Comments for Trista’s Presentation
1. You look so “Yummy” today!!!!㊣
2. PowerPoint design perfectly.
3. Use your own words to explain and easy to understand.
4. Bravo baby!!!
1. Except time control and nervous, everything is perfect!!
About slide 12, what is “post-intermediate ”?
1. The charts of the ppt are well-presented, especially the arrows in slide 19 and 20. Excellent!
2. The concept of the slide 8 is very clear.
3. You try your best to explain the concepts of the study. Well-prepared.
4. Good eye contact.
5. Impressive outlook today.
1. Stage fright at first.
2. Some words in the ppt are too small for the audience to read, such as in slide 5, 6, 7, 10, 13, 14 and 23.
3. Typing errors:
In slide 6, question mark is missing.
In slide 8, the circle is not coordinate.
In slide 9, is it suitable to put a comma following Dear John?
In slide 19 and 20, the period is missing.
4. The right part of the slide 19 and 20 is not clear.
Could you explain the third sentence in slide 14, “Each participant was given 45 minutes to write about what they have been doing since a friend left 6 months ago.” What’s the purpose to take this writing task?
Clear explanation to make me well understand your topic
In research diagram, very clear and good explanation
I can tell your nervousness from your gesture and face.
Standing posture can be straight a little.
Keep shaking your body to show your nervousness.
Actually, I really do not have question to ask you, because you already explained a lot in your presentation.
But, I was wondering that what if you do the research in your future study, would you also conduct the writing techniques from students, or other aspects?
lIn the slide 2, you identified the debate, it’s very comprehensive.
lAbout the literature review especially the slide 8, you explained in your word and pointed out the key words, it’s very clear chart.
lIn the slide 9, you interacted with audience; it was a good way to let people pay attention.
lIn the slide 13 and 19-22, about the design and result, it’s very clear and easy understands.
lMore confident and look so beautiful today, like “JOLIN”!!
lTry to overcome the nervousness and I am trying too!!
Are these writing tasks corrected by the same teacher?
l Good clear graphical illustrations and layout
l Well prepared and spoken, you know your slide well.
l A very interesting topic
l Perhaps use more signposting in your talk.
l Why “word choice” and “missing words” are untreatable?
1. good formal dress
2. body language
3. good PPT design
4. well-prepare the presentation
1. little nervous
2. maybe it’s not appropriate for laughing
3. time controlling
In slide 13, the three groups of the participants are different, would it affect the findings?
1. Interactive: You asked a question to the audiences.
2. The results chart is very organized and put animation on it.
1. You are a bit nervous to pause in the biggnning of the presentation.
As you mentioned in slide 4, some researchers approve error correction, but some against it. How about your opinion?
You look very beautiful dear!
Totally understand the paper
Give us examples (ex: slide 9)
The ppt is very professional
A little bit nervous
On slide 6, “corrective” but you said correction
On slide 22, “written” but you said writing
The color on slide 8, a little bit too dark on the hand out.
Could you give us more details about the 5-minutes conference of group 1 on the slide 23?
In slide 4, it was very simply and clearly to let me understand.
In slide 9, it was a good design to show an example of feedback strategies.
For overall of PPT, it was a well-designed.
Trista was nervous.
What do you think about feedback strategies after writing? Does it really help students enhancing writing skill?
Good PPT design
In slide 14, the first state shows that each participant completed four 250 word writing tasks during the 12week period, staged at week 2, 4, 8 and 12. How about week 6 and 10?
1. You are so professional speaker today!
2. Great PPT design.
Too nervous and move around always and show embarrassed face sometime!
In slide 4, what would you prefer use if you were a ESL teacher?
1. Good ppt designed
2. Looking good and confident
3. Slide 9.12.13 very clearly
A brief pause when presenting slide4
Could you explain what post-intermediate is ?
You use gestures and eye contact
You look nervous
In your opinion, will feedback improve student’s writing skill?
In the article, the authors did not give much detail about post-intermediate learners. From my point of view, I think post-intermediate might be the second section program of the intermediate level.
The purpose of these writing tasks was to give participants opportunities to use the targeted linguistic forms, such as past simple tense. They had to describe what they did after a friend left, and wrote about it to his/her friend.
I would conduct the writing linguistic error from students. Because it would more relate to students’ writing skill. I could easily know that what are the most frequently errors that the participants would make.
This is a good point; the authors did not actually tell who corrected those mistakes. Therefore, I think the correction might be given by the teacher, but not the researcher.
According to the article, the authors indicated that word choice and missing words are idiosyncratic and so require learners to utilize acquired knowledge of the language to correct the error. Hence, the word choice and missing words are categorized into untreatable errors.
In my opinion, the different group design would definitely affect the findings. Otherwise, three groups of participants had various class time, the results might not be significant.
If I were researcher, I would design a questionnaire for the participants’ background information. Questions like if they have touring at home, or if he/she is going to a cram school, and how many hours a week and so on.
I personally agree that grammatical correction shouldn’t be abandoned. As a second language learner, I do not think we can acquire a second language without grammar. However, there are many elements would affect us to learn a second language, for example strategies what we use, how frequently we use the language, and what the purpose of learning a second language. Grammar is just one of the element we need to consider.
The 5-minute conference was given by one of the researcher. The researcher asked the student which corrections he or she did not understand or wanted further examples of. The researcher drew particular attention to errors that were made in different linguistic environments, not just on the targeted linguistic errors of the study.
I will not say the writing feedback would definitely improve students writing, because not every student will fit in one kind of feedback strategy. Besides, we need to know what a student needs, not just one way to give them what we want them to know about.
I think the researchers conducted the writing tasks in this way was wanted to know if there was a significant interaction between time and writing performance. If they staged the task every two weeks, they would not know students’ improvement were influence by the frequency of the writing tasks, or they really know the usages of the targeted linguistics categories after receiving the feedback.