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Paul Beaufait

Writing Prompts that Motivate - 0 views

www.spellingcity.com/ing-prompts-that-motivate.html

elementary middle school high school prompts stimuli writing

shared by Paul Beaufait on 25 Jul 11 - No Cached
  • Paul Beaufait on 25 Jul 11
     
    One of many spelling, vocabulary, and writing resources on the Vocabulary and Spelling City site, this page explains, "Asking a child to write about something that matters to him [sic] right now is a powerful motivator. This is where writing prompts come in. Writing prompts are simply ideas or subjects offered as a foundation for students to build a writing assignment on" (¶3, 2011.07.25). It includes tips for preparing writing prompts as well as examples for elementary, middle school, and high school students.
Paul Beaufait

SLWIS Newsletter - November 2012 - 0 views

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assessment corpora feedback genre identities languages motivation references research writing writing centers

shared by Paul Beaufait on 01 Jul 13 - No Cached
  • Paul Beaufait on 01 Jul 13
     
    "Scholarship on L2 Writing in 2011: The Year in Review, References Tony Silva, Carolina Pelaez-Morales, Crissy McMartin-Miller, and Mei-Hung Lin"
Paul Beaufait

Scholarship on L2 Writing in 2011 - 0 views

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assessment corpora feedback genre identities languages motivation research scholarship technology writing writing centers

shared by Paul Beaufait on 01 Jul 13 - No Cached
  • Paul Beaufait on 01 Jul 13
     
    SLWIS Newsletter - November 2012: Scholarship on L2 Writing in 2011: The Year in Review Tony Silva, Carolina Pelaez-Morales, Crissy McMartin-Miller, and Mei-Hung Lin Crissy McMartin-Miller
Paul Beaufait

SLWIS Newsletter - March 2011 - 0 views

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assessment automation ESL essays evaluation machine scoring writing

shared by Paul Beaufait on 15 Mar 11 - No Cached
  • several problems are inherent in machine scoring. First, though Ferris (2003) claimed that students will improve over time if they are given appropriate error correction and that students use teacher-generated feedback to revise things other than surface errors, students rarely use programs like MY Access! to revise anything other than surface errors (Warschauer & Grimes, 2008); paragraph elements, information structure, and register-specific stylistics are largely ignored. Second, although teachers can create their own prompts for use with the program (more than 900 prompts are built into MY Access! to which students can write and receive instantaneous feedback.), MY Access! will score only those prompts included in the program. Third, regarding essay length, in many cases, MY Access! seems to reward longer essays with higher scores; consequently, it appears that MY Access! assumes that length is a proxy for fluency.
  • Overall, students’ opinions regarding MY Access! were mixed; students found useful aspects as well as aspects they termed less helpful.
  • Some students found working with the program very helpful in discipline, encouraging multiple revision. Others liked working with the many tools provided, finding them very helpful in the revision process. On the other hand, some students, lacking basic computer skills, found the program stressful and unusable. Others were discouraged by the seeming overabundance of feedback; in some cases, writers found it overwhelming, so they tended to disregard it. Our most disheartening finding: When some of the students were unhappy with their scores, they found ways to raise them by simply inserting unrelated text to their essays.
  • ...2 more annotations...
  • They appreciated the help MY Access! offered in finding grammar errors, but they were not always sure how to fix them. Further, the program offered no positive comments about what students were doing well, which could negatively impact student motivation. In addition, after working on a prompt once or twice, many became bored and wanted to switch to another prompt. Many of the student writers used MY Access! for surface editing only and rarely used it for revision. In general, students in this study did not use features in MY Access! (e.g. My Portfolio, My Editor), possibly because their teachers did not explicitly assign them.
  • Locally controlled assessment is important; when assessments are created from within, they are specific to one context―they are developed with a very specific group of students in mind, considering what those students have learned in their classes and what they are expected to be able to do as a result of what they have learned in that context. Standardized tools such as the many machine-grading programs available today cannot address this specificity.
  • Paul Beaufait on 15 Mar 11
     
    "Though Crusan (2010), Ericsson and Haswell (2006), and Shermis and Burstein (2003) offered a more thorough treatment of machine scoring in general, in this article, I concentrate on one program―MY Access! (Vantage Learning, 2007)―briefly describing it and discussing a small study conducted in a graduate writing assessment seminar at a midsize Midwestern university in which graduate students examined second language writers' attitudes about using the program as a feedback and assessment tool for their writing in a sheltered ESL writing class" (¶2).
Paul Beaufait

Duolingo - 0 views

www.tesl-ej.org/...ej73m1

digital game based learning DGBL Duolingo languages learning online technology translation

shared by Paul Beaufait on 04 Apr 16 - No Cached
  • Target users of the app would be autonomous users with some existing level of motivation or curiosity for language study who are seeking to refresh basic skills
    • Paul Beaufait
      Paul Beaufait on 04 Apr 16
       
      Target Use, ¶1: Spot on!
  • The Duolingo app is probably best used as a supplement to other language learning materials that offer more contextualized authentic language use
    • Paul Beaufait
      Paul Beaufait on 04 Apr 16
       
      Target Use, ¶2: Positive spin!
  • Paul Beaufait on 04 Apr 16
     
    "[T]his review will focus on the iOS iPad version of Duolingo, Apple's 2013 App of the year (Duolingo, 2014) in English (L1) with French as the target language (L2)" (Overview, ¶2)."
  • Paul Beaufait on 04 Apr 16
     
    "[T]his review will focus on the iOS iPad version of Duolingo, Apple's 2013 App of the year (Duolingo, 2014) in English (L1) with French as the target language (L2)" (Overview, ¶2)."
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