Literaturnachweis - Detailanzeige
Autor/inn/en | Guariento, William; Rolinska, Anna; Al-Masri, Nazmi |
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Titel | Constructive Content-Based Feedback in EAP Contexts: Lessons from a Cross-Border Engineering-Related Pre-Sessional Course |
Quelle | In: Higher Education Research and Development, 37 (2018) 3, S.514-532 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Guariento, William) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0729-4360 |
DOI | 10.1080/07294360.2018.1430124 |
Schlagwörter | Foreign Students; Second Language Learning; Second Language Instruction; Foreign Countries; Partnerships in Education; Feedback (Response); Engineering Education; Transfer of Training; Peer Teaching; Higher Education; College Students; Mentors; Student Attitudes; Intellectual Disciplines; Academic Discourse; Computer Mediated Communication; Videoconferencing; Social Media; English for Academic Purposes; Peer Evaluation; Developed Nations; Developing Nations; United Kingdom; Palestine; Gaza Strip Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Hochschulpartnerschaft; Ingenieurausbildung; Training; Transfer; Ausbildung; Peer group teaching; Peer Group Teaching; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Schülerverhalten; Geisteswissenschaften; Discourse; Diskurs; Computerkonferenz; Soziale Medien; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Großbritannien; Palästina; Gaza-Streifen |
Abstract | This paper investigates a small-scale project concerned with establishing and sustaining an e-partnership between international students in the UK and engineering students in Palestine. It focuses on the value of peer teaching and learning as an attempt to ensure a greater balance between knowledge and language on a UK pre-sessional English language course, by involving more able peers from a Gazan student body. At the same time, it was hoped that such an arrangement would enable the Gazan students to develop a range of transferable skills, of use in accessing employment at a distance. The article initially outlines the wider context to the Project, discussing the issues related to instituting peer learning/teaching schemes in an HE setting. At its centre though is the presentation and evaluation of a constructive feedback course, whose design and delivery aimed at facilitating the development of skills needed to perform as a peer mentor. It demonstrates students' attitudes towards feedback and the strategies they use when asked to provide their peers with content feedback in an e-partnership. In this way, it provides food for thought to educators interested in developing similar cross-border schemes. Though the potential issues that emerge in terms of First World/Global South imbalance are very considerable, the paper suggests that telecollaboration projects of this nature may help overseas students start interrogating discipline-specific literacies, thus preventing the decontextualisation of the learner, including those unable to pay to study at a prestigious HE institution. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |