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    Wyświetlanie 1-5 z 5
    Tytuł:
    Elo Rating Algorithm for the Purpose of Measuring Task Difficulty in Online Learning Environments
    Autorzy:
    Pankiewicz, Maciej
    Bator, Maricn
    Powiązania:
    https://bibliotekanauki.pl/articles/425608.pdf
    Data publikacji:
    2019
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    Elo
    rating algorithm
    task difficulty
    online learning environment
    learner feedback
    proportion correct
    Opis:
    The Elo rating algorithm, developed for the purpose of measuring player strength in chess tournaments, has also found application in the context of educational research and has been used for the purpose of measuring both learner ability and task difficulty. The quality of the estimations performed by the Elo rating algorithm has already been subject to research, and has been shown to deliver accurate estimations in both low and high-stake testing situations. However, little is known about the performance of the Elo algorithm in the context of learning environments where multiple attempts are allowed, feedback is provided, and the learning process spans several weeks or even months. This study develops the topic of Elo algorithm use in an educational context and examines its performance on real data from an online learning environment where multiple attempts were allowed, and feedback was provided after each attempt. Its performance in terms of stability of the estimation results in two analyzed periods for two groups of learners with different initial levels of knowledge are compared with alternative difficulty estimation methods: proportion correct and learner feedback. According to the results, the Elo rating algorithm outperforms both proportion correct and learning feedback. It delivers stable difficulty estimations, with correlations in the range 0.87–0.92 for the group of beginners and 0.72–0.84 for the group of experienced learners.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2019, 5 (82); 43-51
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effects of online learner-driven feedback on IELTS writing skills via Google Docs
    Autorzy:
    Ebadi, Saman
    Alizadeh, Ali
    Powiązania:
    https://bibliotekanauki.pl/articles/2087086.pdf
    Data publikacji:
    2021
    Wydawca:
    Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
    Tematy:
    learner-driven feedback (LDF)
    peer-editing
    academic writing
    Google Docs
    IELTS
    Opis:
    This study reports the results of a mixed-methods approach to investigate the impact of peer online learner-driven feedback (LDF) using Google Docs and peer-editing in a face-to-face classroom on EFL learners’ writing skill. As this study was conducted using a quasi-experimental design, two intact groups, each including twenty EFL learners, were selected as the participants of the study. They were attending an IELTS preparation course at a language school in Iran. To assess the learners’ IELTS academic writing skills, we used academic writing task 1 and task 2 and conducted semi-structured interviews to explore the learners’ perceptions towards the impact of online learner-driven peer-editing on writing tasks. An independent-samples t-test, along with two one-way MANCOVA, was used to analyse the quantitative data. The results showed that LDF-based peer-editing significantly enhanced the learners’ academic writing skills, compared to the conventional in-class feedback. The thematic analysis used to analyse the qualitative data shed light on the learners’ positive perceptions towards the effect of online learner-driven peer-editing on academic writing skills.
    Źródło:
    Teaching English with Technology; 2021, 21, 3; 42-66
    1642-1027
    Pojawia się w:
    Teaching English with Technology
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    High school EFL students’ beliefs about oral corrective feedback: The role of gender, motivation and extraversion
    Autorzy:
    Ha, Xuan Van
    Murray, Jill C.
    Riazi, A. Mehdi
    Powiązania:
    https://bibliotekanauki.pl/articles/1203052.pdf
    Data publikacji:
    2021-06-24
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    oral corrective feedback
    learner beliefs
    gender
    motivation
    Vietnamese secondary school
    Opis:
    This study employed an explanatory sequential mixed-methods research design to examine the beliefs of Vietnamese EFL students concerning oral corrective feedback (CF) and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 250 Vietnamese high school students and follow-up interviews with 15 of them. Exploratory factor analysis revealed six latent factors underlying students’ beliefs about CF, namely, (1) output-prompting CF and eliciting recasts, (2) desire for CF, (3) non-verbal cues, (4) important errors, (5) input-providing CF, and (6) less important errors. Descriptive statistics and thematic analysis of the interviews showed that students were positive about CF. They liked both input-providing CF and output-prompting CF for all error types. Metalinguistic feedback was the most strongly preferred, while clarification request was the least preferred. Further statistical analyses revealed some interesting relationships between students’ beliefs about CF and their gender, English learning motivation, and self-rated introversion/extraversion. Females were more positive about CF than males, and extraverted females were more positive about input-providing CF than introverted females. Also, students learning English for exams were more positive about CF than those learning English for communication. Pedagogical implications for effective feedback provision in EFL contexts are discussed.
    Źródło:
    Studies in Second Language Learning and Teaching; 2021, 11, 2; 235-264
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    PRZEKONANIA STUDENTÓW FILOLOGII ANGIELSKIEJ NA TEMAT NAUCZANIA GRAMATYKI
    English majors’ beliefs about grammar instruction
    Autorzy:
    Pawlak, Mirosław
    Mystkowska-Wiertelak, Anna
    Bielak, Jakub
    Powiązania:
    https://bibliotekanauki.pl/articles/1036702.pdf
    Data publikacji:
    2019-09-04
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    learner beliefs
    grammar instruction
    corrective feedback
    przekonania uczących się
    nauczanie gramatyki
    korekta błędów
    Opis:
    Learners’ beliefs concerning the process of learning and teaching a foreign language without doubt play a very important role since they can determine the effectiveness of the instructional techniques and procedures that are employed by teachers, thereby considerably influencing the outcomes of that process. This applies in equal measure to teaching all the language skills and subsystems, including grammar instruction, or, more generally, form-focused instruction. In view of such considerations, the aim of the present paper is to report the findings of a study which sought to tap the beliefs of 106 Polish students of English philology with respect to such issues as the choice of the syllabus, the degree of integration of focus on form with meaning and message conveyance, the ways in which grammar structures are introduced and practiced as well as the provision of corrective feedback on grammar errors. The data were collected by means of a questionnaire specifically designed for this purpose (Pawlak, 2012, 2013b), which contained both Likert-scale and openended questions related to all of these areas. The analysis of the data demonstrates that the participants manifest clear preferences with respect to the process of learning and teaching grammar, which, on the one hand, may provide a basis for introducing modifications into grammar classes taught to English majors, and, on the other, makes it possible to identify areas that should be given more emphasis in the course of educating future teachers of English.
    Źródło:
    Neofilolog; 2014, 42/1; 77-93
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Glottokodematische Prozesse unter kybernetischem Aspekt (Ausgewählte Fragen)
    Cybernetic Aspects of Glottodidactic Processes (Selected Issues)
    Cybernetyczne aspekty procesów glottodydaktycznych (wybrane zagadnienia)
    Autorzy:
    Szczodrowski, Marian
    Powiązania:
    https://bibliotekanauki.pl/articles/40053888.pdf
    Data publikacji:
    2023
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    begriffliche Auffassung der Information
    das glottodidaktische Gefüge und seine Subprozesse
    Lehrender als Primärsender und Sekundärempfänger
    Übertragung der fremdsprachlichen Informationen im Rückkoppelungsgefüge
    Lernender als Primärempfänger und Sekundärsender
    the concept of information
    the glottodicactic system and its subprocesses
    the instructor as primary sender and secondary receiver
    sending foreign-language information within a feedback system
    the learner as primary receiver and secondary sender
    Opis:
    Istotny wkład w poszerzenie i pogłębienie dziedziny glottodydaktyki wnoszą m.in. wy- niki badań kodematycznych i cybernetycznych. W obrębie systemu glottodydaktycznego można wyróżnić następujące procesy: 1) kodowanie informacji przez głównego nadawcę (instruktora); 2) wysyłanie informacji oraz jej językowe i pozajęzykowe monitorowanie do głównych odbiorców (uczniów); 3) odbiór i dekodowanie informacji przez głównych odbiorców oraz konstruowanie matryc nowych struktur leksykalnych i gramatycznych; 4) kodowanie informacji przez nadawcę wtórnego (uczącego się); 5) wysyłanie informacji do odbiorcy wtórnego (instruktora) w ramach systemu sprzężenia zwrotnego; 6) odbiór informacji przez odbiorcę wtórnego, jej sprawdzanie i korekta, regulacja i porządkowanie składniowe oraz odnowienie procesu glottodydaktycznego.  
    A significant contribution to broadening and deepening the field of glottodidactics is made, inter alia, by the results of codematic and cybernetic research. Within the glottodidactic system, the following processes can be identified: 1) the encoding of information by the primary sender (the instructor), 2) the sending of information and its linguistic and extralinguistic monitoring to the primary receivers (learners), 3) the reception and decoding of information by the primary receivers, and the construction of matrices of new lexical and grammatical structures, 4) the encoding of information by the secondary sender (the learner), 5) the sending of information to the secondary receiver (the instructor) within a feedback system, 6) the reception of information by the second- ary receiver, its checking and correction, the regulation and syntactic ordering and renewal of the glottodidactic process.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2023, 50, 2; 101-116
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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