Abstract
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Abstract
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The study investigated the feedback seeking abilities of learners in L2 writing classrooms using ChatGPT as an automated written corrective feedback (AWCF) provider. Specifically…
Abstract
Purpose
The study investigated the feedback seeking abilities of learners in L2 writing classrooms using ChatGPT as an automated written corrective feedback (AWCF) provider. Specifically, the research embarked on the exploration of L2 writers’ feedback seeking abilities in interacting with ChatGPT for feedback and their perceptions thereof in the new learning environment.
Design/methodology/approach
Three EFL learners of distinct language proficiencies and technological competences were recruited to participate in the mixed method multiple case study. The researcher used observation and in-depth interview to collect the ChatGPT prompts written by the participants and their reflections of feedback seeking in the project.
Findings
The study revealed that: (1) students with different academic profiles display varied abilities to utilize the feedback seeking strategies; (2) the significance of feedback seeking agency was agreed upon and (3) the promoting factors for the development of students’ feedback seeking abilities are the proactivity of involvement and the command of metacognitive regulatory skills.
Research limitations/implications
Additionally, a conceptual model of feedback seeking in an AI-mediated learning environment was postulated. The research has its conceptual and practical implications for researchers and educators expecting to incorporate ChatGPT in teaching and learning. The research unveiled the significance and potential of using state-of-the-art technologies in education. However, since we are still in an early phase applying such tools in authentic pedagogical environments, many instructional redevelopment and rearrangement should be considered and implemented.
Originality/value
The work is a pioneering effort to explore learners' feedback seeking abilities in a ChatGPT-enhanced learning environment. It pointed out new directions for process-, and student-oriented research in the era of changes.
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Hian Chye Koh and Teck Meng Tan
Investigates the factors affecting student evaluation of teaching (SET). A total of 170 teaching evaluations conducted at the Nanyang Business School (Singapore) were analysed by…
Abstract
Investigates the factors affecting student evaluation of teaching (SET). A total of 170 teaching evaluations conducted at the Nanyang Business School (Singapore) were analysed by regressing the overall teaching index on the following variables: subject characteristics (stream, year and type), class characteristics (format, size, time and day), evaluation characteristics (response, time and day), and teacher characteristics (age, gender and rank). Indicates that better teaching evaluation is associated with a smaller class size and a larger number of evaluation responses. Also, teachers of middle‐level subjects receive relatively poorer SET results. Further, SET administered in the later part of the week attract better student evaluation. Finds that teacher characteristics have no significant impact on SET results. Confirms the existence of potential biasing factors, hence, SET should be used with caution and not be the only method of evaluating teachers.
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Mary Ellin Logue and SooJoung Kim
The Persona Doll Project describes an experiential intervention with undergraduate preservice teachers designed to increase awareness about diversity and apply this awareness to…
Abstract
The Persona Doll Project describes an experiential intervention with undergraduate preservice teachers designed to increase awareness about diversity and apply this awareness to curriculum planning and advocacy for children. Sixty-three undergraduate students in a social studies methods class were each assigned a persona doll for the semester whose background differed from their own. Each was charged with becoming the advocate for the child, represented by the doll, by telling informed stories that would help other students better understand a level of diversity beyond what they knew from their own lives. Students heightened awareness of their own assumptions through narrative, inquiry and reflection and used that knowledge to critically analyze teaching practices that promote inclusion or exclusion. Students reported increased confidence for working in diverse communities. One goal of teacher education programs is to prepare teachers to work with students from racial/cultural/linguistic backgrounds other than their own. This article provides one example of how to address this important goal.
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Karan Vickers-Hulse and Marcus Witt
This chapter outlines research conducted by Karan Vickers-Hulse (KVH) as part of an educational professional doctorate; Marcus Witt (MW) was one of her supervisory team…
Abstract
This chapter outlines research conducted by Karan Vickers-Hulse (KVH) as part of an educational professional doctorate; Marcus Witt (MW) was one of her supervisory team. Participants were from two initial teacher education (ITE) routes (School Direct and university-led) leading to a PGCE primary teacher qualification. The research was set within the context of continuously evolving policy on the training of teachers and the subsequent impact on developing a professional identity. The introduction of new ITE routes in England (DfE, 2015) aimed to offer a wider range of pathways into teaching, attract more applicants and mitigate the impact of teacher shortages. The research discussed in this chapter explored the experiences of trainees on these routes and the impact on their professional identity formation. This chapter begins with an overview of the literature in the field of professional identity formation, followed by a discussion of the chosen methodology and methods. This chapter concludes with several recommendations for teacher training providers as well as recommendations for future research that may be useful for doctoral students interested in the field of professional identity formation.
This chapter provides an illustration of doctoral case study research and insights to how practitioner research can capture the localised impact of policy shifts.
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The purpose of this paper is to examine the impact of 51 sponsorship announcements upon the stock prices of firms sponsoring in Australia. The research examines the broader…
Abstract
Purpose
The purpose of this paper is to examine the impact of 51 sponsorship announcements upon the stock prices of firms sponsoring in Australia. The research examines the broader question of whether sponsorship has the potential to transcend cultural boundaries and contribute to financial performance in regional markets.
Design/methodology/approach
The methodology is based on the event study technique which is applied to the estimation of excess returns that arise in response to announcements of corporate sponsorship made by leading industrial stocks trading on the Australian Stock Exchange. Regressions examine whether the cost and duration of sponsorship signal information of importance to investors regarding the financial prospects of sponsoring firms.
Findings
A small, fleeting positive increase in wealth effects is observed indicating that economically, sponsorship expenditure in Australia is more or less value neutral. While investors appear indifferent to sponsorship cost, they value short‐term sponsorships of less than two years in particular.
Research limitations/implications
Future research needs to examine the role of associated variables such as contract size and length, and the type and level of sponsorship investment.
Originality/value
For firms, the study indicates that sponsorship in smaller regional markets should be valued by investors especially when firms keep the duration of the sponsorship as short. As stock prices tend to rise briefly following sponsorship announcements, marketers should leverage sponsorships immediately to gain the attention of investors. For a regional market, short and sharp sponsorships appear to be the optimal approach.
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Jerry Toomer, Craig Caldwell, Steve Weitzenkorn and Chelsea Clark