| Autor: |
Pariwat Imsa-ard, Kittitouch Soontornwipast |
| Předmět: |
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| Zdroj: |
International Journal of Pedagogy & Curriculum; Jun2022, Vol. 29 Issue 1, p67-82, 16p |
| Abstrakt: |
This study examined the impacts of integrating screencasts with word-processed marginal comments in written formative feedback on Thai pre-service English as Foreign Language (EFL) teachers' ability to write a lesson plan effectively. The Screencast-Assisted Written Feedback (SAWF) Model was designed as a responsive innovation to provide ongoing feedback to fourteen Thai pre-service EFL teachers at an open-admission university in Thailand. The gain scores between pre-intervention and post-intervention scores on lesson plan writing evaluated by a scoring rubric and semistructured interviews revealed positive trends in utilizing the innovation. Concerning the students' gain scores, the average normalized gain was in the high gain = 0.79. Moreover, the Wilcoxon Signed Ranks Test suggests that SAWF had a significant effect on improving students' lesson plan writing skills. The magnitude of the mean differences in this study based on Cohen's r measure indicated a strong effect size. It was concluded that the implementation of SAWF has a significantly positive effect on lesson plan writing skills of Thai EFL pre-service teachers. Thus, the findings affirmed that SAWF as an innovation can enhance Thai EFL undergraduate students' lesson plan writing skills. In addition, the semistructured interviews indicated positive initiation and outcomes for utilizing the innovation in the future. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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