To tell you the truth, I am not confident enough in providing feedbacks on students' written work.I can say a big YES! I am confident when there is a writing pattern like writing in a work book, or the mis-spelled words and subject-verb agreement but when it comes to writing stories, poems reports, essay writing etc..etc..,AM TOTALLY NOT CONFIDENT. Because of the fact that every individual is a unique being. Students like us Teachers, has of different ideas in seeing things and of different likes and dislikes. So when my students written work will be based on my own idea, I'll become totally bias to them. So, We should give consideration in giving feedback to our students written work. And according to Developing teachers.com, there are some factors to consider in giving feedback or correcting on students' written work: 1.Your learners' previous learning experience 2.Your learners' attitude to written work, re- drafting and correction. 3.How often your learners write 4.What/How much to correct 5.Who should correct 6.Your learners' cultural background 7.The type of tasks that you do with your learners. In addition to these mentioned consideration, when we assess a piece of written work we can look especially at four different areas... 1.Communicative Competence This focuses on... · the organisation of the piece as a whole · how well the piece is presented and how coherent the ideas are · whether the set task has been achieved or not · whether the work is within the set word limit · if the message is coherent and intelligible
2. Appropriacy of style, register of the language and general language used
3. Range of lexis, syntax and expression
4. Accuracy and control of language including lexis, syntax, expression, spelling, punctuation and use of cohesive devices.
In my writing class, I provide a reading material about Today’s topic. After read that, We discuss about this article. My students tell me his opinion and why they think likes that. After organize their topic and reasons, They start to write a essay. When they finish their work, they exchange essays and read other student’s essay. I ask students that can you understand Author’s Topic and reasons. Do you agree or not? And Why do you agree or not? Then explain friend’s essay’s topic and contents. And They comment each other’s essay. During this activity, they learn other’s good idea and strengthen their reasons. I just control and guide their approach. and I try to scold my student's mistakes. I always said, Just Write and don't worry your mistakes in writing. I focus on the contents and guide a correct sentences.
To be frank with you, I am diffident in providing feedback on students' written work. Because in my class, I provide feedback on students' written work as follows. First, I provide feedback partly on students' written work in one sentence, because I am not confident enough in lexis, syntax, spelling, punctuation, etc and I have a lot of students whose written work I should check. Secondly, I make students to give feedback to each other. In my class, I often form a group. I provide a task about a topic. And first I make students to solve the task individually. Then I make students to exchange their written work counterclockwise and read other's written work and give feedback to each other. To develop more confidence, first of all, I need to have expert knowledge of lexis, syntax, spelling, punctuation, and expert knowledge of providing feedback on students' written work, for example, responding, correcting, selective marking, training students, involving students, etc. And also I need to know each student's fundamental problem of written work.
It is difficult that Korean young students write English articles. I would like to give unstinted praises to students' work. I want to make them encourage with English writings. I'll express compliment about student's effort. For example, "I can feel that you were dilligent in this writing. I'm satisfied with your effort.". "As your teacher, thank you for doing your best". I think maybe student who is given compliment will not feel fear about English writing. Though students could not write very well, they would not dislike about English writing. If they enjoy writing English, they will get better about their written works. If they could receive compliments whenever they wrote compositions, they would like to write more and more. I hope to this consequence.^^
Before we teachers feedback to students' written-work, we need to remember these. As I know, Writing is one of the creative work using letter and have various advantages if the students are used to. For instance, some students who are shy to speak English in public, they can prefer to write than to use verbal advice. **For Korean EFL leaners, they haven't been enough chances to express their creative ideas by writing. even other regular national language classes. It means they don't have enough confidence in writing even in their mother language. More worse, the more they go higher school, the less chances to write is taken out from their curriculum. Most of them in Korea, who write about some topics in English, they must be more 2nd year of middle school students, even though some area like Gangnam of Seoul have totally opposite situation that they are able to write some topics easily by being trained. **With all this circumstances of Korea Education of English, to feedback the language forms of writer's draft should be avoid at its maximum at the beginning and encourage writer express his ideas into his writing more. **I will focus the contents, that is, encourage the writer use his creative ideas to the topic. and elicit the writer to have confidence to collect their potential ideas to relevant topic. **Next, focusing how the writer put the appreciate information into his/her writing **For the final version of writing I would point out the language forms precisely such as grammatical mistakes , awkward sentence, wrong tense, punctuation problem and mark only these errors. Why I even commit these correct is that the writing can be published enough or make a chances to present to the publics.
I think writing English essay as the second language learner base on how much reading they are. Before they write an English writing, they must read many books and newspapers. After checking students' paper, we teachers tend to focus on grammar and misspelling with red pen. This would make them disappointed but a necessary process. Here's a carrot and stick. Teachers must give a kind comment on their paper. For instance, I like you story line. If you rewrite your correct paper, your English writing sill could improve soon. I know students' goal in learing is enhancing thier English ability.
In my opinion, Teachers(include me) must careful when correcting student's written work mistakes. Because it is associated with student's emotions. Most young learners are sensitive. So they are easily hurt for a trivial matter or small conduct from their teachers. And also Teachers must lead to students with confidence. But It is natural for student to mistake their learning. and also they are able to advance a step further through their mistake. So Teachers(include me) should pay careful attention to student's error, in order to prevent their student's error's fossilization. I think the best way to do correction is 'written correction'. (about student's grammatical error, use of misspelt word and an awkward sentence and so on) Written correction is useful in a variety of reasons. First, Each student know what they are mistake, they can memorize through correction mark. so they will not make mistakes next time at the same part. Next, Teacher's written correction is treat to each student equally. Lastly, It is know between teacher and student therefore students feel less shame, stress. Most of the teachers(include me) will continue to put efforts in helping their students using different color on error and attaching another examples. Through accumulated these experiences, students reached a reasonable level of proficiency in their written work.
Thesedays students don't like writing that much. I think if students get back their worksheet with law marking or lots of corrections, it would make students hurt and discouraged. So I would make a workbook( It has 4 parts^^. First, completing basic forms. Second, correcting some incorrect passages. Third, Writing about today's class or writing an short essay about your interests. Forth, 1st and 2nd part's answers and correction symbols.) Then I would let students do self-learning and self-assessment with that workbook at the beginning and ending of every class for 3 or 5minutes. Actually I am not good at correcting so I would ask a native teacher(Every Korean school has a native teacher) provide feedback about incorrect sentences. And I would provide positive feedback about contents of student's essays and encourage students. Sometimes I would suggest students read their classmate's 3 essays and provide each of them positive feedback with 1 or 2 sentences. If I read books written in English and write a diary in English everyday continually, it might me develop more confidence and then I could provide students feedback about accuracy and contents, both of them.
In our text book, the author introduces a way for correcting with using symbols. After reading the chapter, I used the way in my class. At the first, students were confused. It was because they were not familiar with the symbols. Later on ,however, they enjoyed correcting their mistakes that I checked. Before I used this way, I just wrote correct answers on the spot. However, the way couldn’t motivate students to check their works again. On the other hand, using symbols made students take a look at their writings. That’s why I prefer using symbols on students’ writings
When i was taught the students, it's so difficult to me to correct errors in their written work. In fact, most korean student has the ability of writing because they spend a lot of time in english grammer and writting sentences. So korean students need the teacher who has the competent inevitably. First of all,In my case,my students wrote the short essay about their dreams or family story in class. I think that it's not important for beginner to correct the errors of the grammer rules than to check about how to use the appropriate words and the error of the semantics. It's more effective in elementary school to explain the differences of language between American cultures and Korean cultures than to teach strictly the rule of grammer. Most korean students take the same mistakes in english studying because they didn't know about that differences. After this process, I had inspired the students with courage through they wrote the similar sentences to wrong sentences. According to our writting class, the students learned to create some new words and new sentences without disappointment.
From my experience, providing students with perfect correction on their written work is impossible, because not only English is second language for me, but also written work is a creative work. In other words, teachers are possibly able to correct grammatical mistakes, but not students' creative ideas and structures.
As for grammatical mistakes, it is relatively easier than that of crearive works. When students make only grammatical mistake, teacher can correct them technologically within their knowledge of grammar with correction symbols introduced in the text book (pp.149). Especially these methods are familiar with Korean teachers who are good at grammar. This can be improved by learning grammar books.
However, the problem with teacher who speaks English in second language is the lack of intuition to English. Teachers who get used to technological methods should be ready to allow students' creativeness in their written work. Such a creativeness may bring teacher shock, because they come across the new ideas that are never seen before. However, teachers must understand they come up against cultural differences in theaching international students. This can only be learned by experiencing different culture, especially English native country and other country as well.
In my opinion it is not good way to provide feedback on beginner’s written work. Our students learn English as a foreign language. It is difficult for the beginners to write their own thoughts in English and it is natural that they have mistakes when they write their opinions or an essay. Before feedback , first we should give praise them for their works. I mean feedback makes students’ challenge go down. When they get praise they have confidence. Confidence makes their work improve. But in advanced students case, teachers should provide feedback on their work immediately. Pointing out grammatical errors can help their writing proficiency. It is also good way to give them several assignments to write in English because to let them practice is the best feedback system I think.
As we all know, feedback is important to all students to improve their English skills.
I am not an Enlgish teacher, just a normal company employee. I would like to work in a teaching department in the future, and that's the reason why I am here taking this TESOL program.
I do not have enough confidence to correct people on their written work, especially tasks for technical skills. I feel more confident giving feedback on short stories, essays or diaries for intermediate level students.
For English teachers, it is important to have confidence to give corrections, otherwise they will lose their students' respect, and the students will not trust their ability.
That is why most Korean English teachers should keep studying to develop their English skills.
Most of my students are not good at writing in English because they don't have much apportunity to write. One of the reasons I think is reading and listening are main areas of English education in Korea because they are easy to give scores in many English tests, especially in colleage entrance exam called soo-neung. Also, we teachers don't have enough time to let students write during class times. We have many things to teach in the textbook, but writing and feedback take time and much efforts especially to non-native teachers. So, when we let students write something in English, we get easily disappointed at their writing and get to think we have to teach more vocabularies and grammars before teaching writing. However, we know that students' writing skills will improve if we spend more time giving them opportunity to write and have more confidence at giving feedbacks to their written works. If we are not sure some expressions are available, we must not be afraid of asking native speakers because we are not native speakers. And we have to let students know asking native speakers is not because teachers' English is poor.
As for me teaching writing to students is not easy and has to consider how much efficient way I have to use. This is a little bit hard task to me. Because writing is so creative that each student has different types of writing skill. In addition, writing requires grammar and vocabulary. When giving students writing assignments, they will somewhat struggle how to express their opinion. Also writing requires many rules and format. Such as outline, summary, citation, main body, and conclusion. They should know those rules and write their opinion using format.
If I am a teacher and have to teach students English writing, I will spend a lot of time for teaching writing rules and format. And then let them try themselves even so they can be struggling about this. And I will check their writing and mark incorrect spellings and grammar and etc on their paper and ask them re-write paper according to my instruction. It can be considered as a really strict and demanding way however about writing, I think there is no better way than I suggested.
Most of elementary school students in Korea, their writing skills are not good. Because they learning the writing from 4th grade and the levels are very low just to read and writing Alphabet. When they become 5th grade, they can read not only some words (the spellings ar minus 10)but also easy sentence. Students begin to making and writing some do meaningful sentence, reading fairy tales. After reading books, students writing their feeling or writing their life. Teachers are reading the conposition and check the spelling or the method of using verbs, or compose meaning. If the teacher have to do that kind of teaching, they learnd about the correct wsing of English for native's life or using in English composition. Some word, verbs, adjectives or adverbs are having different using in conversation and composition. It's Korean have, too. So, When the teachers check up the mistakes, it needs correct using according to the native speakers and give the students correct feedback. When teacers attempt to give the feedback, using easy examples or pronounciation repeatedly.
The comments all we teachers offer students must be helpful and not be critical to much. But I sometimes devoted myself to pointing out students' mistakes and I also didn't use correction codes with accuracy before. But nowadays, when I provide feedback on students’ written work, I try to correct it carefully and effectively by spending enough time. And I write comments at the end of a student’s written work saying which part was satisfactory, and what needs to improve and what needs to be corrected. And I would sometimes let the students respond to each other because it's important and efficient to co-teach between students. But it's a little hard to success perfectly and easily in our situation: there are too many members in class and the students' ability is not good enough to correct their friends' mistakes. So, I have to prepare myself as a teacher to help and lead students by building up my English proficiency on a daily basis. The more knowledge I have, the more confidence I will gain to teach my students.
I think the second language learner base on reading material. When they write an English writing, they had to read anything. Because it is important that is outline knowledge to writing work. After they finished write work, they had to reconsider their written work. And then they exchange written work the other student’s written work. They check the other’s written work and provide feedback to each other. We have told for them, the feedback we have given a positive result. When we return corrected work, we give responding and correcting work with compliment. If you make a compliment to their work, they are going to develop written work.
I think the second language learner base on reading material. When they write an English writing, they had to read anything. Because it is important that is outline knowledge to writing work. After they finished write work, they had to reconsider their written work. And then they exchange written work the other student’s written work. They check the other’s written work and provide feedback to each other. We have told for them, the feedback we have given a positive result. When we return corrected work, we give responding and correcting work with compliment. If you make a compliment to their work, they are going to develop written work.
George petty sees it as an element of a two-part response to student work. He calls these two parts 'medal' and 'missions'. Medal is what we give students for doing something well, and the mission is the direction we give them to improve etc...(p138)
I give an assignment to students when they attend my class. All of the students should review what they have to do. Then students show me their assignment, so I comment on it.
For example, students use their incorrect verb tenses, pronunciation or spelling etc... In my case, if students accomplish their work or finished their homework, I give them 1-3stickers, and they collect 50stickers they can exchange 2000won. Also, over-praise to them if they respond well and then I check their homework, and if I see they are incorrect, we find out the problem then explain again.
It's important to give feedback on what the students say rather than just on how they say it. I also prepare their exams. Depend on J. harmer(p144-145) there are 6 kinds of feedback during accuracy work. Usually, I use "repeating" and "hinting". If something isn't clear, keep on asking and saying again and again. If they can't remember something, I hint to them and this helps them remember, by doing this they correct themselves. After then, they show me their results that develop their english skills.
Fist the comments we offer students need to appear helpful and not censorious. They can be written as viewable comments either. By using an editing program or by writing in comments in a different color. We can say what we liked how we felt about the text,and what we think the students might do next time if they are going to write something similar. We might say I would express this paragraph slightly differently from you and then re-write it. Keeping the original intention as far as possible. But avoiding any of the language or construstion problems,which the student's original contained.
To tell you the truth, I am not confident enough in providing feedbacks on students' written work.I can say a big YES! I am confident when there is a writing pattern like writing in a work book, or the mis-spelled words and subject-verb agreement but when it comes to writing stories, poems reports, essay writing etc..etc..,AM TOTALLY NOT CONFIDENT. Because of the fact that every individual is a unique being. Students like us Teachers, has of different ideas in seeing things and of different likes and dislikes. So when my students written work will be based on my own idea, I'll become totally bias to them. So, We should give consideration in giving feedback to our students written work.
ReplyDeleteAnd according to Developing teachers.com, there are some factors to consider in giving feedback or correcting on students' written work:
1.Your learners' previous learning experience
2.Your learners' attitude to written work, re- drafting and correction.
3.How often your learners write
4.What/How much to correct
5.Who should correct
6.Your learners' cultural background
7.The type of tasks that you do with your learners.
In addition to these mentioned consideration, when we assess a piece of written work we can look especially at four different areas...
1.Communicative Competence
This focuses on...
· the organisation of the piece as a whole
· how well the piece is presented and how coherent the ideas are
· whether the set task has been achieved or not
· whether the work is within the set word limit
· if the message is coherent and intelligible
2. Appropriacy of style, register of the language and general language used
3. Range of lexis, syntax and expression
4. Accuracy and control of language including lexis, syntax, expression, spelling, punctuation and use of cohesive devices.
In my writing class, I provide a reading material about Today’s topic. After read that, We discuss about this article. My students tell me his opinion and why they think likes that.
ReplyDeleteAfter organize their topic and reasons, They start to write a essay.
When they finish their work, they exchange essays and read other student’s essay.
I ask students that can you understand Author’s Topic and reasons.
Do you agree or not? And Why do you agree or not? Then explain friend’s essay’s topic and contents. And They comment each other’s essay.
During this activity, they learn other’s good idea and strengthen their reasons.
I just control and guide their approach. and I try to scold my student's mistakes.
I always said, Just Write and don't worry your mistakes in writing.
I focus on the contents and guide a correct sentences.
To be frank with you, I am diffident in providing feedback on students' written work. Because in my class, I provide feedback on students' written work as follows.
ReplyDeleteFirst, I provide feedback partly on students' written work in one sentence, because I am not confident enough in lexis, syntax, spelling, punctuation, etc and I have a lot of students whose written work I should check.
Secondly, I make students to give feedback to each other. In my class, I often form a group. I provide a task about a topic. And first I make students to solve the task individually. Then I make students to exchange their written work counterclockwise and read other's written work and give feedback to each other.
To develop more confidence, first of all, I need to have expert knowledge of lexis, syntax, spelling, punctuation, and expert knowledge of providing feedback on students' written work, for example, responding, correcting, selective marking, training students, involving students, etc. And also I need to know each student's fundamental problem of written work.
It is difficult that Korean young students write English articles. I would like to give unstinted praises to students' work. I want to make them encourage with English writings. I'll express compliment about student's effort. For example, "I can feel that you were dilligent in this writing. I'm satisfied with your effort.". "As your teacher, thank you for doing your best". I think maybe student who is given compliment will not feel fear about English writing. Though students could not write very well, they would not dislike about English writing. If they enjoy writing English, they will get better about their written works. If they could receive compliments whenever they wrote compositions, they would like to write more and more. I hope to this consequence.^^
ReplyDeleteBefore we teachers feedback to students' written-work, we need to remember these.
ReplyDeleteAs I know, Writing is one of the creative work using letter and have various advantages if the students are used to. For instance, some students who are shy to speak English in public, they can prefer to write than to use verbal advice. **For Korean EFL leaners, they haven't been enough chances to express their creative ideas by writing. even other regular national language classes. It means they don't have enough confidence in writing even in their mother language. More worse, the more they go higher school, the less chances to write is taken out from their curriculum. Most of them in Korea, who write about some topics in English, they must be more 2nd year of middle school students, even though some area like Gangnam of Seoul have totally opposite situation that they are able to write some topics easily by being trained.
**With all this circumstances of Korea Education of English, to feedback the language forms of writer's draft should be avoid at its maximum at the beginning and encourage writer express his ideas into his writing more. **I will focus the contents, that is, encourage the writer use his creative ideas to the topic.
and elicit the writer to have confidence to collect their potential ideas to relevant topic.
**Next, focusing how the writer put the appreciate information into his/her writing
**For the final version of writing I would point out the language forms precisely such as grammatical mistakes , awkward sentence, wrong tense, punctuation problem and mark only these errors.
Why I even commit these correct is that the writing can be published enough or make a chances to present to the publics.
I think writing English essay as the second language learner base on how much reading they are. Before they write an English writing, they must read many books and newspapers. After checking students' paper, we teachers tend to focus on grammar and misspelling with red pen. This would make them disappointed but a necessary process. Here's a carrot and stick.
ReplyDeleteTeachers must give a kind comment on their paper.
For instance, I like you story line. If you rewrite your correct paper, your English writing sill could improve soon. I know students' goal in learing is enhancing thier English ability.
In my opinion, Teachers(include me) must careful when correcting student's written work mistakes.
ReplyDeleteBecause it is associated with student's emotions. Most young learners are sensitive.
So they are easily hurt for a trivial matter or small conduct from their teachers.
And also Teachers must lead to students with confidence.
But It is natural for student to mistake their learning. and also they are able to advance a step further through their mistake.
So Teachers(include me) should pay careful attention to student's error, in order to prevent their student's error's fossilization. I think the best way to do correction is 'written correction'. (about student's grammatical error, use of misspelt word and an awkward sentence and so on)
Written correction is useful in a variety of reasons.
First, Each student know what they are mistake, they can memorize through correction mark. so they will not make mistakes next time at the same part.
Next, Teacher's written correction is treat to each student equally.
Lastly, It is know between teacher and student therefore students feel less shame, stress.
Most of the teachers(include me) will continue to put efforts in helping their students using different color on error and attaching another examples.
Through accumulated these experiences, students
reached a reasonable level of proficiency in their written work.
Thesedays students don't like writing that much. I think if students get back their worksheet with law marking or lots of corrections, it would make students hurt and discouraged.
ReplyDeleteSo I would make a workbook( It has 4 parts^^. First, completing basic forms. Second, correcting some incorrect passages. Third, Writing about today's class or writing an short essay about your interests. Forth, 1st and 2nd part's answers and correction symbols.) Then I would let students do self-learning and self-assessment with that workbook at the beginning and ending of every class for 3 or 5minutes. Actually I am not good at correcting so I would ask a native teacher(Every Korean school has a native teacher) provide feedback about incorrect sentences. And I would provide positive feedback about contents of student's essays and encourage students. Sometimes I would suggest students read their classmate's 3 essays and provide each of them positive feedback with 1 or 2 sentences.
If I read books written in English and write a diary in English everyday continually, it might me develop more confidence and then I could provide students feedback about accuracy and contents, both of them.
In our text book, the author introduces a way for correcting with using symbols. After reading the chapter, I used the way in my class.
ReplyDeleteAt the first, students were confused. It was because they were not familiar with the symbols. Later on ,however, they enjoyed correcting their mistakes that I checked. Before I used this way, I just wrote correct answers on the spot. However, the way couldn’t motivate students to check their works again. On the other hand, using symbols made students take a look at their writings. That’s why I prefer using symbols on students’ writings
When i was taught the students, it's so difficult to me to correct errors in their written work. In fact, most korean student has the ability of writing because they spend a lot of time in english grammer and writting sentences. So korean students need the teacher who has the competent inevitably.
ReplyDeleteFirst of all,In my case,my students wrote the short essay about their dreams or family story in class. I think that it's not important for beginner to correct the errors of the grammer rules than to check about how to use the appropriate words and the error of the semantics.
It's more effective in elementary school to explain the differences of language between American cultures and Korean cultures than to teach strictly the rule of grammer. Most korean students take the same mistakes in english studying because they didn't know about that differences.
After this process, I had inspired the students with courage through they wrote the similar sentences to wrong sentences. According to our writting class, the students learned to create some new words and new sentences without disappointment.
From my experience, providing students with perfect correction on their written work is impossible, because not only English is second language for me, but also written work is a creative work. In other words, teachers are possibly able to correct grammatical mistakes, but not students' creative ideas and structures.
ReplyDeleteAs for grammatical mistakes, it is relatively easier than that of crearive works.
When students make only grammatical mistake, teacher can correct them technologically within their knowledge of grammar with correction symbols introduced in the text book (pp.149).
Especially these methods are familiar with Korean teachers who are good at grammar.
This can be improved by learning grammar books.
However, the problem with teacher who speaks English in second language is the lack of intuition to English.
Teachers who get used to technological methods should be ready to allow students' creativeness in their written work.
Such a creativeness may bring teacher shock, because they come across the new ideas that are never seen before.
However, teachers must understand they come up against cultural differences in theaching international students.
This can only be learned by experiencing different culture, especially English native country and other country as well.
In my opinion it is not good way to provide feedback on beginner’s written work.
ReplyDeleteOur students learn English as a foreign language. It is difficult for the beginners to write their own thoughts in English and it is natural that they have mistakes when they write their opinions or an essay. Before feedback , first we should give praise them for their works. I mean feedback makes students’ challenge go down. When they get praise they have confidence. Confidence makes their work improve. But in advanced students case, teachers should provide feedback on their work immediately. Pointing out grammatical errors can help their writing proficiency. It is also good way to give them several assignments to write in English because to let them practice is the best feedback system I think.
As we all know, feedback is important to all students to improve their English skills.
ReplyDeleteI am not an Enlgish teacher, just a normal company employee. I would like to work in a teaching department in the future, and that's the reason why I am here taking this TESOL program.
I do not have enough confidence to correct people on their written work, especially tasks for technical skills. I feel more confident giving feedback on short stories, essays or diaries for intermediate level students.
For English teachers, it is important to have confidence to give corrections, otherwise they will lose their students' respect, and the students will not trust their ability.
That is why most Korean English teachers should keep studying to develop their English skills.
Most of my students are not good at writing in English because they don't have much apportunity to write. One of the reasons I think is reading and listening are main areas of English education in Korea because they are easy to give scores in many English tests, especially in colleage entrance exam called soo-neung. Also, we teachers don't have enough time to let students write during class times. We have many things to teach in the textbook, but writing and feedback take time and much efforts especially to non-native teachers. So, when we let students write something in English, we get easily disappointed at their writing and get to think we have to teach more vocabularies and grammars before teaching writing. However, we know that students' writing skills will improve if we spend more time giving them opportunity to write and have more confidence at giving feedbacks to their written works. If we are not sure some expressions are available, we must not be afraid of asking native speakers because we are not native speakers. And we have to let students know asking native speakers is not because teachers' English is poor.
ReplyDeleteAs for me teaching writing to students is not easy and has to consider how much efficient way I have to use. This is a little bit hard task to me. Because writing is so creative that each student has different types of writing skill. In addition, writing requires grammar and vocabulary. When giving students writing assignments, they will somewhat struggle how to express their opinion. Also writing requires many rules and format. Such as outline, summary, citation, main body, and conclusion. They should know those rules and write their opinion using format.
ReplyDeleteIf I am a teacher and have to teach students English writing, I will spend a lot of time for teaching writing rules and format. And then let them try themselves even so they can be struggling about this. And I will check their writing and mark incorrect spellings and grammar and etc on their paper and ask them re-write paper according to my instruction. It can be considered as a really strict and demanding way however about writing, I think there is no better way than I suggested.
Most of elementary school students in Korea, their writing skills are not good. Because they learning the writing from 4th grade and the levels are very low just to read and writing Alphabet. When they become 5th grade, they can read not only some words (the spellings ar minus 10)but also easy sentence. Students begin to making and writing some do meaningful sentence, reading fairy tales. After reading books, students writing their feeling or writing their life. Teachers are reading the conposition and check the spelling or the method of using verbs, or compose meaning. If the teacher have to do that kind of teaching, they learnd about the correct wsing of English for native's life or using in English composition. Some word, verbs, adjectives or adverbs are having different using in conversation and composition. It's Korean have, too. So, When the teachers check up the mistakes, it needs correct using according to the native speakers and give the students correct feedback. When teacers attempt to give the feedback, using easy examples or pronounciation repeatedly.
ReplyDeleteThe comments all we teachers offer students must be helpful and not be critical to much. But I sometimes devoted myself to pointing out students' mistakes and I also didn't use correction codes with accuracy before.
ReplyDeleteBut nowadays, when I provide feedback on students’ written work, I try to correct it carefully and effectively by spending enough time. And I write comments at the end of a student’s written work saying which part was satisfactory, and what needs to improve and what needs to be corrected. And I would sometimes let the students respond to each other because it's important and efficient to co-teach between students. But it's a little hard to success perfectly and easily in our situation: there are too many members in class and the students' ability is not good enough to correct their friends' mistakes.
So, I have to prepare myself as a teacher to help and lead students by building up my English proficiency on a daily basis. The more knowledge I have, the more confidence I will gain to teach my students.
I think the second language learner base on reading material. When they write an English writing, they had to read anything. Because it is important that is outline knowledge to writing work. After they finished write work, they had to reconsider their written work. And then they exchange written work the other student’s written work. They check the other’s written work and provide feedback to each other.
ReplyDeleteWe have told for them, the feedback we have given a positive result.
When we return corrected work, we give responding and correcting work with compliment. If you make a compliment to their work, they are going to develop written work.
I think the second language learner base on reading material. When they write an English writing, they had to read anything. Because it is important that is outline knowledge to writing work. After they finished write work, they had to reconsider their written work. And then they exchange written work the other student’s written work. They check the other’s written work and provide feedback to each other.
ReplyDeleteWe have told for them, the feedback we have given a positive result.
When we return corrected work, we give responding and correcting work with compliment. If you make a compliment to their work, they are going to develop written work.
George petty sees it as an element of a two-part response to student work.
ReplyDeleteHe calls these two parts 'medal' and 'missions'.
Medal is what we give students for doing something well, and the mission is the direction we give them to improve etc...(p138)
I give an assignment to students when they attend my class.
All of the students should review what they have to do. Then students show me their assignment, so I comment on it.
For example, students use their incorrect verb tenses, pronunciation or spelling etc... In my case, if students accomplish their work or finished their homework, I give them 1-3stickers, and they collect 50stickers they can exchange 2000won.
Also, over-praise to them if they respond well and then I check their homework, and if I see they are incorrect, we find out the problem then explain again.
It's important to give feedback on what the students say rather than just on how they say it. I also prepare their exams.
Depend on J. harmer(p144-145) there are 6 kinds of feedback during accuracy work.
Usually, I use "repeating" and "hinting".
If something isn't clear, keep on asking and saying again and again.
If they can't remember something, I hint to them and this helps them remember, by doing this they correct themselves.
After then, they show me their results that develop their english skills.
Tae-Sook Byeon said...
ReplyDeleteFist the comments we offer students need to appear helpful and not censorious.
They can be written as viewable comments either.
By using an editing program or by writing in comments in a different color.
We can say what we liked how we felt about the text,and what we think the students might do next time if they are going to write something similar.
We might say I would express this paragraph slightly differently from you and then re-write it. Keeping the original intention as far as possible. But avoiding any of the language or construstion problems,which the student's original contained.