Academic literature on the topic 'Students as Authors Project. English language Word processing in education'

The present requirements of the labour market determine the need for high-quality foreign-language schooling of students of extralinguistic faculties whose competitiveness directly depends on the level of proficiency in a foreign language. In this regard, motivation is considered as one of the key factors securing success in learning a foreign language. According to the authors, alternative assessment of students’ learning progress aims to increase their motivation for learning a foreign language. The study involved 180 undergraduates of Vyatka State University majoring in Biology, Chemical technology and Ecology. The following methods were used in the course of the research: analysis, synthesis, generalisation, observation, experimental training, questioning, analysis of quantitative and qualitative results of the research. Pearson’s criterion χ2 was used for statistical processing of the results. The authors identified the following forms and methods of alternative assessment: electronic portfolio (iPortfolio), work in pairs (We Create Activity), group work project (iLearn & Teach Project), technical report (Technical report), imitation of a job interview (Mock job interview), that are approximated to real situations in the future engineers’ professional sphere and match the undergraduates’ professional interests. It was empirically proved that alternative assessment increases the students’ level of intrinsic motivation to learning a foreign language, as well as the level of motivation for mastering a profession and acquiring due knowledge. The control experiment results point at significant statistical differences between the ascertaining and the control stages of the experiment (χ2 = 17.69; at χ2crit = 5.99). The significance of the research lies in the used approach “assessment as learning” to solving the problem of increasing the undergraduates’ motivation for the study of a foreign language. This approach not only provided for the natural-science-profile students’ orientation towards professional interests and due motivation, but also made it possible to improve the learners’ communicative competence in the English language, overcome psychological barriers, develop cognitive activity and critical reasoning.

Abstract- The authors present the adaptation of the Situation-Problem-Response-Evaluation (SPRE) critical thinking framework, originally developed by Dr. Hannigan [10], to a wide range of engineering projects in the English language course for undergraduates. Each student in a SPRE team acts in accordance with an assigned role and lives through the same stages, such as finding and processing information, selecting and evaluating sources, problem solving, presenting their position in the ‘panel’ discussion’ and report writing as the final stage. Thus the language is practiced in all four modalities and in the professional context. The authors share their experience in introducing professional English through projects ranging from wide- scope inter-domain problem-solving tasks to narrow -scope problems drawn from a particular subject area. They suggest supplementing this scheme with an initial stage, where students draft and redraft their proposals for further research after getting peer-and teacher feedback. This stage enables students to identify the research gap and narrow down the ‘problem’or the aim of the project. SPRE projects meet the request for professional English (ESP) from the university subject departments.

The present study extended research on the effectiveness of automated writing evaluation (AWE) systems. Sixth graders were randomly assigned by classroom to an AWE condition that used Project Essay Grade Writing ( n = 56) or a word-processing condition that used Google Docs ( n = 58). Effectiveness was evaluated using multiple metrics: writing self-efficacy, holistic writing quality, performance on a state English language arts test, and teachers' perceptions of AWE's social validity. Path analyses showed that after controlling for pretest measures, composing condition had no effect on holistic writing quality, but students in the AWE condition had more positive writing self-efficacy and better performance on the state English language arts test. Posttest writing self-efficacy partially mediated the effect of composing condition on state test performance. Teachers reported positive perceptions of AWE's social validity. Results emphasize the importance of using multiple metrics and considering both contextual factors and AWE implementation methods when evaluating AWE effectiveness.

Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind.
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The article shows the ways how to make the combination of lexical aspect, grammar, style with the art, authentic literature, the discussion of facts in the free, friendly atmosphere, which have a big impact on public and individual opinions, developing a more nature-like vocabulary. The problem is that a lot of teachers use only the classroom for their work and manuals they have got for it. It does not make the educational process interesting and it does not push the students to raise their level of knowledge. The task is that it needs to seek for another ways of education. The aims of this article are to consider the importance roleplaying practice for analysis of authentic text after visiting theatre, to create the images of characters, use facts of the history and make closer them to the reality, applicate the original text, analyze the language together with the teacher, define the role of the teacher in innovation process of the education. Learners need to develop a critical eye for analyzing, evaluating and synthesizing new information, the differences in styles of native language and English, reading the authentic literature of the authors the language of whom they study. The material analysis namely the best methods which are used for more intensive meaning of English, stimulation of students and achievement of positive results offer the teacher a wide range of actions and methods in such processing. The conversations which are widely accepted in the methodology must be compounded not only with lexical material, grammar, phonetics but also with the art for general outlook, theatrical creation in the roleplays, abilities to show their activities in the confidence manner on the imaginary scene with the audience in friendly atmosphere, with free usage of language on the base of theatrical imagination, learning the authentic material [1-7]. Such work helps students to research idiom origin, slang, synonyms and discuss word choice in English to enlarge their vocabulary. This article confirms that the best way is to develop discussion skills through roleplay after attending theatre. Students share ideas with their partners and with the other group in the form of pyramid. The role of the teacher is to attend theatre with the group of students, to facilitate the choice of the ideas for discussion, provide language skills and encourage confidence. The urgency of this article lays in the fact that the present educational process uses not only traditional methods of teaching English but enough innovational ones which carry out linguistic, psychological, general educational, country research, culturally educational aspects.

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