Research into practice: Collaborative writing in L2 contexts

A teaching program for emotional experience teaching methodology is drawn up regarding the emotional experience of students in the process of tennis teaching, and a model of teaching has been constructed in this paper to carry out the teaching tactics developed in emotional experience teaching methodology. The study reveals that the application of emotional experience in tennis teaching may help students establish good mood, and such emotional experience is of great help for students' living, working, study and health.

Nonprofit Community Development Financial Institution loan funds (CDLFs) occupy a distinct position in efforts to address place-based inequality, channeling capital to underserved communities while maintaining financial sustainability. CDLFs were developed based on an integrated hybrid ideal in which social and commercial logics are inseparable in organizational identity and operations. Yet CDLFs face growing pressure from funders, regulators, and third-party rating systems to demonstrate “impact” through output-focused metrics, raising a central question: how do Community Development Loan Funds interpret evaluation and outcome measurement requirements, allocate responsibility for measurement work, and make tradeoffs among financial, operational, and social impact priorities in practice? Drawing on interviews with 39 CDLF leaders, we examine the factors that affect evaluation and outcome measurement practices. We find that CDLFs experience pressure through three mechanisms: (1) funder-driven compliance demands that prioritize outputs, (2) organizational cultures that define “the work” as lending rather than community development, and (3) organizational design choices in hiring, incentives, and technology that center on banking logic. These dynamics shape how place-based development capital is allocated and justified, with implications for accountability to borrowers in underserved neighborhoods. A field-level mechanism we term collective vulnerability helps explain persistence, because rigorous outcome measurement threatens individual organizational legitimacy.

The field of library and information science has been calling for an asset-based approach to teaching information literacy (IL) to raciolinguistically and socially underrepresented students (Folk, 2019). Although existing research has provided valuable qualitative insights into teachers’ and students’ perceptions of this asset-based approach, we do not know to what extent this approach is effective. In this study, I will examine how IL experience in multilingual students’ first language (L1) contributes to their IL self-efficacy (SE) in a second language (L2), through the critical quantitative approach (Stage, 2007). I will adopt the theory of translanguaging, which posits that L1 is not an impediment to learning in L2 contexts, and multilingual speakers can leverage available linguistic and semiotic resources to improve their communication and learning (García & Li, 2014). Using this theory, I will draw on variable-based and person-based approaches to explore how the relationship between L1 IL and L2 IL is influenced by translanguaging self-efficacy and transpositioning self-efficacy (transpositioning refers to breaking away from predefined language-related roles through translanguaging; it is an identity theory within translanguaging). The variable-based approach models the relationship between L1 IL experience, L2 IL SE, translanguaging SE, and transpositioning SE. The person-based approach categorizes multilingual students into different profiles regarding L1 IL experience, translanguaging SE, and transpositioning SE (using Latent Profile Analysis) to see how students of different profiles differ in their L2 IL SE. This study demonstrates how critical theories can be integrated into the conceptualization, data collection, analysis, and interpretation of a quantitative project.

This study explores the culture of feedback, i.e. the beliefs, behaviours and other characteristics that are common to the members of a particular group or society, in a higher education institution in Oman. It examines how feedback on second-language writing is interpreted, enacted and developed by learners and teachers, and investigates the influence of a particular social context on the practices of feedback. Using semi-structured interviews, class observations and analysis of students’ writing and college documents, the study explores the participants’ feedback beliefs and practices in an academic writing course. The results showed that feedback practices were shaped by a multitude of contextual influences, including course objectives, assessment and the practices and understanding of individual teachers and learners. These findings suggest that feedback practices do not occur in isolation. Rather, they are likely to be negotiated between teachers and learners and so are relatively situationally specific.

The ultimate goal of widening participation work, which unites policymakers, practitioners and academics, is to enhance the experience of disadvantaged students relating to HE access, success and outcomes. This article presents the Office for Students' (OfS) commissioned project Standards of Evaluation Practice (Phase 2). This project sought to create a step-change in robustness of evidence used and evaluation practices. Our 2017 – 19 project explored evaluation practices among nine partner organisations drawn from higher education providers (HEPs) and third-sector partners. The initial aim was to pilot test the Standards of Evidence of Evaluation developed during Phase 1 research; share practices that work and highlight examples of best practice. As the project developed, a further outcome was envisaged through ongoing discussions between the OfS, academics, HEPs and third-sector parties: a self-assessment tool for evaluation practitioners. This tool provides a framework and guidance which allow practitioners to map their own evaluation approaches. Through using prompts, the five dimensions of the tool highlight strengths and weaknesses of evaluation within five domains (strategic context, programme design, evaluation design, evaluation implementation and learning). This new tool is, in effect, a five-point framework setting guidance about good evaluation practice. It was rolled out to all HEPs in spring 2019, when providers were invited to return the completed tool and their reflection as part of their access and participation planning.

Participation in such evaluation practices as grading and standardized, or more informal, testing, is a routine experience for students and educators in the public schools. In a series of personal reflections on education, John Gardner contends that the necessity for many evaluation practices originated in the great number of students and educators involved in the American task of educating all citizens (Note 1). The fact that many of these evaluation practices are frequently subjected to criticism and are viewed by many as dehumanizing, necessary evils can be readily concluded from personal experience with most educational programs or by reviewing the writings of a multitude of educational critics (Note 2). Although the mission of the humanistic education movement could be described as advocating the development and use of more humanistic alternatives for many educational practices, very little attention has been devoted to evaluation practices other than grading systems (Note 3). Review of the few materials that are available reveal various arguments, for and against, many grading practices or reporting procedures. There remains a need for sufficient attention to be focused on the dehumanizing aspects of other evaluation practices and suggestions for the development of alternative practices more compatible with the evolving principles of humanistic education.

This study investigated the impact of using a discussion strategy with learning analytics on the level of student cognitive presence and interaction. The study used a quasi-experimental design with control and experimental groups. The experimental group applied open-ended discussion and elaborated feedback with learning analytics while the control group applied open-ended discussion and elaborated feedback without learning analytics. A mixed-method approach was used in this study. Data were collected through content analysis, social network analysis (SNA), and interviews. The results showed that the level of cognitive presence in the experimental group increased more than the control group. SNA revealed that students in the experimental group developed more cognitive learning ties with their peers during the process of developing cognitive presence. Interview data showed that students found that the discussion strategy with learning analytics made them aware of their level and quality of interaction and their role in building knowledge in an online learning community. In addition, they felt that the discussion strategy with learning analytics increased their motivation to participate in the discussion. This study provides recommendations on how students can enhance their cognitive presence and learning experience in an online learning community.

ABSTRACTAssessment and feedback practices sit at the heart of education and the student experience. This paper reports on undergraduate perceptions of assessment and feedback in the Department of Geography at King’s College London, UK. Twenty-eight first and second-year students across six focus groups provided comments on their understanding of feedback, their feedback experiences, and what they felt could be improved. It was clear that students desired feedback that would help them improve summative performance, but were unsure of how best to use it and consequently had high expectations that led to dissatisfaction. Particular concern was expressed about marking and feedback consistency, and the inherent variation in practice they experienced. Many comments indicated a lack of student agency, which may reflect the power relations that students find themselves in within their community of practice. Finding ways of fostering agency and improving dialogue over perceptions and expectations are suggested to be important steps in improving assessment and feedback practice, and student satisfaction.

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This article contributes empirical insights on hybrid teaching of software engineering courses. Results include the systematic analysis of hybrid teaching attendance and interaction, perception of hybrid teaching, and grade distributions. Results are synthesized into eight evidence-based guidelines. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Background:</i> Hybrid teaching, i.e., teaching simultaneously to in-person and online students, is gaining an increasing adoption. However, how to improve the experience of students with respect to (w.r.t.) hybrid teaching is still an open question. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Research Questions (RQs):</i> How can the experience of students w.r.t. hybrid teaching be improved? <i>RQ</i> <inline-formula> <tex-math notation="LaTeX">$_{1}$</tex-math> </inline-formula>: Are there differences between in-person and online student attendance and interaction? <i>RQ</i> <inline-formula> <tex-math notation="LaTeX">$_{2}$</tex-math> </inline-formula>: What is the student perception of hybrid teaching? <i>RQ</i> <inline-formula> <tex-math notation="LaTeX">$_{3}$</tex-math> </inline-formula>: Is in-person and online supervision influencing grades of students? <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Methodology:</i> A mixed-method empirical research process is used, by considering two Master courses in software engineering. The process leverages three data sources, namely, quantitative and qualitative data collected during lectures, a student survey, and student grades. Summary statistics, coding processes, and a statistical analysis are used to answer the RQs. <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <i>Findings:</i> Students prefer to attend more frequently online, as it provides (among other factors) flexibility and convenience, while coming at the cost of lower focus and interaction quality. Following in-person is statistically a better choice to gain a median grade, while following online can lead with more probability to a higher or lower grade. Various guidelines are presented, ranging from the hybrid classroom setup, to online student management, and course component design.

Although negative anticipatory emotions are typically seen as risk factors for poorer psychological outcomes over COVID‐19, emotion theorists suggest that this risk may be attenuated if balanced by the experience of positive emotion. Thus, the current study examined whether interactions between positive and negative anticipatory emotions were concurrently associated with psychological distress and greater personal wellbeing/posttraumatic growth (PTG) at three distinct periods (i.e., pre‐lockdown, during lockdown, post‐lockdown), and whether associations varied by these three COVID‐19 time periods. The study utilizes two large longitudinal Australian samples, surveyed in 2020 prior to, during, and after a strict 4‐month lockdown that occurred in Australia. Overall, positive emotions attenuated the adverse psychological outcomes arising from higher levels of negative emotion (i.e., higher psychological distress and lower personal wellbeing). Observed effects varied according to COVID‐19 threat exposure. Specifically, the interaction was significantly associated with psychological distress prior to the lockdown for Sample 2, and during the lockdown for both samples. The interaction was significantly associated with wellbeing (Sample 2) prior to, and during, the lockdown but only marginally associated post‐lockdown. The interaction, however, was not significantly associated with PTG (Sample 1). The results suggest that it is valuable for future research to consider greater emotional complexity (i.e., mixed emotions) over COVID‐19, and other stressors more generally, to encompass a more nuanced understanding of resilience.

Quality versus quantity: Determining real-world social functioning deficits in schizophrenia

ABSTRACTWe investigated how 12 K–12 public school principals in a Northeastern U.S. state perceived their role to provide teachers with instructional feedback during Race to the Top (RTTT). Guided by the use of evidence gathered from standardized teaching-practice rubrics, principals reported they provided more honest and frank instructional feedback to teachers regarding their performance. The principals described how the standardized indicators honed their focus on students’ levels of engagement during classroom observations. This study demonstrates how standardized teaching-practice protocols can assist principals’ instructional supervision and evaluation practices, but may not support principals’ or teachers’ pedagogical content-area needs.

Comparing trained EFL peer reviewers’ feedback: From claim to reality

This research is motivated by some examples of cases that occurred in SMK Panca Abdi Bangsaku (PABAKU) which there are students / I in SMK PABAKU who do cases from 2012-2016 school year case examples are Fight Teachers, fights between students, smoking in school environment, watching porn and absent movies are on the rise. This suggests that students / I have not been able to improve their emotional intelligence that can impede the process of social interaction with their friends. This study aims to determine the relationship of emotional intelligence with the quality of social interaction of students, know the emotional intelligence of students, and to know the quality of social interaction of students in SMK PABAKU. This research uses quantitative research approach. The population in this research is 265 with sampling technique is Random Sampling 72. The result of rxy correlation test is 0.612, where the hypothesis test r shows that the price of r count 0.612&gt; r table (df = n-2; 72-2) 0.195. It means Ha is accepted and Ho is rejected or there is a relationship of Emotional Intelligence with Social Interaction of students in SMK Panca Abdi Bangsaku Stabat-Langkat. The conclusion of the result of this research is there is correlation of emotional intelligence with quality of social interaction of student. It is suggested to students / I to be more active in activities that are inside school and outside school, for further researcher can add insight, and for institution able to develop and support activity at student / I SMK PABAKU.

Previous studies have shown that emotion is crucial in student learning. However, most studies in the e-learning environment have yet to consider emotion as part of learning that could lead to successful learning. Thus, this study explored the relationship between student emotion state, emotion sequences, and student learning experience. A preliminary data collection was conducted to explore the relationship between emotional experience and student learning experience, which involved 16 students. Students were asked to learn a programming subject in an e-learning environment. E-learning is designed to store the students' emotional experience and activity during learning. The sequential pattern mining technique was used to extract the data, exploratory data analysis was conducted to visualize the emotional trajectory during the learning process, and regression analysis was used to explain the relationship between students' emotional learning experiences. The results showed that emotional experience might affect student experience in learning. In one-sequence emotion, all emotion states contributed to the learning experience with p-values &lt; 0.01 except for neutral and disgust with p-values &lt; 0.05. The one-sequence emotion model shows R-squared = 0.585; Adj. R-squared = 0.734; F-statistic = 6.920; Prob (F-statistic) = 0.00702. Meanwhile, in two-sequence emotion, none of the emotion sequences contributed to the student learning experience. Lastly, three-sequence emotion models also showed that most sequences did not influence student learning experience. The only sequence of emotions that influenced the student learning experience was surprise-neutral-surprise. These results suggest that emotion should be considered in learning design as it can influence student experience.