Comments for Alison’s Presentation
1. Your pronunciation always sounds like “Pure American”. So perfect!!
2. Fluency presentation and easy to understand!!
3. Well- organization.
4. Look so pretty!!!(( not only today!!
1. Except a little bit nervous, I couldn’t find weakness!!
Due to the “ceiling effect” so the results had no significant difference, could you provide some of example question from this study to point out what kind of content of questionnaires cause those result had no significant differences.
1. Fluency makes the lengthy article understood.
2. The square effect of the slide from 17 to 23 is unforgettable.
1. The words are covered in slide 23.
1. This article provides grading rubric/peer requirement guidelines. So in your opinion, if we want to use RPT in teaching students English in Taiwan, how much of the guideline is suitable?
Very clear explanation
Clear logic in your topic
The intonation and speed need to be noticed.
There are no significance differences in the study; it proved that there’s no significant outcome to student when receiving RPT. Therefore, in future study, would you conduct other kinds of tutoring for student’s achievements?
If you do this research, what kind of participants will you choose?
l You are very confident with eye contacts and good pronunciation.
l Excellent presentations and good slide designs.
l Control your emotional expression on stage.
l No question for you; good job!
1. good formal dress
2. pronunciation is good
3. eye contact
1. the form is too small in slide 15
2. little nervous
Does the RPT appropriate in every age?
Comments for Abi’s Presentation
1. PPT page 17, you use animation to explain clear concept of the 4 items.
2. The whole presentation is super fluent, cool!
How about have the students use a harder software (like coredraw) to avoid the ceiling effect. Will it be better ?
The content slide is cute!
The ppt is great.
Hard to see the slide numbers on the PPT
Speak a little bit too fast
The citation slide maybe need to “靠左對齊” > <”
I just wondering are those 105 students in the same class or are taught with the same teacher? How to choose the group members? (ex: according to their grades? Or students choose members by themselves?)
In slide 5, it was simply and clearly to explain what the RPT is.
The last slide (Thanks for your attention), the picture of Alison was very meaningful ( everyone passes the exam like Joden).
The handout was different from PPT of the presentation.
Did the study divide two groups (experimental and control groups)?
PPT was clearly to be seen.
When you end each sentence, the voice became lower.
In slide 21, are there really 34 Likert-type motivational measure items? Can you show that?
1. Fluency English, just like it’s your native! Great!!
2. Cute PPT, especially slide 17 and 18.
You might be able to pick better and fit suit!
Your voice could be louder.
You are teaching English, and would you use RTP in your class or you are using the method already?
1. very good pronunciation and speaking fluently
2. a good creation at slide 25: drawing a square of a issue to introduce next page
3. slide 27.28 very clearly
1. sorry, your shirt was out of the coat
2. It is more clearly that the research questions divide into 2 pages.
I don’t know what is “one-credit hour”, could you explain that?
Very fluent speaking
PPT is great!!!
Sorry, but I think your sleeves are too long, fold them a bit next time will make you look even more prettierJ
How many groups did they divided into?
Dear Alice: Thank you for the comments! Ceiling effect is when everyone gets high score with the course set at a level that was way too easy. When the course was too easy, it would be harder to tell who actually has the potential to perform better than anyone else. I don't really understand what you meant by "what kind of content of questionnaires cause those result", because it was the difficulty level of the course that caused ceiling effect. If I didn't answer your question, please ask me again and kill me later...Dear Eleanor: Thank you for the comments! I do believe that, by adapting a grading rubric/peer requirement guidelines, the teachers and the students both get a better understanding about what they need to accomplish and be more responsible for their action. Nobody has perfect ability to memorize things. (I have no such ability to memorize things, btw...) Therefore, having the rubric and guidelines with you sort of give you a constant reminder whenever you can not remember what to do. I hope that answered your questions!Dear Catherine: Thank you for the comments~ There are no significant differences for students' total achievement, their achievement regarding to the different courses, and their total motivation. But there is a positive feedback regarding to students' attitude toward RPT. I would totally conduct a research that hopefully can better students' achievement. But sometime I don't think achievement is all that important. I hope this sort of research can get the students to understand the benefits of helping each other out. If the process also boosts their motiviation about learning English, my life would be complete...