Revision is a complex, yet important phase in writing to improve the quality of a text. Some revision models are created to explain its components and the ways these components work. However, analysis of available models shows that they are proposed mainly for expert writers, who can complete the complex revision process individually, without the need of support or feedback. Most of the available revision models also do not include audience as a component. Therefore, the purpose of this paper is to introduce an alternative revision model for novice writers at or higher than highschool level with a focus on audience and feedback. First, the definition of revision is made, which is followed by summaries of the importance of audience and feedback in writing. Second, available revision models in literature that serves as the basis of the alternative model are reviewed. Finally, the alternative revision model is introduced with its components and the way these components work is explained. The revision model presented in this paper will contribute to literature on writing by filling the gap in revision models by proposing a model for novice writers and highlighting the importance of audience and feedback.
Language learners' beliefs about language learning (BALL) have been investigated for over two decades through the "Language Learning Beliefs Inventory (BALLI)" developed by Horwitz (1985; 1988). In this presentation, the results of a study comparing a total of 329 university students' BALL who varied in terms of their fields study and the language used for medium of instruction (MoI) will be presented. Participants were university students in engineering (108), medical (170) and English language teaching (ELT) (51) departments. The medical school students' MoI was Turkish. However, due to the Latin rooted medical terminology, they were already familiar with many English terminologies and had to use them as part of their job. The engineering school students' MoI was English. In order to complete their education successfully, they had to have good knowledge and use of English. The MoI in the ELT department was English. Students in engineering and ELT department had to receive a one-year compulsory English preparation education. A Kruskal-Wallis H test (p< .05) as well as Mann-Whitney U was conducted to make an overall as well as pair-wise analysis among three groups. The overall results indicate significant differences among all participant groups. Follow-up test results indicate that while the most significant differences are observed among medical and ELT students, the least difference is observed among engineering and ELT students. These results can be interpreted as students who use English as a medium of instruction, despite some minor differences, have mainly similar beliefs about language learning.
The goal of this qualitative case study is to understand the changes that happened to a laptop initiative implemented at an urban middle school with diverse student population. Different from existing studies, this study investigated the changes in the initiative beyond its establishment phase and focused specifically on English Language Learners (ELLs). Data is collected through semi-structured interviews and classroom observations. Three main changes were identified: teachers' attitudes towards and students' proficiencies in use of laptops, the nature and amount of laptops' use, and the consideration given to English Language Learners. Implications of the findings could inform national educational policies and school leaderships.
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