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Writer Feedback : Tracing the process of personal change in feedback strategies gained during teaching online classes.
https://doi.org/10.24561/00019923
https://doi.org/10.24561/0001992372bffe53-b62d-42d1-b0d9-2d496659dd50
名前 / ファイル | ライセンス | アクション |
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KY-AA12017560-5802-10.pdf (336.0 kB)
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Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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公開日 | 2023-04-20 | |||||
タイトル | ||||||
言語 | en | |||||
タイトル | Writer Feedback : Tracing the process of personal change in feedback strategies gained during teaching online classes. | |||||
言語 | ||||||
言語 | eng | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Writing feedback | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Corrective feedback | |||||
キーワード | ||||||
言語 | en | |||||
主題Scheme | Other | |||||
主題 | Essay feedback | |||||
資源タイプ | ||||||
資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
資源タイプ | departmental bulletin paper | |||||
ID登録 | ||||||
ID登録 | 10.24561/00019923 | |||||
ID登録タイプ | JaLC | |||||
著者 |
ミルン, アランジョージ
× ミルン, アランジョージ |
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著者 所属 | ||||||
en | ||||||
Professor, Graduate School of Humanities and Social Sciences, Saitama University. | ||||||
書誌情報 |
ja : 埼玉大学紀要. 教養学部 en : Saitama University Review. Faculty of Liberal Arts 巻 58, 号 2, p. 161-173, 発行日 2023-03 |
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年月次 | ||||||
2023 | ||||||
出版者名 | ||||||
言語 | ja | |||||
出版者 | 埼玉大学教養学部 | |||||
出版者名(別言語) | ||||||
言語 | en | |||||
出版者 | Faculty of Liberal Arts, Saitama University | |||||
収録物識別子 | ||||||
収録物識別子タイプ | PISSN | |||||
収録物識別子 | 1349824X | |||||
収録物識別子 | ||||||
収録物識別子タイプ | NCID | |||||
収録物識別子 | AA12017560 | |||||
概要 | ||||||
内容記述タイプ | Other | |||||
内容記述 | Cognitive psychologist Steven Pinker, quoting from Darwin, stated that, “Man has an instinctive tendency to speak, as we see in the babble of our young children, but no child has an instinctive tendency to bake, brew, or write” And of all the language skills we acquire as a first language and have to learn as both a first and a second language, there is no doubt that writing is the most challenging to master to any degree of fluency and to teach with any level of competency. This challenge becomes more pronounced in an L2 setting if students have progressed into higher education where the level of writing makes the leap from general writing skills, to a more academic format, structure and register. To further compound matters, when students submit written work, writing teachers are faced with the dilemma of how to provide guidance and feedback that is both useful in their learner’s linguistic development, and helpful in their mastering the structure required to conform to a strictly defined set of rules that constitutes the academic writing genre. Below is an account of my journey through this maelstrom brought about through necessity after the COVID-19 pandemic forced classes online and how this helped me reassess my essay feedback for the better. | |||||
言語 | en | |||||
版 | ||||||
[出版社版] | ||||||
出版タイプ | ||||||
出版タイプ | VoR | |||||
出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
資源タイプ | ||||||
内容記述タイプ | Other | |||||
内容記述 | text | |||||
フォーマット | ||||||
内容記述タイプ | Other | |||||
内容記述 | application/pdf | |||||
作成日 | ||||||
日付 | 2023-04-18 | |||||
日付タイプ | Created | |||||
アイテムID | ||||||
KY-AA12017560-5802-10 |