The presentation covers two teachers evolving approaches to providing video feedback in their tea... more The presentation covers two teachers evolving approaches to providing video feedback in their teaching contexts. It highlights the potential strengths and current institutional limitations of the approaches, along with the teachers' own development.
Using sources appropriately is an important topic in teaching EAP. It involves a wide range of kn... more Using sources appropriately is an important topic in teaching EAP. It involves a wide range of knowledge and skills, from the avoidance of plagiarism to the rhetorical attention to authorial stance and voice. Although a number of studies have shed light on how students cope with the challenges of source use, less is known about how each aspect is addressed in widely used EAP or study skills textbooks. This article presents an analysis of the representation of source use in thirteen concurrently used textbooks of academic writing. It was found that most of these textbooks discuss definitions of plagiarism and how to avoid it, with a fair number of textbooks also providing substantial activities on paraphrasing and summarizing. However, how citations can be used to take a stance and develop voice in academic texts is underrepresented. Implications for designing teaching materials and using textbooks in the classroom will be discussed.
Source use is an important yet challenging feature of academic writing. Students may receive acad... more Source use is an important yet challenging feature of academic writing. Students may receive academic literacy support in their universities, but little research has focused on the support available on source use. This study addressed this gap by investigating two Chinese students’ engagement with a range of support on source use in one UK university over one-year taught Master’s programmes, namely, the link between input, student perception and their source use performance in writing. Text analysis, discourse-based interviews and semi-structured interviews were conducted with each participant at four stages over the year. It was found that different focuses of source use were addressed in different ways through add-on support courses, yearlong in-sessional EAP courses, subject lecturer’s guidance and feedback. The two students varied in their ability to recall the input and the actions they took, resulting in differences in their source use practices in writing. Implications on pro...
Screen capture tools are increasingly used to enhance learning in higher education, and the use o... more Screen capture tools are increasingly used to enhance learning in higher education, and the use of such tools to provide feedback to students has been enthusiastically supported by some, with early studies indicating its potential in terms of richness, in-depth explanation and its personal style for building tutor-student relationships. Despite this support, however, and the availability of increasingly user friendly software, to date there does not seem to have been a major take up of the screencast delivery mode of feedback in Higher Education. This article summarises earlier research and presents findings from a small-scale interview study of academic staff in a northern UK university. These findings relate to key barriers to technology uptake, principally the time to learn issue, along with institutional constraints, but they also point to factors relating to the nature of feedback itself within a dominant research-led university culture.
This article explores the potential for combining screencast videos with word processed marginal ... more This article explores the potential for combining screencast videos with word processed marginal comments in feedback to international Master’s students in TESOL. Recent research has highlighted the potential for screencast videos as a feedback delivery format, but their effectiveness in combination with other forms of feedback and in the context of international students in higher education is still largely unexplored. The article reports on a small-scale action research study of a formative feedback episode with international students at a northern university in the UK.. The feedback approach is considered within the wider teaching and assessment context. The combined approach produced explanatory feedback with a reader response tone that reduced negative affective factors and ‘pushed’ students to engage with their feedback. A consideration of the findings within the wider context of taught MATESOL programmes, however, highlighted assessment system constraints that reduced the effectiveness of such formative feedback.
The presentation covers two teachers evolving approaches to providing video feedback in their tea... more The presentation covers two teachers evolving approaches to providing video feedback in their teaching contexts. It highlights the potential strengths and current institutional limitations of the approaches, along with the teachers' own development.
Using sources appropriately is an important topic in teaching EAP. It involves a wide range of kn... more Using sources appropriately is an important topic in teaching EAP. It involves a wide range of knowledge and skills, from the avoidance of plagiarism to the rhetorical attention to authorial stance and voice. Although a number of studies have shed light on how students cope with the challenges of source use, less is known about how each aspect is addressed in widely used EAP or study skills textbooks. This article presents an analysis of the representation of source use in thirteen concurrently used textbooks of academic writing. It was found that most of these textbooks discuss definitions of plagiarism and how to avoid it, with a fair number of textbooks also providing substantial activities on paraphrasing and summarizing. However, how citations can be used to take a stance and develop voice in academic texts is underrepresented. Implications for designing teaching materials and using textbooks in the classroom will be discussed.
Source use is an important yet challenging feature of academic writing. Students may receive acad... more Source use is an important yet challenging feature of academic writing. Students may receive academic literacy support in their universities, but little research has focused on the support available on source use. This study addressed this gap by investigating two Chinese students’ engagement with a range of support on source use in one UK university over one-year taught Master’s programmes, namely, the link between input, student perception and their source use performance in writing. Text analysis, discourse-based interviews and semi-structured interviews were conducted with each participant at four stages over the year. It was found that different focuses of source use were addressed in different ways through add-on support courses, yearlong in-sessional EAP courses, subject lecturer’s guidance and feedback. The two students varied in their ability to recall the input and the actions they took, resulting in differences in their source use practices in writing. Implications on pro...
Screen capture tools are increasingly used to enhance learning in higher education, and the use o... more Screen capture tools are increasingly used to enhance learning in higher education, and the use of such tools to provide feedback to students has been enthusiastically supported by some, with early studies indicating its potential in terms of richness, in-depth explanation and its personal style for building tutor-student relationships. Despite this support, however, and the availability of increasingly user friendly software, to date there does not seem to have been a major take up of the screencast delivery mode of feedback in Higher Education. This article summarises earlier research and presents findings from a small-scale interview study of academic staff in a northern UK university. These findings relate to key barriers to technology uptake, principally the time to learn issue, along with institutional constraints, but they also point to factors relating to the nature of feedback itself within a dominant research-led university culture.
This article explores the potential for combining screencast videos with word processed marginal ... more This article explores the potential for combining screencast videos with word processed marginal comments in feedback to international Master’s students in TESOL. Recent research has highlighted the potential for screencast videos as a feedback delivery format, but their effectiveness in combination with other forms of feedback and in the context of international students in higher education is still largely unexplored. The article reports on a small-scale action research study of a formative feedback episode with international students at a northern university in the UK.. The feedback approach is considered within the wider teaching and assessment context. The combined approach produced explanatory feedback with a reader response tone that reduced negative affective factors and ‘pushed’ students to engage with their feedback. A consideration of the findings within the wider context of taught MATESOL programmes, however, highlighted assessment system constraints that reduced the effectiveness of such formative feedback.
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