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Students' Attitude to Peer Assessment Process: A Critical Factor for Success
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Shui Ng, Wing; Yu, Guoxing – Interactive Learning Environments, 2023
Peer assessment has been frequently used to improve students' academic writing skills. However, how to address students' unsatisfactory attitude during the peer assessment process remains a major challenge to further improve students' learning outcome and engagement. In our project, we implemented Interactive Peer Assessment, which comprised…
Descriptors: Student Attitudes, Peer Evaluation, Writing Skills, Skill Development
Unlocking the Mysteries of Academic Writing: A Corpus-Based Analysis of Lexical Bundles in L2 English for Engineering Students
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Barbara Wing Yee Siu; Muhammad Afzaal; Hessah Saleh Aldayel; Samantha Curle – SAGE Open, 2024
This study examines the use of lexical bundles in reports produced by university-level L2 English writers in civil and environmental engineering (CEE). The corpus consists of 119 reports, and the study compares the use of different types of lexical bundles (3-word, 4-word, and 5-word) in high-scoring and low-scoring papers. The results show that…
Descriptors: Academic Language, Writing (Composition), Phrase Structure, Language Usage
Enhancing University Level English Proficiency with Generative AI: Empirical Insights into Automated Feedback and Learning Outcomes
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Sumie Tsz Sum Chan; Noble Po Kan Lo; Alan Man Him Wong – Contemporary Educational Technology, 2024
This paper investigates the effects of large language model (LLM) based feedback on the essay writing proficiency of university students in Hong Kong. It focuses on exploring the potential improvements that generative artificial intelligence (AI) can bring to student essay revisions, its effect on student engagement with writing tasks, and the…
Descriptors: English (Second Language), Second Language Learning, Language Proficiency, Foreign Countries
Do Secondary School-Leaving English Examination Results Predict University Students' Academic Writing Performance? A Latent Profile Analysis
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Yung, Kevin Wai Ho; Cai, Yuyang – Assessment & Evaluation in Higher Education, 2020
Secondary school-leaving English examination results are often regarded as indicators of students' competence to study in English-medium universities, which is usually demonstrated through source-based academic writing. In English as a second or foreign language (ESL/EFL) contexts, many English-medium universities require local undergraduates to…
Descriptors: Predictor Variables, Writing Achievement, Language of Instruction, English (Second Language)