Although studies on peer feedback have identified several advantages for second language writing classes, the benefits of peer feedback to low-proficiency students have not been thoroughly investigated. This current study aims to determine how low-proficiency second-language students of English can improve their writing by giving and receiving peer feedback. Utilizing mixed methods, data collection and analyses were primarily conducted through posttest-only control-group design and focus group discussion (FGD). There were twenty university student participants randomly selected from two writing mixed-proficiency level classes. Framed under Vygotsky’s sociocultural theory, an analysis of the gains in writing ability measured from formative and summative writing samples indicated that the low-proficiency students, specifically in the experimental group, made more significant gains in their writing over the course of the semester than the high-proficiency students in both groups. Even though the results generally showed no significant difference, except for higher error avoidance efficiency between experimental and control groups and among the high-proficiency students in both groups, a significant difference was observed between the low-proficiency students in both groups (control group M = 81.6, experimental group M = 89.8, control group SD = 8.3, experimental group SD = 9.5, t(4) = -3.23, p = .032). This leads to the conclusion that low-proficiency students benefit from scaffolded peer feedback.
This study analyses a collective worldview through the values embodied in the oral traditions of the T'boli, an indigenous tribe in Lake Sebu, the Philippines. Utilising ethnographic method, data collection is made primarily through informants' in-depth interview and literary criticism of the oral traditions. The study records, transcribes, translates, codes and classifies the T'boli's oral traditions according to their genre. Framed under Carl Jung's Archetypal Criticism's perspective, it identifies T'boli's religious, human, and cultural values in the mythical characters and in the recurring motifs and themes of their oral traditions. The prominent motifs in T'boli's oral traditions are the controlling imageries of a deity and a body of water. The recurring didactic teachings in the themes are devotion, altruism, and deference. The embodied values are faithfulness, generosity and respect and obedience to authority. These values shape the T'boli's worldview in terms of their cultural and religious practices and traditions.
With the integration of ALIVE (Arabic Language and Islamic Values) program into the basic education curriculum of the Philippines' public school system, this study was aimed to examine how school climate in pilot public schools relate to the instructional leadership of Asatidz (Islamic teachers) coordinators of ALIVE program in major cities in Davao region, the Philippines. Using mixed methods of correlational and phenomenological designs, the study revealed that the instructional leadership of Asatidz coordinators was dependent on the school climate of pilot public schools. Finally, the recurring theme was the controlling image of an ideal Asatidz coordinator who is perceived to be competent, committed, proficient in the teaching of Arabic language and knowledgeable of Islamic values. Conversely, the patterns of lived experience of Asatidz coordinators unveiled that professional development program and instructional resources were perceived as important factors that impact implementation of the integration program of inclusive education.
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