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ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was

ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was undertaken to fill the research gap by focusing on teachers'written feedback. Student data from surveying 38 students was interpreted with teacher data gained from interviewing three teachers. The findings indicate that teacher written feedback, which occurred in a multiple-draft writing cycle, generally accorded with recommended feedback principles. Students responded favorably to teacher written feedback. The results also reveal discrepancies between teachers' feedback practices and student perceptions of and preferences regarding teacher feedback. The results show that students wanted more written comments from teachers, though most teachers didn't prioritize written comments. Despite teachers' practices and their inclination toward offering coded indirect error correction, students in the study expressed their preferences for direct error correction. Most students are interested in receiving teacher feedback that addresses all aspects of writing rather than primarily focusing on language accuracy. The reasons that may account for the disjuncture are also discussed in the study. The study concludes that it is important for teachers to be aware of student attitudes and expectations regarding teacher feedback. Teachers should be flexible enough to provide individualized feedback. Pedagogical implications are included in the paper in the hope of shedding light on the development of effective and helpful teacher feedback.
ContributorsChen, Jinglin (Author) / Spring, Madeline (Thesis advisor) / Oh, Young (Committee member) / West, Stephen (Committee member) / Arizona State University (Publisher)
Created2012
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This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of

This case study explores similarities and differences between the instructors' beliefs about oral corrective feedback and their actual practices in a summer Chinese program. This kind of feedback is beneficial for beginning college-level learners of Chinese to improve their speaking accuracy. The researcher conducted face-to-face interviews with two teachers of Chinese, focusing on their beliefs about oral corrective feedback in their language classrooms. In addition, the researcher recorded teacher-student interactions through class observation in order to analyze the teachers' actual practices of oral corrective feedback. The main findings show that the teachers hold similar beliefs on oral corrective feedback and its beneficial role in helping improve learners speaking accuracy. The fact is that they frequently provide oral corrective feedback in classroom, mostly using recasts. Implications are discussed in view of the necessity of using explicit feedback and recasts appropriately. In addition, this study demonstrates the need for specific professional development and teacher training about how to provide efficient corrective feedback.
ContributorsDong, Zhixin (Author) / Spring, Madeline K. (Thesis advisor) / West, Stephen (Committee member) / Oh, Young (Committee member) / Arizona State University (Publisher)
Created2012
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Paige Mulhollan came to ASU in 1978 as ASU’s first Provost. He left in 1985 to become President of Wright State University in Ohio. Paige discusses the impact of Frank Kush’s firing on President John Schwada and the birthing of ASU West. At several points Paige discusses the need for

Paige Mulhollan came to ASU in 1978 as ASU’s first Provost. He left in 1985 to become President of Wright State University in Ohio. Paige discusses the impact of Frank Kush’s firing on President John Schwada and the birthing of ASU West. At several points Paige discusses the need for ASU to take advantage of Phoenix rather than just being located in Phoenix. Aspects of the University budget are discussed. There are a set of ASU reflections and reflections on an academic career.

ContributorsPollock, Ken (Interviewer) / Betz, Mathew (Interviewer) / Arizona State University Retirees Association (Producer)
Created2009-05-17
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The impact traditional East Asian design has had on modern-day East Asian design has not been extensively researched. This paper examines the relationship traditional East Asian architectural design has with more modern styles of design in order to determine and compare the extent to which Western-style influences have had an

The impact traditional East Asian design has had on modern-day East Asian design has not been extensively researched. This paper examines the relationship traditional East Asian architectural design has with more modern styles of design in order to determine and compare the extent to which Western-style influences have had an impact in Eastern societies. This research specifically focuses on the country of South Korea and explores various case studies and articles dating from the Joseon dynasty (1392-1910) till present day. By comparing factors related to South Korean culture, the environment, religious philosophies, etc., to architectural trends within the country, we are able to explore the distinct and changing architectural values the society has prioritised over the centuries. This research aims to provide a clearer and more solidified timeline of Korean architectural history which in the past has lacked to address the question revolving around the impact tradition has had on ongoing design trends. I then compare South Korean culture and architecture to other case studies on both East Asian and Western societies in order to determine similarities between past and present architectural styles. The introduction of Western-style architecture in East Asian societies occurred at different critical periods of time and has pushed architectural modernisation to evolve at various speeds and in different directions. By comparing case studies on Japan, China and Korea/South Korea, we are able to explore the various interpretations and the extent to which Western-style design has had influence in this countries. While certain symbolic elements in traditional East Asian architecture have been lost during the modernisation phase of design, there continues to be a link between past and present styles through the emergence of new and improved modern features that have acted as replacements for previous ones. Currently trending in South Korean society is the want to revive and reincorporate traditional architectural features in the city landscape. Perhaps a new vision will emerge where past will become the new modern, and this will encourage an even greater extent of traditional influences on modern architecture in East Asia.

ContributorsFrancis, Naomi (Author) / Oh, Young (Thesis director) / Cho, Sookja (Committee member) / Barrett, The Honors College (Contributor) / The Design School (Contributor)
Created2022-05