Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of ERIC Descriptor... more Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of ERIC Descriptors Flipped Assessment, Peer Derived Feedback, Collaborative Learning, English (Second Language) Instruction, Blended (Web 2.0) Learning. This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.
Applied Dissertation,
Nova Southeastern University, Abraham S. Fischler School of
ERIC Descripto... more Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of ERIC Descriptors Flipped Assessment, Peer Derived Feedback, Collaborative Learning, English (Second Language) Instruction, Blended (Web 2.0) Learning. This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.
Though pedagogy is a term generally used by educators in regards to their instructional process, ... more Though pedagogy is a term generally used by educators in regards to their instructional process, does it truly reflect the learner's knowledge and experience with the subject being studied at the university level of education? That is, surely university students are not children, which the term pedagogy implies. In fact, these students have experience with life and have learning skills gained through their childhood education. University is the setting where they are expected to apply their experiences and to expand them during their courses of study. In this article, we argue that it is time for university educators, and the university system in general, to rethink the terminology used to describe the instructional process. We focus particularly on the concept of andragogy, its principles, and how it should be applied to the Japanese university context and to English language programs in particular.
Teaching a particular grammar point is an everyday occurrence for most language instructors. For ... more Teaching a particular grammar point is an everyday occurrence for most language instructors. For students, these lessons often seem more of a rehash of information filled with contradictory rules. The grammar focus for this paper is with the determiner where we will focus on the general use of the articles: a, an, the. With upwards of fifty rules governing their usage, students whose first language does on have the article, the learning to use them is a daunting challenge. The objective of this paper is to show the learner of English that some rules may be better applied as a generalization and that if general rules are applied, experience will guide remaining errors to improvement.
Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of ERIC Descriptor... more Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of ERIC Descriptors Flipped Assessment, Peer Derived Feedback, Collaborative Learning, English (Second Language) Instruction, Blended (Web 2.0) Learning. This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.
Applied Dissertation,
Nova Southeastern University, Abraham S. Fischler School of
ERIC Descripto... more Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of ERIC Descriptors Flipped Assessment, Peer Derived Feedback, Collaborative Learning, English (Second Language) Instruction, Blended (Web 2.0) Learning. This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.
Though pedagogy is a term generally used by educators in regards to their instructional process, ... more Though pedagogy is a term generally used by educators in regards to their instructional process, does it truly reflect the learner's knowledge and experience with the subject being studied at the university level of education? That is, surely university students are not children, which the term pedagogy implies. In fact, these students have experience with life and have learning skills gained through their childhood education. University is the setting where they are expected to apply their experiences and to expand them during their courses of study. In this article, we argue that it is time for university educators, and the university system in general, to rethink the terminology used to describe the instructional process. We focus particularly on the concept of andragogy, its principles, and how it should be applied to the Japanese university context and to English language programs in particular.
Teaching a particular grammar point is an everyday occurrence for most language instructors. For ... more Teaching a particular grammar point is an everyday occurrence for most language instructors. For students, these lessons often seem more of a rehash of information filled with contradictory rules. The grammar focus for this paper is with the determiner where we will focus on the general use of the articles: a, an, the. With upwards of fifty rules governing their usage, students whose first language does on have the article, the learning to use them is a daunting challenge. The objective of this paper is to show the learner of English that some rules may be better applied as a generalization and that if general rules are applied, experience will guide remaining errors to improvement.
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Papers by Paul Rowan
Nova Southeastern University, Abraham S. Fischler School of
ERIC Descriptors Flipped Assessment, Peer Derived Feedback, Collaborative Learning, English (Second Language) Instruction, Blended (Web 2.0) Learning.
This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The
feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English
language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.
Nova Southeastern University, Abraham S. Fischler School of
ERIC Descriptors Flipped Assessment, Peer Derived Feedback, Collaborative Learning, English (Second Language) Instruction, Blended (Web 2.0) Learning.
This applied dissertation compared traditional peer feedback activities, where students comment and edit a peer’s work using red pen on the document, with learner derived feedback critiques based on the task requirements provided by the instructor. The
feedback rubrics were created using a Web 2.0 application wiki. Framed by the experiential learning theory in an anagogical learning setting, this task-based approach focused on instructing students how to self-correct and edit their work in English
language classes at the university level in Japan. The objective of the investigation was to also identify learner preference for the approach they attempted, to how they conducted peer feedback, and whether or not student preferences were demonstrated in their efforts to meet the required outcomes. No specific preferences for the type of feedback could be clearly identified based in a quantitative survey of the participants. The results for the assigned task did show significance in learner performance: vocabulary, F(1, 85) = 4.055, p = .047; grammar, F(1, 85) = 7.720, p = .009. For content, the p = .143 was not significant; however, scores for the treatment group were stronger than those shown by the control group. The flipped assessment or peer derived feedback/critique approach to peer feedback activities, based on this research, is recommended in second language English writing classes and is a suggested activity in other educational disciplines.