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Student and Teacher Preferences in Written Corrective Feedback
Alexander Nanni,Douglas A. Black 아시아영어교육학회 2017 The Journal of Asia TEFL Vol.14 No.3
For the most part, teachers and students agree that WCF is an important part of language learning (Corpuz, 2011); however, there is disagreement about the type of feedback that best facilitates students’ development. This disagreement extends both to the typology of WCF (i.e., direct, indirect, metalinguistic) and to the question of whether feedback should be comprehensive or focus on specific error types (Ellis, 2009). Many studies (e.g., Biber, Nekrasova, & Horn, 2011; Kang & Han, 2015) have investigated the effectiveness of WCF in improving writing; however, few researchers have studied teachers’ and students’ perceptions of the usefulness of feedback on specific categories of error. These perceptions impact instruction, particularly when they are not aligned. Students may believe that their teachers have failed to address the most crucial errors in their writing. Conversely. teachers may believe that students have disregard important feedback. This report describes an investigation of preferences in WCF, examining the importance that teachers and students ascribe to five categories of feedback: content, grammar, organization, spelling, and vocabulary. These categories encompass the major areas of WCF. Based on a review of the literature and the state of language education in Thailand, we hypothesized that teachers’ and students’ preferences regarding WCF in the five areas studied would differ.
The CIPP Model: Applications in Language Program Evaluation
Satja Sopha,Alexander Nanni 아시아테플 2019 The Journal of Asia TEFL Vol.16 No.4
This article introduces the CIPP Model (Context, Input, Process, and Product) and explains its application in the evaluation of language programs. The model has long been used in various fields to evaluate programs both before they begin (e.g., by assessing the alignment of the contexts and input) and after they are complete (e.g., by evaluating how well the process has been implemented and whether the product is up to standard). The flexibility of the model is a major strength. In the field of language teaching, this model is highly relevant to curriculum development and can be applied at both the course level and the program level. This paper first introduces competing models of language program evaluation. It then introduces the CIPP Model and explains its applicability in the field of language education, providing suggestions for the application of the model. The CIPP Model has the potential to assist TESOL professionals — teachers and administrators — in improving their professional practice, curriculum design, and program evaluation. Educators in a variety of contexts would benefit from furthering their knowledge of this widely applied evaluation model.