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Examining the effectiveness of peer feedback in second language writing : a meta-analysis
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1115-1138 |
| Abstrak | : | Peer feedback is a frequent feature of second language (L2) writing instruction. However, whether it is facilitative of L2 writing development is controversial. This meta-analysis aggregates the quantitative results of 26 empirical studies to (1) provide an accurate estimate of peer feedback`s effectiveness in improving L2 writing, (2) compare its effects with those of other sources of feedback, and (3) identify factors moderating its effectiveness. Results revealed that peer feedback has a significant positive overall effect on students` writing: d = .73, 95% CI: .54–.92. No significant differences were found between the effects of peer feedback, teacher feedback, and self-revisions; however, this finding is tentative given the small number of primary studies comparing peer feedback and feedback from other sources. Moderator analyses revealed larger effect sizes when students had more time to write and when treatments were longer. The analyses further showed that peer feedback had greater effects on revisions than new compositions and that peer feedback was more effective for content than language (lexis and grammar). Based on the findings and methodological features of the primary research, recommendations for further research are proposed so that firmer conclusions may be obtained in future meta-analyses. |
Challenging the notion of CLIL elitism : a study of secondary school students` motivation for choosing CLIL in Norway
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1091-1114 |
| Abstrak | : | Content and Language Integrated Learning (CLIL) has been criticized for being elitist and increasing social differences. This study challenges the notion of elitism by investigating why lower secondary school students attending schools characterized by variations in socio-economic status (SES) choose to apply for a CLIL program. A content analysis was conducted of 85 motivation letters written by students as part of the application process to two CLIL programs in Norway and of focus group interviews with 102 students during their first, second, or third years in these programs. The findings showed that the main motivation for applying to a CLIL program at both schools was to improve English competence and be part of a positive, bilingual, and challenging learning environment. There were also important differences. For students at the school with high SES, the program was a good fit for their already internationally oriented lifestyle. However, students at the school with low SES perceived CLIL as a step toward a brighter future through social mobility. These results show that a discussion of the possible elitism of CLIL education cannot be based solely on a comparison between the motivations and academic achievements of students inside and outside CLIL programs. |
When immigrant mothers of color become public school teachers for English language learners : intersectionality for transformative teacher preparation
| Pengarang | : | Johnson, Yin Lam Lee |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1066-1090 |
| Abstrak | : | This article contests the whitewashed ideologies and practices in teacher preparation programs and K–12 schools (Lee-Johnson, 2019) with a counter-storytelling analysis (Solorzano & Yosso, 2001, 2002). Based on the analysis of the lived experiences of two immigrant mothers of color (IMC), who had transitioned into certified English Language Learner (ELL) teachers, the researcher proposes a transformative frame, which stems from Crenshaw`s (1989) intersectionality and Mezirow`s (1990) transformative learning. The data sources include the two immigrant mothers` oral stories told at an ELL parent panel, their written teaching philosophy statements, and blog posts. The findings contribute to the knowledge base of teacher preparation in TESOL and applied linguistics by foregrounding the racially othered experiences of IMC; envisioning intersectionality as an agentive tool for negotiation, emancipation, and advocacy; and proposing a transformative frame for TESOL teacher education. The researcher calls for considerations of using intersectionality for transforming the teaching practices and ideologies in teacher preparation programs and K–12 schools. |
The cost of change : how ideological shifts impact afghans` investment in learning English
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Tesol Quarterly |
| Volume / Edisi | : | 57 (No. 4) |
| Halaman | : | 1041-1065 |
| Abstrak | : | The role of English in Afghanistan has always been contentious, but in 2001 English acquired symbolic capital that provided people with a motive to invest in learning the language. To better understand this investment, this study employed Darvin and Norton`s Model of Investment along with the notion of Linguistic Entrepreneurship to investigate how dynamic shifts in the global era can influence people`s willingness to invest in a new language, and how this investment is tied to issues of ideology, capital, and identity. Narrative data were collected via frames and interviews to present the experiences of people who had lived through a relatively prosperous time in Afghanistan`s recent history, yet who also faced uncertainty due to the sudden shift in power that threatened the conditions which had allowed them to align themselves with more global ambitions. The study reveals how government and western support was influential in Afghans investing in English, which allowed them to accrue economic, cultural, and social capital, transforming them into linguistic entrepreneurs. However, recent events mean this support has been marginalized, diminishing the ability of Afghans to invest in English and leaving the participants in this study in a precarious position as new ideologies which promote opposition to western influence take hold of the country. |
SITUASI STRATEGIS DUNIA DAN POSISI AMERIKA SERIKAT SERTA HUBUNGANNYA DENGAN ASIA TENGGARA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | VII-6, JUNI (No. 6) |
| Halaman | : | 472-481 |
| Abstrak | : | Abstrak tidak tersedia. |
ARAH PERCATURAN POLITIK ANTARA UNI SOVIET DAN RRC SERTA PENGARUHNYA TERHADAP ASIA PADA UMUMNYA DAN ASIA TENGGARA PADA KHUSUSNYA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | VII-6, JUNI (No. 6) |
| Halaman | : | 456-471 |
| Abstrak | : | Abstrak tidak tersedia. |
SEGI-SEGI POLITIK-KEAMANAN ASIA TENGGARA
| Pengarang | : | Yusuf Wanandi |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | VII-6, JUNI (No. 6) |
| Halaman | : | 419-455 |
| Abstrak | : | - |
SUATU DILEMA UNTUK IBU-IBU YANG BEKERJA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | VII-5, MEI (No. 5) |
| Halaman | : | 391-406 |
| Abstrak | : | - |
PELEMBAGAAN POLA HIDUP SEDERHANA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | VII-5, MEI (No. 5) |
| Halaman | : | 380-390 |
| Abstrak | : | - |
PENDIDIKAN, KEBUDAYAAN DAN PEMBENTUKAN MANUSIA
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Analisa |
| Volume / Edisi | : | VII-5, MEI (No. 5) |
| Halaman | : | 368-379 |
| Abstrak | : | - |