Res. Pract. Technol. Enhanc. Learn.最新文献

筛选

英文中文

Exploring the relationship between extensive graded book reading and writing performance among third-grade students: a correlation analysis 探索三年级学生大量分级读物阅读与写作成绩之间的关系：相关分析

Res. Pract. Technol. Enhanc. Learn. Pub Date : 2024-07-08 DOI: 10.58459/rptel.2025.20016

Melissa Mustika, Kannan Nataraj, Charles Y. C. Yeh, Tak-Wai Chan

{"title":"Exploring the relationship between extensive graded book reading and writing performance among third-grade students: a correlation analysis","authors":"Melissa Mustika, Kannan Nataraj, Charles Y. C. Yeh, Tak-Wai Chan","doi":"10.58459/rptel.2025.20016","DOIUrl":"https://doi.org/10.58459/rptel.2025.20016","url":null,"abstract":"This study examines the impact of long-term extensive book reading activities on students’ writing skills in a distinct context lacking prior research. Employing technology to monitor students’ reading, the research focuses on first language long-term reading activities, a domain unexplored in Taiwan’s education system. Tracking book reading over three years, the study unveils the gradual fulfillment of reading goals and explores the connection between extensive book reading and writing performance. The investigation also found that graded reading and Bridge Books’ roles in enhancing students’ reading and writing outcomes. Employing rigorous data analysis, the study offers a comprehensive understanding of the intricate relationship between extensive book reading and writing performances. Findings reveal Picture Books and Basic Books as popular reading categories, influencing writing quality and word count during the revision process. However, there are potential trade-offs between quantity and quality of the writing performances, specifically observed in Bridge Books’ impact on initial draft and revision quality. The complex interplay between different grades of the book and writing performance emerges, suggesting implications for educational interventions and further research in enhancing writing performances through extensive reading.","PeriodicalId":515067,"journal":{"name":"Res. Pract. Technol. Enhanc. Learn.","volume":"115 4","pages":"16"},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student learning experience with technology-supported feedback in higher education: a phenomenological study 高等教育中学生对技术支持反馈的学习体验：一项现象学研究

Res. Pract. Technol. Enhanc. Learn. Pub Date : 2024-07-04 DOI: 10.58459/rptel.2025.20015

M. Sha'ar, Budi Waluyo, Nur Lailatur Rofiah

{"title":"Student learning experience with technology-supported feedback in higher education: a phenomenological study","authors":"M. Sha'ar, Budi Waluyo, Nur Lailatur Rofiah","doi":"10.58459/rptel.2025.20015","DOIUrl":"https://doi.org/10.58459/rptel.2025.20015","url":null,"abstract":"The integration of technology-supported feedback in higher education has significantly contributed to the advancement of second-language writing, with the potential to enhance learning outcomes, promote student engagement, and facilitate personalized learning experiences. Amid growing interest in examining the role of teacher feedback in higher education, research on the subjective experiences of university-level Thai English as a Foreign Language (EFL) students engaged in technology-supported teacher feedback remains scarce. To address this gap, we conducted a phenomenological study involving twenty-seven first-year Thai EFL students over a 16-week learning period, utilizing the online application Padlet for teacher feedback. Following the course, students participated in a qualitative survey reflecting on their learning experiences. Thematic analysis was employed to analyze the collected data. The results revealed that Padlet proved to be a user-friendly and convenient learning platform, positively impacting students’ confidence, motivation, and vital learning skills, including interaction, collaboration, and autonomy. Moreover, it encouraged reflective learning practices, error-based learning, and writing skill enhancement. Nonetheless, the platform’s technical and writing limitations posed challenges, disrupting the students’ learning experiences and adversely affecting the quality of their work. While Padlet facilitated an effective and engaging feedback process, its open nature triggered feelings of anxiety, fear, and embarrassment among students, who felt exposed as their peers could view their mistakes highlighted by the teacher’s corrective feedback. Considering the study’s findings, teachers should familiarize students with Padlet’s platform specifications before assigning tasks. This would mitigate accessibility challenges that could negatively influence students’ learning experience, motivation, performance, and learning outcomes.","PeriodicalId":515067,"journal":{"name":"Res. Pract. Technol. Enhanc. Learn.","volume":" 9","pages":"15"},"PeriodicalIF":0.0,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141678060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0