx.doi.org/10.61778/ijmrast.v2i10.85.

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Transformative techno pedagogy is a combination of transformative pedagogy and techno pedagogy. Transformative techno pedagogy is an advanced pedagogical strategy that allows teachers to encourage the students in developing spaces for reflective thinking, respect for diversity as well as critically analyze their immediate environment, thoughts, beliefs, abilities, and perspectives along with an understanding of the subject matter through the application of several TPACK dimensions. Therefore, the application of transformative techno-pedagogy in the twenty-first century gains prominence. As a result, Transformative Techno pedagogy related practices must be implemented in the classroom. Hence, the present research makes an attempt to assess secondary school teachers’ Inclination towards Transformative Techno Pedagogy (TTP) with respect to gender and qualification. The researchers employed the descriptive cum survey method in this study. 200 secondary school teachers were chosen randomly from the target population for data collection from Itanagar Capital Complex of Arunachal Pradesh. Self-developed Inclination Scale was used for collection of data. Statistical methods such frequency, percentage, mean, standard deviation (Descriptive statistics) standard error of mean and 't' test (differential/inferential statistics) were applied to analyze the data. The result of study reveals that teachers are having high inclination towards Transformative Techno Pedagogy (TTP). The findings of the study reveals that there is no significant difference were found with respect to gender and qualification.

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Jardine, David W., Graham McCaffrey, and Christopher Gilham. "The Pedagogy of Suffering: Four Fragments." Working Compassion 21, no. 2 (September 21, 2020): 5–13. http://dx.doi.org/10.7202/1071561ar.

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This paper is a collection of small, formal and informal writings and is part of the early groundwork we have been doing together on the topic of the pedagogy of suffering, a phrase that has certainly given pause to many colleagues we have spoken to. We are trying to understand and articulate how and why suffering can be pedagogical in character and how it is often key to authentic and meaningful acts of teaching and learning. We are exploring threads from both the hermeneutic tradition and from Buddhism, in order to decode our understandable rush to ameliorate suffering at every turn and to consider every instance of it as an error to be avoided at all costs. We also look to these traditions to begin to formulate how a pedagogy that turns away from suffering suffers a great loss, and how a pedagogy that turns towards suffering can become a locale of great teaching and learning, great wisdom and grace.

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Washbourne, Kelly. "Beyond error marking: written corrective feedback for a dialogic pedagogy in translator training." Interpreter and Translator Trainer 8, no. 2 (May 4, 2014): 240–56. http://dx.doi.org/10.1080/1750399x.2014.908554.

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Vinogradova, Yuliya, Igor' Il'chenko, Polina Shiryaeva, and Mariya Gorina. "Online Language Education: Principles of Creating a Marked Corpus of Learners’ Mistakes." Virtual Communication and Social Networks 3, no. 3 (October 1, 2024): 245–54. http://dx.doi.org/10.21603/2782-4799-2024-3-3-245-254.

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Today, academic corpora are a matter of great interest to many linguists. The article examines the importance of academic corpora in modern linguistics and pedagogy as a tool for identifying typical errors in the speech of foreign language students. They reveal problems in foreign language acquisition and create new teaching methods. The paper reviews the existing academic corpora and error classifications. The authors developed a corpus of oral speech errors typical of Russian-speaking IT students that study English for IT purposes. The corpus relied on 50 video recordings of in-class activities in which students communicated with English-speaking IT specialists and made up dialogues in English. The corpus made it possible to identify the main difficulties experienced by adult learners of English for IT purposes. It involves a tagged classification of typical errors divided by language level into morphological, syntactic, lexical, and phonetic ones. The research demonstrated good prospects for developing other academic speech corpora with automated error tagging based on the speech of English learners.

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Sabita Biswas and Prof. C. Siva Sankar. "Secondary School Teachers’ Intuition Towards Transformative Techno Pedagogy (TTP) in Capital Complex of Arunachal Pradesh." International Journal of Scientific Research in Modern Science and Technology 3, no. 11 (November 26, 2024): 25–42. http://dx.doi.org/10.59828/ijsrmst.v3i11.258.

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One of the modern trends of pedagogical approach is "transformative techno pedagogy” which motivates teachers to help pupils avail of opportunities that are based on "transformative techno pedagogy," it prepares pupils with logical thinking, critical & analytical thinking skills, as well as comprehensive understanding to build the potential to become social and emotional beings as a whole (Levitt,2008) as well as mastery over the content through the implementation of various dimensions of TPACK. As a result, implementation of transformative techno-pedagogy in the 21st century becomes significant. Transformative techno pedagogy related strategies are mandatory to implement in regular classroom settings for effective teaching. Thus, the current study is an attempt to find out Intuition of secondary school teachers towards Transformative Techno Pedagogy (TTP) in relation to gender and qualification. For this purpose, Descriptive cum survey method has been used by the researchers. Data were collected randomly form the target population and selected 200 secondary school teachers from Capital Complex of Arunachal Pradesh. Data was collected by using a self-developed intuition scale. Data was analysed through statistical techniques such as frequency, percentage, Mean, Standard Deviation (SD), Standard Error of Mean (SDE), & 't' test. The result of study reveals that teachers are having average level of intuition regarding Transformative Techno Pedagogy (TTP). The Study also reveals that there is significant difference found between Male and female secondary school teachers and on the other hand there is no significant difference was found based on qualification.

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Ferdouse, Farhana. "Learning from Mistakes: Using Correction Code to Improve Students Writing Skill in English Composition Class." Stamford Journal of English 7 (April 6, 2013): 62–86. http://dx.doi.org/10.3329/sje.v7i0.14463.

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Selecting a right way to provide students with error feedback in their writing has proved to be a complex task for researchers in language pedagogy. Although a lot of studies have been conducted to examine this issue, the teachers are still following their own way of error feed back. So the researchers feel that there is a need to conduct different sort of studies to find out an effective way of error feedback. The present study with 20 participants in second trimester university level proves that students prefer coded feedback more as in this process of error feedback teachers show the error and its type by using a certain code or symbol. This study also shows that the students benefit more from having coded feedback over non-coded feedback. DOI: http://dx.doi.org/10.3329/sje.v7i0.14463 Stamford Journal of English; Volume 7; Page 62-86

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Sloane, Heather, and Kendra Haas. "Interprofessional pedagogy in community settings: An autoethnographic study." Qualitative Social Work 19, no. 5-6 (May 29, 2019): 810–26. http://dx.doi.org/10.1177/1473325019852660.

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The Council for Social Work Education has made a commitment to participate in interprofessional education and interprofessional curriculum building. Across medical professions, there is a common concern about the consequences of poor teamwork and implicit bias. Both medical error and interpersonal misunderstanding are an important contribution to health care disparities. Introducing interprofessional education opportunities early in professional education, offering common assignments to all professions, having a committed interprofessional faculty, and involving interprofessional students in curriculum design are all considered important to quality interprofessional education. At the core of this study is a student authoethnographic investigation of three different interprofessional interventions as part of her MSW internship. This research collaboration involved regular mentoring discussions with her field instructor to flesh out cultural context and theoretical relevance of her observations. The writing and discussion experiences of this partnership brought up concerns about unaddressed complexity in interprofessional team interactions. Professional-centrism was observed regularly, and this lack of respect for difference among team members often foreshadows the respect patients received from the medical team. Social separation, empathy, and avoiding team conflict were also a focus.

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Suraprajit, Prathomwat. "An Analysis of Errors in English Essays Written by Thai Non-English Major Students." Theory and Practice in Language Studies 11, no. 1 (January 1, 2021): 12. http://dx.doi.org/10.17507/tpls.1101.02.

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Writing is one of the vital skills for EFL learners. However, they still face some difficulties while processing a task. The present study aimed to analyze the errors that occurred on sixty English essays made by Thai University non-English major students who enrolled in the fundamental English course. The Surface Strategy Taxonomy (Dulay, Burt, & Krashen, 1982) was adopted to explore the errors of omission, addition, misformation, and misordering together with those that were excluded in the taxonomy. According to the framework of Surface Strategy Taxonomy, the findings revealed the most common errors involving omission of articles, followed by the addition of the preposition, the omission of the preposition, the omission of the subject, and misformation of subject pronoun, respectively. Then, according to the errors which were out of the stated taxonomy, the errors in subject-verb agreement were the highest detected error, followed by tense errors, ambiguous sentences, a direct translation from L1 to L2, misformation of object pronoun, misformation of using an adjective as the main verb, the addition of verb to be, and addition of conjunction, respectively. By investigating the errors in foreign language writing, the results would trigger foreign language learners to aware of the error of English writing that might occur. And the benefit also goes to the pedagogy in developing the teaching materials together with teaching strategies.

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Kwachakale Kavute, Christopher, and Agness Chimangeni Chaliwa Hara. "An Examination of Common Errors in Essays Written By Secondary School Students in Malawi: Some Implications for Teaching." Journal of Law and Social Sciences 5, no. 1 (August 15, 2022): 52–68. http://dx.doi.org/10.53974/unza.jlss.5.1.792.

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This study aimed at analysing errors in essays written by Malawian students who were learning English as a Second Language (ESL). Its specific focus was three-fold: to analyse errors using Corder’s (1974) five-stage approach to Error Analysis, to assess sources of the errors and to identify measures that could be applied to help students attain proficiency in English. The study utilised qualitative and quantitative designs. The participants in this study were students and teachers. The former were required to write essays which were analysed using Corder’s (1974) five-stage approach to Error Analysis while the latter were interviewed to establish sources of errors and ways to overcome them. The study has revealed that the following were the most frequent errors: tense, spelling, subject-verb agreement, articles, nouns, capitalisation and fragment. The study has further revealed that inter- lingual and intra-lingual interferences were the main sources of errors. The study has further demonstrated that other factors such as a lapse in reading culture, carelessness and social media’s writing style influence students’ errors. This study has shown that Error Analysis is helpful to teachers because it enables them to identify specific and common problems. Teachers can, therefore, focus more attention on the identified problems. The findings have pedagogical implications for ESL teachers because they would employ appropriate pedagogy to minimise students’ errors in the area of grammar and sentence structures. The findings also have practical implications in the sense that some platforms could be organised in order to grill teachers on how to improve their content and pedagogical skills in ESL writing. Teachers could also use these platforms to share their experiences with fellow teachers and map the way forward to improve their instruction skills.

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Albuhairy, Mohammad Mahyoob, and Jeehaan Algaraady. "DeepSeek vs. ChatGPT: Comparative Efficacy in Reasoning for Adults’ Second Language Acquisition Analysis." مجلة العلوم التربوية و الدراسات الإنسانية, no. 44 (February 2, 2025): 864–83. https://doi.org/10.55074/hesj.vi44.1313.

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The advent of new generation language models has revolutionized the field of natural language processing (NLP) due to their exceptional understanding and human language generation capabilities. ChatGPT emerged as an essential model with remarkable strengths for various applications. DeepSeek has recently emerged as the latest advancement in NLP, showing great potential in pure text-generation jobs, semantic analysis, and context-dependent language modeling capabilities. The study investigates and compares the performance of DeepSeek and ChatGPT in assessing adult L2 (second language) acquisition errors applied primarily to South Asian Arabic learners. With this premise, we aim to evaluate their efficacy in detecting linguistic inaccuracies (morphology, syntax, semantics) and diagnosing cases of L1 (first language). Methods include error analysis of non-native Arabic sentences, comparative evaluation of the two models, and contrasting assessment of depth of reasoning. Results show that DeepSeek was significantly better at context-driven error detection (for instance, in detecting SOV word-order transfer), and ChatGPT presented more instructively relevant feedback. However, both needed fine-tuned prompts to bring in feedback related to semantic/pragmatic errors, such as missing articles and dialectal mismatches. Contributions include a proposal for integrating AI tools into L2 pedagogy, emphasizing contrastive drill and sociolinguistic awareness, and recommendations for training AI concerning L1-targeted error profiles. This research pushes the integration of AI into language instruction for scalable solutions for adult L2 learners while pointing at improvements needed in the models.

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Demir, Cuneyt. "Determining Efficient Post-writing Activity for Error Correction: Self-editing, Peer review, or Teacher Feedback?" Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 36 (June 21, 2021): 101–17. http://dx.doi.org/10.30827/portalin.v0i36.15824.

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Writing in English has always been a formidable obstacle for learners; accordingly, many studies aimed to find not band-aid but complete solutions for learners to improve their writing proficiency. One of these solutions, largely thought to reduce language errors, is error correction. However, instructors seem to be alternating between different corrective feedbacks with the purpose of determining the most efficient one for their students. Previous research largely compared peer feedback and teacher correction and ignored self-editing. In this sense, this study investigated three error correction methods, namely self-editing, peer review, and teacher corrections. To achieve this, three student groups were created and each group, composed of 10 students, was tested with one method. Wilcoxon, Kruskal-Wallis, and Mann-Whitney U tests were employed for analyses and the results yielded significant differences in terms of all methods concerning comparisons of pre- and post-tests. On the other hand, the test to determine inter-group differences found significant results for the method of teacher correction. Furthermore, the most frequent linguistic errors in students’ writing were revealed. This research contributes to teaching pedagogy by comforting instructors regarding the efficiency of teacher correction and suggests instructors focus on particularly spelling, punctuation, and article to prompt writing development.

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Chisholm, Alexandria, and Brett Spencer. "Let’s Get Moving!: Eight Ways to Teach Information Literacy Using Kinesthetic Activities." Pennsylvania Libraries: Research & Practice 5, no. 1 (May 12, 2017): 26–34. http://dx.doi.org/10.5195/palrap.2017.141.

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Kinesthetic pedagogy uses physical movement to stimulate learning; recent studies in higher education increasingly reveal the effectiveness of kinesthetic activities (KAs) in college teaching. Accordingly, this paper suggests that academic librarians explore the use of kinesthetic activities in their instruction. Librarians have designed many excellent classroom activities based on other active learning pedagogies that happen to provide opportunities for some student movement. However, few librarians have intentionally incorporated KAs into their instructional design or contextualized their efforts within kinesthetic pedagogy. Nevertheless, some existing teaching methodologies discussed in library literature can offer a starting point for kinesthetic-conscious information literacy (IL) teachers. This article presents librarians with a menu of effective, evidence-based library activities documented in the literature along with practical advice from our trial-and-error experiences to enhance the kinesthetic benefits of these activities and manage student movement in the classroom.

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Naghdipour, Bakhtiar. "Teacher-initiated vs. student-initiated written corrective feedback in EFL writing." Electronic Journal of Foreign Language Teaching 20, no. 1 (September 2023): 22–36. http://dx.doi.org/10.56040/bana2012.

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With the popularity of student-centered pedagogy in language education, research on alternative feedback strategies to supplement teacher written corrective feedback (WCF) has flourished in different contexts. Such research, however, has viewed alternative feedback strategies as initiated, deployed, and controlled by teachers, paying little attention to students’ capability in identifying and correcting their linguistic errors on their own. The current study adopts a quasi-experimental design to investigate the impact of a student-initiated feedback intervention on undergraduate students’ error identification and correction ability at a major university in Oman. To this end, two groups of first-year students (n = 63) from two different sections of an essay writing course were assigned to a control group, who received the traditional teacher feedback, and an experimental group, who consulted alternative sources of feedback on their own. Analysis of the data from pre-test and post-test tasks revealed that while both groups significantly improved their scores on different error correction attempts over a 16-week semester, the source of feedback did not lead to significant between-group differences in the scores. Furthermore, qualitative data indicated that, despite some challenges, students drew on a variety of sources and resources to reduce linguistic errors in their writing.

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Nava, Imelda, Jaime Park, Danny Dockterman, Jarod Kawasaki, Jon Schweig, Karen Hunter Quartz, and Jose Felipe Martinez. "Measuring Teaching Quality of Secondary Mathematics and Science Residents: A Classroom Observation Framework." Journal of Teacher Education 70, no. 2 (February 7, 2018): 139–54. http://dx.doi.org/10.1177/0022487118755699.

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This study assesses the reliability of two observation rubrics, one in math and the other in science, and documents how the rubric data were used to inform a teacher education program. Classroom observations are typically considered essential for assessing teaching practice, yet many popular observation frameworks, while comprehensive in aim, do not appropriately capture key features of teaching valued by teacher education programs. Many of these tools do not attend to issues of equity, humanizing pedagogy, and thus, social justice. We report on the development of two observation rubrics—secondary math and science—that embody the aims and values of our teacher education program, specifically, equity and humanizing pedagogy, and the results of our examination of the reliability of ratings of teaching practice generated using these rubrics. We discuss the various sources of measurement error and the implications for further developing and using the observation rubric in our program.

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Kruszelnicki, Wojciech. "Pedagogika jako nauka hermeneutyczna i krytyczna. Problematyka rozumienia i dialogu w świetle teorii działania komunikacyjnego." Polska Myśl Pedagogiczna 8 (November 14, 2022): 361–87. http://dx.doi.org/10.4467/24504564pmp.22.019.16072.

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Artykuł ma na celu przeciwstawienie się dwóm rozstrzygnięciom dokonanym w ramach hermeneutycznej koncepcji pedagogiki R. Kwaśnicy: redukcji teorii pedagogicznej do hermeneutycznego rozumienia oraz uznaniu hermeneutycznej rozmowy za najwłaściwszy model dialogu o różnicach ujawniających się w poglądach na wychowanie. Błędem domagającym się korekty jest wycofanie się „pedagogiki rozumiejącej” ze sporu o wychowanie, pozostanie na bardzo umiarkowanym poziomie hermeneutyki filozoficznej i w ten sposób pozbawienie się narzędzi do krytycznego indagowania aktualnej teorii i praktyki pedagogicznej. Przezwyciężenie tego błędu wymaga krytyki najważniejszych założeń, jakie pedagogika hermeneutyczna przejęła od Hansa-Georga Gadamera. Pedagogy as a Hermeneutic and Critical Science: The Problematics of Understanding and Dialogue in the Light of the Theory of Communicative Action The aim of this paper is to oppose two resolutions put forward within R. Kwaśnica’s hermeneutic conception of pedagogy: the reduction of pedagogical theory to hermeneutic understanding and the recognition of hermeneutic dialogue as the most accurate model of dialogue regarding the differences manifesting themselves in manifold beliefs on education. Pedagogy’s withdrawal from the educational debate is an error that needs correction and its very moderate level of philosophical hermeneutics deprives it of the instruments necessary to critically interrogate current educational theory and practice. To overcome this obstacle, one needs to critique the essential assumptions that hermeneutic pedagogy has taken up from Hans-Georg Gadamer.

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Rahman, Md Momtazur. "An Error Analysis of Students' Paragraphs and Essays: A Case of First-Year Students of an English Medium University in Bangladesh." International Journal of Language and Literary Studies 4, no. 4 (December 31, 2022): 350–63. http://dx.doi.org/10.36892/ijlls.v4i4.1094.

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Writing is deemed an enticing task in second language learning. Most researchers reason that second-language speakers of English not only find difficulty in writing tasks but speakers whose first language is English also face problems in writing. Therefore, the ability to communicate viably in English by both second language speakers and native speakers requires comprehensive and specific instruction. It is obvious that writing plays an integral role in student's academic life, and academic writing in English has brought considerable attention in English medium universities in Bangladesh. So, the International University of Business Agriculture and Technology (IUBAT) is no exception. This university, a non-government tertiary level and English medium institution in the country emphasize English's importance in producing its graduates from its inception. Writing is a productive skill; as an instructor at this university, I identify students’ difficulty writing compositions. In this paper, I explored the writing errors in a corpus of 30 paragraphs and 15 essays written by first-year students of IUBAT. The findings revealed that students have to face the serious challenges of writing error-free compositions even after completing the two English proficiency courses. Out of the 45 scripts that were analyzed, 96 errors were identified. The study further revealed that 66 of these total errors were related to grammatical errors and poor structuring of sentences. 28 errors were related to the mechanics of writing. The findings of the study direct recommendations and implications for educators, policymakers, and curriculum developers. This study has repercussions for pedagogy and future research in error analysis.

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Daud, Hazirah. "A Study on Tense Errors in the Compositions of Secondary Students in Brunei." J-Lalite: Journal of English Studies 4, no. 1 (June 30, 2023): 51. http://dx.doi.org/10.20884/1.jes.2023.4.1.8437.

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This study examines the errors in tenses made by 34 secondary students in Brunei who were asked to write a short story based on a picture composition, with the focus on testing Krashen's Natural Order Hypothesis (NOH) in L2 acquisition. The objective of the study is to test the theory in NOH that irregular past tense is acquired before regular past tense through the analysis of the errors made in the verbs. The collected data were analyzed based on the four steps of error analysis: identification, description, explanation, and evaluation. The findings suggest that irregular past tense for verbs such as "go," "is," "eat," and "buy" were the most commonly found errors, mainly due to inappropriate or incorrect tense markings. Contrary to the hypothesis, the study suggests that irregular verbs are not necessarily acquired before regular past tense, possibly due to the large number of irregular verbs that learners need to know. Thus, the article concludes that the study provides useful information for language pedagogy and emphasizes the importance of considering the learners' L1 and individual differences in language acquisition.

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Haworth, Penny. "The Quest for a Mainstream EAL Pedagogy." Teachers College Record: The Voice of Scholarship in Education 111, no. 9 (September 2009): 2179–208. http://dx.doi.org/10.1177/016146810911100906.

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Background/Context Previous research shows that class teachers often have little training to teach students with English as an additional language (EAL), so they may operate on a trial-and-error basis, become frustrated easily, feel negative, and have little confidence in their ability to be successful with EAL students. In addition, mainstream teachers may be reluctant to prioritize relevant professional development if there are just a few EAL students in the class. Teacher educators may therefore struggle to help these teachers, particularly because the existing literature seldom provides any guidance on how to adapt effective EAL pedagogic frameworks for use in a busy mainstream class setting. Purpose This inquiry sheds light on the realities for teachers who have small numbers of EAL students in their mainstream classes, and the factors that influence their practice decisions with regard to these students. Setting The investigation was undertaken in four primary schools in the central North Island of New Zealand, a region that characteristically has just small numbers of EAL students. Each of these schools became the setting for the study for one term over the course of a four-term school year. Participants In each school, 1 teacher in a Year 1-2 class and 1 in a Year 5-6 class took part. The 8 class teachers had a range of general and EAL teaching experience. Research Design A qualitative approach, which used in-class observations interspersed with a series of in-depth reflective discussions with each class teacher, allowed for the evolution of in-depth insights over time. Findings/Results It was found that some teachers generated strategies for EAL students within the context of regular class instruction, whereas others worked with individual EAL students within the class. However, most teachers reported they experienced stress when trying to balance the individual needs of EAL students with those of the rest of the class. Ultimately, it emerged that the teachers’ efforts to develop useful working theories and practices with EAL students were influenced by the dynamic interaction of factors within and across three contextual layers: the personal-professional, the immediate classroom interaction, and the wider educational context. Conclusions/Recommendations In conclusion, it is argued that simply providing teachers with professional input on existing EAL pedagogy addresses just one part of the problem. If teacher educators intend to significantly influence teachers’ practice decisions with EAL students, it may be important to take a broader sociocultural approach that considers the interaction of factors within and across the three contextual layers of teachers’ professional lives.

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Chaiyaphat, Witsanu, and Jarurat Thammawong. "Error Analysis of Collocation Translation from Thai into English of English Major Students." Journal of English Language and Linguistics 5, no. 2 (August 26, 2024): 196–207. http://dx.doi.org/10.62819/jel.2024.508.

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This study was conducted to investigate the use of English collocations by second-year EFL learners at Udon Thani Rajabhat University when translating from Thai into English. The participants were 36 EFL learners who enrolled in the Translation II course in the academic year 2023. The learners were tasked with translating a Thai news article into English within a three-hour timeframe. The researchers analyzed the learners' translations to examine the use of collocations when translating from the learners’ first language into the target language. The study employed Benson et al.'s (2009) framework of six collocation types: verb + noun, adjective + noun, noun + verb, noun of noun, adverb + adjective, and verb + adverb. The findings revealed that the most common error for the students was in translating "verb + noun" collocations from Thai into English. Conversely, the students were successful in producing "adjective + noun" and "verb + adverb" collocations. The study discussed the theoretical challenges of collocations in translation and provided recommendations for pedagogy and future research in this area.

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Salihuddin, Wan Muhammad Hafiy Wan, Faieza Abdul Aziz, and Norhamidi Mohd Shukri. "ADVANCING MECHANICAL DESIGN PEDAGOGY WITH HOLOLENS 2 MIXED REALITY ENVIRONMENTS: A CYBERGOGY EXPLORATION." International Journal of Manufacturing Economics and Management 4, no. 2 (December 20, 2024): 81–87. https://doi.org/10.54684/ijmem.2024.4.2.81.

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Mixed Reality (MR) and Augmented Reality (AR) technologies have gained popularity among companies due to their ability to engage user with digitalized 3D media and information. The ability to interact with the virtual objects while keeping the real-world scenery make them very useful in certain fields. Nowadays, traditional teaching methods, which involve using paper to deliver information and exercises, are outdated. With the advancement of technology, the modernization of teaching process should be utilized to improve the quality of education, especially involving laboratory experiment. Current learning process can be improved in many aspects as traditional method is time-consuming and prone to errors, which affect the result. The goal of this work is to develop an MR application for Programmable Logic Controller (PLC) experiments, evaluate the effectiveness of the developed MR application for the chosen laboratory experiments and implement MR in education system to achieve goal 4 (Quality Education) of Sustainable Development Goal (SDG). Microsoft Hololens 2 and a smartphone were used in this experiment together with a Programmable Logic Controller (PLC) Lab Apparatus. AR and MR application were developed, beginning with modeling 3D in SOLIDWORKS, then transferred to Blender 3.4, Unity 3D, and Vuforia engine. The scripts were then compiled, and the scenes were rendered before the file can be exported into the smart glasses. Thirty (30) participants from Department of Mechanical and Manufacturing Engineering were introduced to MR and AR technologies. This case study collected three main data during the experiment: Task Completion Time (TCT), error counts and number of hints. Participants were also required to answer a set of questionnaires at the end of the experiment. The result showed that 60% of the participants preferred to use MR-based instruction compared to other methods. MR-based instruction also receives good and positive feedback from the questionnaires.

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Amoakohene, Benjamin. "Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences." International Journal of Higher Education 6, no. 4 (July 23, 2017): 54. http://dx.doi.org/10.5430/ijhe.v6n4p54.

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Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis.

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Silva, Juan, María-Julia Morales, José-Luis Lázaro-Cantabrana, Mercè Gisbert, Paloma Miranda, Ana Rivoir, and Alicia Onetto. "La competencia digital docente en formación inicial: Estudio a partir de los casos de Chile y Uruguay." education policy analysis archives 27 (August 19, 2019): 93. http://dx.doi.org/10.14507/epaa.27.3822.

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At present, it is essential for teachers to develop digital competence (DCT), starting at their initial training, to properly use Information and Communication Technologies (ICTs) in their daily practices, in addition to promoting DCT in the students. This article presents the main results of a comparative DCT study in last year pedagogy students in Chile and Uruguay. A mixed methodology was used to design and validate a test-type instrument with experts, which presented the use of ICTs in teaching contexts. This methodology enabled assessing DCT at four levels of dimensions with 10 indicators. The instrument was applied to a stratified representative sample with 5% margin of error made up of 568 pedagogy students, 273 from Chile and 295 from Uruguay. The results show an average score for the 10 assessed indicators (over a maximum of 4 points) of 2.3 for Chile and 2.2 for Uruguay, and an achievement level of 56.28% and 54.89%, respectively. These results provide a basis to guide public policy of both countries to strengthen the inclusion and treatment of DCT in initial teacher training.

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Sari, Putu Pande Novita, I. Gede Budasi, Ni Luh Putu Sri Adnyani, and Ni Komang Arie Suwastini. "THE ERROR ANALYSIS OF INTERLINGUAL AND INTRALINGUAL INTERFERENCES OF THE STUDENTS: A CASE STUDY OF TOURISM STUDY PROGRAM." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 24, no. 1 (June 11, 2021): 69. http://dx.doi.org/10.24252/lp.2021v24n1i7.

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Abstract: This study aimed to analyze the students' interlingual and intralingual interferences of Tourism Study Program at a State University in North Bali. A qualitative approach was applied by examining the students' final projects of English writing for the academic year 2020/2021. In this case study, 15 final projects were chosen using the purposive sampling technique. Data collection was done through reading, note-taking, classifying, and describing. The findings revealed that the most frequent interlingual form produced by the students was using Indonesian Syntax Pattern, while the intralingual form was the simplifications. Therefore, interlingual and intralingual interferences were found in the students' final project. There are two implications of this study, i.e. (i) teachers need to enhance their pedagogy for the teaching and learning sessions, particularly English grammar, (ii) students should learn more the English grammatical rules, which they can access many sources to learn English through watching a movie, listening to songs, talking with native speakers, reading novels and magazines.Abstrak:Penelitian ini bertujuan untuk menganalisis interlingual dan intralingual mahasiswa Program Studi Pariwisata di salah satu Universitas Negeri di Bali Utara. Pendekatan kualitatif digunakan dalam penelitian ini dengan menguji tugas akhir siswa dalam penulisan bahasa Inggris pada tahun ajaran 2020/2021. Dalam studi kasus ini, dipilih 15 tugas akhir dengan teknik purposive sampling. Pengumpulan data dilakukan melalui membaca, mencatat, mengklasifikasi, dan mendeskripsikan. Hasil temuan mengungkapkan bentuk interlingual yang paling sering dihasilkan oleh siswa adalah menggunakan Pola Sintaks Bahasa Indonesia sedangkan bentuk intralingualnya adalah penyederhanaan. Dengan dimikian, terdapat error interlingual dan intralingual dalam tugas akhir mahasiswa. Ada dua implikasi dari penelitian ini, yaitu (i) pengajar perlu meningkatkan pedagogi mereka untuk proses belajar mengajar khususnya tata bahasa Inggris, (ii) pembelajar harus mempelajari lebih lanjut aturan tata bahasa Inggris. Mereka dapat mengakses banyak sumber untuk belajar bahasa Inggris seperti menonton film, mendengarkan lagu, berbicara dengan penutur asli, membaca novel maupun majalah.

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Álvarez Alonso, José Félix. "La pedagogía de Alfonso de Castro en sus homilías sobre el Salmo 50 / Alfonso de Castro’s pedagogy in his homilies on Psalm 50." Cauriensia. Revista anual de Ciencias Eclesiásticas 10 (January 25, 2016): 31–66. http://dx.doi.org/10.17398/2340-4256.10.31.

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El error protestante requería para contrarrestarlo de una predicación sólida que transmitiese fielmente la recta doctrina católica. Alfonso de Castro O. F. M se convirtió en un paladín de este cometido gracias a unas dotes oratorias que le llevaron a ser predicador real de la mano de Felipe II. Gran parte de ese éxito se debe a la utilización por parte del fraile franciscano de una pedagogía concreta heredada de su labor como docente en las aulas salmantinas del Convento de San Francisco. En el presente artículo repasamos los mecanismos pedagógicos que el autor utiliza en las cinco primeras homilías dedicadas al miserere para tratar de modelar discursivamente la doctrina y hacerla asequible para el auditorio.The protestant error in order to be counteracted required of a solid preaching whic transmit exactly the severe Catholic doctrine. Alfonso de Castro M. F. O. became an expert in this task thanks to oratorical skills that led him to be the Royal Preacher under Felipe II’s leadership. The majority of his success is due to this Franciscan Friar’s use of a particular pedagogy inherited from his job as a teacher at San Francisco Monastery in Salamanca. In this article the pedagogical devices used by the author in the first five homilies are reviewed. They were devoted to Miserere to try to model the doctrine discursively and make it accessible to the audience.Palabras clave: Alfonso de Castro, Orden Franciscana, Pedagogía, Predicación, Penitencia, Misericordia.Keywords: Alfonso de Castro, Franciscan Order, Pedagogy, Preaching, Penance, Mercy.DOI: http://dx.medra.org/10.17398/1886-4945.10.31

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Sundari, Dike, Jumatul Hidayah, Sarwo Edy, and Farida Esmianti. "Error Analysis of English Sentence Structure in Students’ Written Paragraphs." ENGLISH FRANCA : Academic Journal of English Language and Education 5, no. 1 (May 28, 2021): 37. http://dx.doi.org/10.29240/ef.v5i1.2173.

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This research aimed to find out the types of sentence structure errors in English paragraphs written by tertiary English students and the factors causing the errors. This research employed an explanatory mixed-method design. Fourth-semester students from the English department of IAIN Curup were engaged as the subjects of this research. Positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. The quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by Dulay, Burt, and Krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. Those types of errors were exhibited in a proximate composition which meant that the students had compatible difficulties in terms of the four types of errors. As uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. Subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of English rules and norms, and the lecturer's teaching material delivery and method. Anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of SLA and EFL pedagogy-related theories were offered to help lower the factors causing English sentence structure errors in writing skills. Keywords: Errors, Sentence Structure, English writing skill

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Sanesi, Matteo. "Methods for correcting translation errors in the context of professional training of students." Philology. Theory & Practice 17, no. 11 (November 8, 2024): 3936–43. http://dx.doi.org/10.30853/phil20240554.

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This research aims to establish a foundation for understanding the concept of error in the context of translation pedagogy and studies, while also providing a comprehensive overview of the methods that can be efficiently applied to minimize the occurrence of errors in an educational setting. This effort is essential in today’s world, where the quality of translation must improve alongside the technological and practical tools available to translators, in order to develop competitive and knowledgeable professionals. The research offers the potential solution to address the urgent need for establishing a modern pedagogical approach to translation and its associated challenges. The foundation of the discipline must be broadened to reflect the growing significance of this discipline in our increasingly interconnected world. The scientific novelty of this research lies in its potential to introduce a new perspective on methods that help translation adapt to contemporary challenges. By categorizing types of errors and situational contexts in which they arise, this approach enables a comprehensive analysis and targeted correction process. This structured methodology not only facilitates effective error correction but also aids students in retaining these insights for future application. The paper explores the originality of aligning a series of approaches that not only help identify and understand translation errors but also provide effective solutions for correcting them, which can be implemented by teachers. As a result, we note that while institutions may lag in providing necessary materials and resources, implementing these new findings necessitates a metacognitive and lifelong learning perspective. Students should be trained to critically analyze errors through various contextual lenses and circumstances. A solid understanding of culture improves the accuracy of conveying meaning between source and target languages; however, the risk of errors persists, especially when the training of new translators is inadequate.

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Li, Xuheng. "The Application of Experiential Teaching in College English Education." Journal of Education, Humanities and Social Sciences 22 (November 26, 2023): 467–74. http://dx.doi.org/10.54097/ehss.v22i.12507.

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As a basic education subject in colleges and universities, English has a direct impact on the effectiveness of teaching due to its strong practicality and dependence on context. Because of the changes in the development of the times, the requirements of English classroom teaching have also changed, and the traditional full-teaching mode can no longer achieve the teaching goals required by the syllabus. Experiential pedagogy, as one of the innovative teaching modes that are the focus of today's research, has been verified by researchers through trial and error and found to have real advantages in language teaching. Therefore, there is a practical necessity for the implementation of experiential pedagogy in university English education and teaching. In this article, I will collect and analyze the existing literature to explore the differences between the experiential teaching method and traditional teaching in university English, based on the concept and advantages of experiential teaching, and combined with the current objectives of English teaching, I will explore the specific measures of this teaching method in English teaching to stimulate the student's interest in learning and to improve the effect of teaching in English classroom.

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Ahmad, Mushir, and Nik Mohd Rahimi Nik Yusoff. "A BIBLIOMETRIC ANALYSIS OF ERROR ANALYSIS IN ARABIC LANGUAGE LEARNING AND ESSAY WRITING AT THE SECONDARY LEVEL." International Journal of Modern Education 6, no. 23 (December 24, 2024): 720–33. https://doi.org/10.35631/ijmoe.623049.

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This bibliometric analysis investigates research trends in Arabic language learning and essay writing at the secondary level, aiming to understand the academic landscape and its evolution. The primary problem addressed is understanding how contemporary methods, including data-driven and AI-assisted approaches, influence the study of Arabic language acquisition and writing skills. Utilising Scopus Analyzer and VOSviewer software, a dataset of 1,542 documents was analysed to identify trends, popular keywords, research collaborations, and citation networks. Numerical results reveal that terms like “deep learning” and “machine learning” are frequently associated with studies on Arabic essay writing, indicating a shift towards integrating technological solutions in language pedagogy. The analysis also shows significant international collaborations, with leading contributions from countries such as China, the United States, and the United Kingdom, alongside notable input from Middle Eastern and Southeast Asian regions. The findings suggest that while traditional linguistic approaches remain relevant, there is a clear trend towards the adoption of innovative and data-centric methodologies.

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KARLSTRÖM, PETTER, TERESA CERRATTO-PARGMAN, HENRIK LINDSTRÖM, and OLA KNUTSSON. "Tool mediation in Focus on Form activities: case studies in a grammar-exploring environment." ReCALL 19, no. 1 (January 2007): 39–56. http://dx.doi.org/10.1017/s0958344007000419.

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We present two case studies of two different pedagogical tasks in a Computer Assisted Language Learning environment called Grim. The main design principle in Grim is to support ‘Focus on Form’ in second language pedagogy. Grim contains several language technology-based features for exploring linguistic forms (static, rule-based and statistical), intended to be used while writing. Our question is, in what ways does Grim support Focus on Form in actual classroom use. We have explored this question within sociocultural theory, emphasizing tool mediation and how tools shape the learner’s activity. The first case concerns a text-reconstruction exercise in which students worked in a pair within the Grim environment. The second case was conducted with another group of students, who engaged in collaborative revision of texts, written in advance by one of the students, in student pairs. In both studies, students were instructed and encouraged to use the different features of Grim. Data was collected by recording dialogue during the sessions with Grim. Our results show how learners put the features of Grim into use in their writing tasks. In some instances, the program was used creatively, in combination with external tools such as the users’ own dictionaries, knowledge of other languages, or teachers. In other instances, we note that Grim was used for error correction, rather than as a language resource. The learners’ activities are thus transformed by their use of the program, from the tasks of revision and text-reconstruction into error correction. The application shapes the activity, in conjunction with the pedagogical tasks. We argue for studying the activities of students with CALL tools, in order to find out in detail how tasks and technology concur in use and what view on language and pedagogy they mediate.

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42

Hansen, Bruce E. "A Modern Gauss–Markov Theorem." Econometrica 90, no. 3 (2022): 1283–94. http://dx.doi.org/10.3982/ecta19255.

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This paper presents finite‐sample efficiency bounds for the core econometric problem of estimation of linear regression coefficients. We show that the classical Gauss–Markov theorem can be restated omitting the unnatural restriction to linear estimators, without adding any extra conditions. Our results are lower bounds on the variances of unbiased estimators. These lower bounds correspond to the variances of the the least squares estimator and the generalized least squares estimator, depending on the assumption on the error covariances. These results show that we can drop the label “linear estimator” from the pedagogy of the Gauss–Markov theorem. Instead of referring to these estimators as BLUE, they can legitimately be called BUE (best unbiased estimators).

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43

Kozolup, Mariya, Olha Patiyevych, Halyna Kryzhanivska, and Olesya Antokhiv-Skolozdra. "Challenges for non-English speakers: inter- and intralingual factors shaping the writing of Ukrainian authors in biologial sciences." Studia Biologica 17, no. 3 (September 2023): 167–88. http://dx.doi.org/10.30970/sbi.1703.728.

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Background. Nowadays, almost all indexed journals expect submissions in English, which is a great challenge for exophonic authors. Code-switching context, where cross-language effects, especially native language interference, are well distinct, is critical for approaching the dilemma. Navigating the complicated issues of language-related challenges will be impossible without referring to three crucial levels of written production: lexical, syntactic, and textual. In our investigation, we address the nature of potential errors and their inter- and intralingual origins. In particular, we identify and interpret the deviations from Standard English in scholarly research writing of Ukrainian authors in the field of life sciences, exemplify and classify errors into categories based on the type of language misuse. Materials and Methods. Language material for the study comprised 50 manuscripts submitted by authors from Ukraine to the journal “Studia Biologica”. This research is a mixed-method study encompassing descriptive qualitative and descriptive quantitative methods. Content analysis was employed as the data gathering technique. The analysis of texts was focused on tracing deviations from consistent principles and rules of Standard English and linguistic features of English research discourse and encompassed such steps as highlighting the error, cross-checking and stating the deviation, listing and classifying the errors, and tracing a possible connection of the error to authors’ first language interference. Results. The study identified language areas where Ukrainian authors fail to effectively communicate their ideas to the global academic community. At the textual level, the problem areas encompass defective paragraph structure and excessive verbosity. At the syntactic level, the most critical deviations from the language and stylistic norm comprised misuses of word order and clauses, wordy and confusing sentences with multiple issues that hinder the readability of text. The most widespread grammatical mistakes include missing predicates, faulty subject-verb agreement, incorrect forms of the verb, and inappropriate use of articles, pronouns, demonstratives and quantifiers. At the lexical level, the prevalent errors relate to various types of loan translation, but also include improper word choices and poor vocabulary. Orthographic mistakes, though in minority, refer to the spelling of toponyms, capitalisation, switching from American to British orthographic standards and other random spelling errors. Conclusions. An insight into the nature of the analysed deviations suggests the presence of both intra- and interlingual factors that cause mistakes in papers submitted for publication in the field of life sciences. The error analysis can be beneficial in the educational process for both educators and practitioners. Proper understanding of the functional mechanism of the mistakes might increase the awareness of the potential pitfalls and consequently help avoid them. The classification of errors can be adopted in the educational process and contribute to the development of error pedagogy.

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Phuong, Thi Thanh Huyen. "Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice." SAGE Open 12, no. 3 (July 2022): 215824402211266. http://dx.doi.org/10.1177/21582440221126612.

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In EFL classrooms today, teachers are facing the challenge of helping their students improve their intelligibility in international communication in English. Feedback is one of the main ways through which teachers are performing the task. However, feedback on students’ English pronunciation has not received commensurate attention in EFL contexts. Aiming to shed some light on this essential but neglected aspect of English language teaching (ETL), this study examines the beliefs and practices of ten experienced teachers of English at a non-English-major university in Vietnam. Findings derived from semi-structured interviews and classroom observations show that teachers largely shared a strong belief in the importance of feedback in learners’ pronunciation development. Teachers were found to mainly focus on instant feedback rather than delayed feedback, and on individual errors rather than collective ones. Findings also indicated that teachers’ approaches to feedback provision diverged greatly, which were confined by their varying expectations in pronunciation pedagogy, different knowledge, and beliefs regarding how to correct, what to correct, and who would benefit from error correction. On the basis of the findings, implications for classroom practices and teacher training were discussed.

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45

Udu, David Agwu, John Nmadu, Chidebe Chijioke Uwaleke, Adaora Phina Anudu, Benjamin Chukwunonso Okechineke, Precious Chisom Attamah, Chinonso Osuji Chukwuemeka, Chibueze Nweke Nwalo, and Odimkpa Christiana Ogonna. "Innovative Pedagogy and Improvement of Students’ Knowledge Retention in Science Education: Learning Activity Package Instructional Approach." Pertanika Journal of Social Sciences and Humanities 30, no. 3 (September 9, 2022): 1404–26. http://dx.doi.org/10.47836/pjssh.30.3.25.

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Knowledge retention can be described as the ability of the students to assimilate available information during the learning process and recall/apply such knowledge obtained over time. Previously, students’ active involvement in the teaching and learning processes through innovative pedagogies has enhanced their capacity for knowledge retention. This study, therefore, evaluated the potency of innovative pedagogy, the learning activity package (LAP), in fostering students’ knowledge retention in science subjects in secondary schools, using gender as a moderating variable. The design was quasi-experimental. The sample was 208 class two students grouped into experimental and control groups exposed to LAP and lecture methods, respectively. Data were obtained using the Chemistry Achievement and Retention Test and analyzed with mean, standard deviation, standard error, and the analysis of covariance, computed with SPSS. The findings revealed that the innovative pedagogy improved the students’ knowledge retention in science more than the lecture method at F (1,202) = 45.72, p = .00, p ˂ .05. Besides, there was no interaction effect of method and gender on the students’ retention of knowledge in science at F (1, 203) = 2.47, p = .12, p > .05. The implication is the avalanche of innovative science teachers who blend their instructional strategies to provide for the student’s active participation in the teaching-learning processes for enhanced students’ knowledge retention in science subjects. This research is novel because science teachers can easily adopt the LAP approach for effective lesson delivery, culminating in enhanced students’ knowledge retention in secondary schools in developing nations.

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46

Costa-Silva, Jean, and Vera Lee-Schoenfeld. "Syntactically branching out beyond the traditional classroom: A report on the discovery method." Language 100, no. 3 (September 2024): e99-e123. http://dx.doi.org/10.1353/lan.2024.a937195.

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Abstract: This article reports on the successful implementation of the discovery method in an undergraduate Generative Syntax course. Rather than reading textbooks on syntactic analysis and doing exercises to apply what was read, students embark on a nine-stage learning cycle consisting of interactive, guided, and independent work. They engage with problem sets to build their own analyses of syntactic phenomena step by step. This method—meant to resemble the work of real-life scientists—allows students to hypothesize, experiment, and build knowledge from trial and error (Kolb 1984, Prince 2004). To measure the effectiveness of our pedagogy, we analyzed course evaluations submitted from 2012 to the present. Learner feedback shows that they find the assignments and activities helpful, that the course challenges them to think and learn, and that they consider the weekly write-ups demanding, yet highly beneficial for their learning.

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47

Robert G Arrogante and Nadine R Rejano. "Exploring the preservice training of assistant language teachers in Japan: Contents, gaps and recommendations." World Journal of Advanced Research and Reviews 25, no. 1 (January 30, 2025): 2414–23. https://doi.org/10.30574/wjarr.2025.25.1.0303.

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This study explored the preservice training programs of Assistant Language Teachers (ALTs) in Japan, analyzing their content, identifying gaps and overlooked essential topics, and proposing enhancements to equip ALTs for their roles better. A mixed-methods approach was employed, combining survey data analyzed through descriptive statistics and thematic analysis. Findings revealed that training emphasized foundational topics such as Introduction to English Education and Team Teaching, highlighting the need for understanding Japan's education system and collaborative teaching roles. However, less attention was given to Error Correction and Feedback and Reading and Writing, indicating potential gaps. ALTs suggested additional training in Cultural Awareness, Lesson Planning, Classroom Management, and Professional Growth, emphasizing cultural competence, practical strategies, and career development. The study concluded that while effective in some areas, current training programs must address these gaps to align better with ALTs' needs. Recommendations include expanding modules on error correction, reading and writing pedagogy, cultural sensitivity, lesson planning, and classroom management. Professional development opportunities like certifications were also suggested to support long-term career growth. These improvements aim to enhance ALTs' effectiveness in Japanese classrooms and improve English education outcomes. Future research could explore the impact of such improvements on classroom effectiveness and student learning.

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48

Jatau, Stephen, Ibrahim Ahmad Shehu, and Fauziyat Abdulrauf. "A Study of Pronunciation Errors of First Year Students of English Education, Nasarawa State University Keffi, Nigeria." African Journal of Humanities and Contemporary Education Research 15, no. 1 (July 12, 2024): 311–23. http://dx.doi.org/10.62154/zyd29x44.

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The paper examines pronunciation errors of first-year students of English, Nasarawa State University Keffi, Nigeria, with the view of helping them to improve their spoken aspect of English. A survey research design was employed to carry out the study. The population of the study comprises of 50 randomly selected first-year students of English Education. Oral Production Test (OPT) was the instrument used in carrying out this study. The respondents were asked to pronounce 20 randomly selected words and their speeches were tape-recorded, played and listened to ascertain their pronunciation errors and compare them with the standard pronunciation. Error Analysis is the theoretical framework employed for this study. The results show that the consonant sounds / θ/ was substituted for /t/, /ð/ for /d/, /ʃ/ for /tʃ/, /z/ for /s/, and /v/ for /f/ in words like; ‘there’ /ðeə/ for /dia/, ‘theme’ /θi:m /for /tim/, ‘chagrin’ /ʃa:gri/ for /tʃagin/, ‘things’ /θiŋz/ for /tiŋs/, and ‘of’ /ɔv/ for /ɔf/ respectively. The vowel sounds /ʌ/ was substituted for /ɔ/, /e/ for /i/, /ɜ:/ for /ɔ:/, /a:/ for /æ/ and /ə/ for /æ/. Also, words that have consonant clusters; /stj-/ and /mpts/, and words that have complex spelling systems; ‘ewe’ /ju:/ and ‘ewer’/juə/ posed pronunciation difficulties to the study population. Identifying these areas of pronunciation difficulties will assist curriculum planners, syllable compilers teachers and textbooks writers to map out these areas of pronunciation difficulties for improved pedagogy.

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49

Myronchuk, N. "THEORETICAL AND METHODOLOGICAL BASIS OF FORMING THE ORGANIZATIONAL SKILLS OF THE SCIENTIFIC LYCEUMS STUDENTS." Zhytomyr Ivan Franko state university journal. Рedagogical sciences, no. 4(111) (December 30, 2022): 94–110. http://dx.doi.org/10.35433/pedagogy.4(111).2022.94-110.

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The article substantiates the relevance of students' organizational skills in learning and research activities and shows that their formation determines productivity and work efficiency. The essence of the approaches to considering the problem of forming the student’s organizational skills is characterized: neuroscientific, psychological, sociological, phenomenological and pedagogical. It is noted that education in scientific lyceums has a research-oriented character and is aimed at forming of students’ research competence. Students’ organizational skills in project-technological activities are determined. Ways of forming students' organizational skills are indicated: trial and error method, systematic cognitive and creative activity in the learning process, special training. The importance of the use of information and communication technologies in the students’ educational-research activities is substantiated. The reasons for insufficient formation of students' organizational skills are defined: sociocultural, pedagogical, ergonomic and organizational. A students’ survey of the educational-pedagogical field of knowledge was conducted regarding the level of their readiness to perform research activities in a higher education institution. Questionnaires "Self-assessment of the level of organization", "Organizational research skills" are used. Based on the results of the survey, 88,1% of people indicated the difficulties of forming organizational research skills: lack/insufficiency of experience in research activity; lack of organizational skills; insufficiency of information search skills; low-quality allocation of your time; inability to determine priorities. The essence and components of students' organizational research skills are defined. The conditions and methods of their formation in students based on the activity approach are specified. Prospects for further research are defined: to develop criteria for the selection of educational-training tasks and exercises for the development of organizational skills of scientific lyceums students.

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Qin, Jie, and Lei Lei. "Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020." Studies in Second Language Learning and Teaching 12, no. 3 (September 27, 2022): 381–404. http://dx.doi.org/10.14746/ssllt.2022.12.3.3.

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This study offers a bibliometric analysis of research trends in task-based language teaching (TBLT) from 1985 to 2020. The analysis covers research questions related to the publication trends, venues for publication, productive authors, highly cited articles and references and, more importantly, the most frequently explored TBLT-related topics and their developmental patterns across the past 35 years. Results showed that TBLT was still mostly approached from the traditional cognitive-interactionist and psycholinguistic perspectives with a focus on tasks, individuals (i.e., learners and teachers), task-related variables (e.g., task complexity and task repetition), task performance, and the resultant linguistic forms. While this field of research has witnessed a growing interest in learners’ individual differences and computer-mediated, technologies-assisted learning, a decreasing trend has been observed in topics related to error and recast. Implications for task-based research, pedagogy, and research methodologies are discussed.

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