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Examining the Dependability and Practicality of Analytic Rubric of Summary Writing Using Multivariate Generalizability Theory: Focusing on Japanese University Students with Lower-Intermediate Proficiency in English
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Kato, Makiko – English Language Teaching, 2022
English teachers, especially those who teach summary writing to students with relatively lower proficiency in English face difficulty in teaching summary writing and while assessing their students' performances. In the classroom context, an analytic rubric is pedagogically more helpful than a holistic rubric because the teacher can confirm the…
Descriptors: Scoring Rubrics, Writing Skills, Writing Evaluation, Language Proficiency
Proactive and Reactive Focus on Form and Gestures in EFL Classrooms in Japan
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Kamiya, Nobuhiro – System: An International Journal of Educational Technology and Applied Linguistics, 2012
The present study was conducted to investigate the relationship between proactive and reactive Focus on Form (FonF) and gestures. Two English classes in a public high school in Japan taught by a native speaker of English were observed and videotaped for 96 min and analyzed. Overall, 64 proactive FonF and 43 reactive FonF were provided. Among them,…
Descriptors: Second Language Learning, Second Language Instruction, Form Classes (Languages), Native Speakers
Error Gravity: Perceptions of Native-Speaking and Non-Native Speaking Faculty in EFL.
Kresovich, Brant M. – Bulletin of College of Education, University of the Ryukyus, 1988
A survey of teachers of composition in English as a Second Language in Japan addressed the perceptions of native-English-speaking and non-native-English-speaking teachers of the acceptability of specific error types within sentences. The native speakers of English were one British and 16 Americans. The non-native group was comprised of 26 Japanese…
Descriptors: Elementary Secondary Education, English (Second Language), Error Patterns, Foreign Countries