“Commenting on your work is a waste of time only!”: An appraisal-based study of evaluative language in supervisory feedback

Bastola, Madhu Neupane; Hu, Guangwei

doi:10.1016/j.stueduc.2020.100962

Cited by 9 publications

(4 citation statements)

References 58 publications

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“…Previous studies show that ESL supervisees rarely receive feedback on their theses (Askari Bigdeli et al. , 2015; Neupane Bastola and Hu, 2021) because they have to supervise a large number of students. To facilitate the writing process, Wang and Yang (2012) suggest that supervisors boost their students' confidence and support them to succeed.…”

Section: Discussionmentioning

confidence: 99%

“…The results of this study are in contrast with the study conducted by Anderson et al (2006), who found supervisors felt responsible for their students' work and helped them to work on their area of interest to develop their sense of agency. Previous studies show that ESL supervisees rarely receive feedback on their theses (Askari Bigdeli et al, 2015;Neupane Bastola and Hu, 2021) because they have to supervise a large number of students. To facilitate the writing process, Wang and Yang (2012) suggest that supervisors boost their students' confidence and support them to succeed.…”

Section: Discussionmentioning

confidence: 99%

“…Over the past decades, a large bulk of studies have been on MA thesis writing, for instance, the structure of theses (S€ ukan and Mohammadzadeh, 2022), coping strategies of students in thesis writing (Khozaei Ravari and Tan, 2019), designing research (Yang et al, 2020), students' perception of factors hindering their writing process (Neupane Bastola and Hu, 2021), students' perception of supervisory style and feedback (Bahtilla and Oben (2022), and students' reasons for hiring ghostwriters (Askari Bigdeli et al, 2015). These studies highlight L2 students' difficulty in writing in terms of accuracy and coherency.…”

Section: Literature Reviewmentioning

confidence: 99%

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Factors that hinder the thesis writing process of non-native MA students in ELT: supervisors' perspectives

Ravari

Islam

Khozaei

et al. 2022

JARHE

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PurposeDeveloping graduate students' academic writing has been a major concern for many scholars over the past few years. Existing literature on the challenges of thesis writing has not focused on master's students in English language teaching (ELT). Data on the challenges have been mainly gathered from the theses and focused on the structure and genre requirements. Few available studies have investigated such challenges through the lens of supervisors in an international context. Knowledge about the factors hindering the thesis writing process of non-native MA students in English from the supervisors' perspectives is scarce. This study attempts to fill these gaps by answering this question: From supervisors' perspectives, what factors hinder the thesis writing process of non-native MA students?Design/methodology/approachThirty supervisors from state and private universities across Iran voluntarily participated in this qualitative study. Drawing upon teachers' diaries and semi-structured interviews, the authors identified major factors negatively influencing the thesis work of master's students. Data were transferred into NVivo 10 and analyzed thematically following Colaizzi's method.FindingsThe study found that factors constraining students' writing were (1) students' lack of effort, (2) students' lack of a strategy for writing, (3) students' lack of autonomy and (4) students' absence of voice.Originality/valueThe authors discuss the practical implications of these factors for different stakeholders. There is a growing interest in postgraduate students' thesis writing processes. Surprisingly, no research exists on supervisors' perceptions of factors that constrain the thesis writing process of non-native English master's students.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Factors that hinder the thesis writing process of non-native MA students in ELT: supervisors' perspectives

Ravari

Islam

Khozaei

et al. 2022

JARHE

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“…From this perspective, the meanings of attitudes reflect people's attitudes toward something. Following Martin and White [25], Neupane Bastola and Hu [26] show that the meanings of attitudes refer to people's emotional reactions, judgments, and appreciation toward a thing. Neupane Bastola and Hu [26] propose, "Attitudinal meanings, distinguished in terms of polarity (i.e., positive vs. negative), comprise affect (emotional reactions), judgment (assessment of human behaviour and characters according to normative principles), and appreciation (assessment of objects, artefacts, texts, state of affairs, and processes according to aesthetic principles and systems of social values)" [26, рр.…”

mentioning

confidence: 99%

The Importance of Multimodality in Modern Strategies for Teaching Reading and Writing

Куликов

2023

Pedagogical Review

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В этой статье автор предлагает интерпретацию ключевых суждений, выдвинутых современными учеными о чтении и письме с точки зрения мультимодальных способов преподавания. Мультимодальность в целом соответствует отображению в тексте более одного способа выражения смысла сообщений. В частности, запись слов в виде графем может сочетаться с визуальными образами в качестве вариантов передачи значения понятий. Автор выделяет две противоречивые тенденции в развитии вопросов относительно мультимодальности в науке и образовании. С одной стороны, мультимодальность раскрывает разнообразие способов своего представления и проникновения в различные области знаний и навыков. С другой стороны, в арсенале современных исследователей отсутствуют методологические средства, обеспечивающие однозначное прочтение и описание самого этого явления. Следовательно, затрудняется его освоение и применение в образовательной практике. Автор данной статьи раскрывает природу мультимодального подхода к обучению чтению и письму в сугубо теоретических аспектах. В этом отношении реализация возможностей педагогической рефлексии помогает найти ответ на вопрос, исчерпали ли традиционные характеристики мономодального образования свои возможности в современных условиях. Сравнительный анализ выступает основным методом исследования, которое состоит из двух разделов. Первый раздел исследования посвящен вопросу о трансформациях чтения в эпоху цифровых технологий. Рассмотрение автором трансформаций чтения помогает выдвинуть вопрос о семиотических источниках и формах познания. Обсуждение этого вопроса обеспечивает аутентичность написания текстов в школах и университетах, а также применение данных методик в ходе составлении первых научных текстов. Второй раздел исследования посвящен вопросу об ограничениях мультимодальных способов обучения письму в современном образовании. Проведенные изыскания помогают выявить критические моменты мультимодального варианта составления текстов как сообщений в цифровой среде. В данном случае исследование показывает, что возможности традиционных видов образования все еще не исчерпаны. Эти виды образования обеспечивают развитие навыков, связанных с фундаментальными знаниями, что помогает экономить время учащихся при выполнении письменных заданий. В целом, автор приходит к выводу о сохраняющейся актуальности возможностей традиционных видов образования в эпоху цифровых технологий. Более того, варианты традиционного образования востребованы на последних этапах обучения. Поэтому необходимо сочетать инновационные и традиционные подходы к обучению, поскольку только эта процедура помогает и повысить эффективность начальных этапов обучения, и снизить нагрузку студентов на завершающих этапах обучения, в особенности при подготовке выпускных квалифицированных работ. In this article, the author proposes to interpret the main judgments of modern scholars about reading and writing from the point of view of multimodal teaching methods. Multimodality generally means that more than one way of representing the meaning of messages is expressed in the text. In particular, recording words as graphemes can be combined with visual images to convey the meaning of concepts. The author outlines two controversial trends in the development of the topic of multimodality in science and education. On the one hand, multimodality shows various ways of representation and dissemination in different fields of knowledge and skills. On the other hand, there are no methodological tools in the arsenal of modern researchers that allow a clear reading and description of this phenomenon. Consequently, it is challenging to master and apply a multimodal approach in educational practice. The author of this article examines the theoretical aspects of the multimodal approach in education. The main method of research is comparative analysis. In this context, implementing pedagogical reflection helps answer the question: ‘Have the possibilities of conventional forms of teaching been exhausted?’ The presentation of the research results consists of two sections. The first research section is devoted to the transformation of reading in the digital age. The author’s reflections on the transformations of reading contribute to raising the question of semiotic sources and forms of knowledge. The discussion of this question ensures the authenticity of writing texts in schools and universities and the use of these techniques in writing scientific papers. The second part of the research is devoted to the limits of multimodal methods of teaching writing in modern education. The research helps discover the critical points of the multimodal variant of writing texts as messages in the digital environment. In this case, the research shows that the possibilities of conventional forms of teaching have not been exhausted yet. Conventional forms of teaching ensure the development of skills related to basic knowledge. They can save students time in completing their tasks. In general, the author states that the possibilities of conventional forms of instruction are still relevant in the digital age. Moreover, the possibilities of conventional teaching are in demand in the final stages of study. Therefore, it is necessary to combine innovative and conventional teaching approaches because only in this way it is possible to increase the effectiveness of the initial stages of education and reduce the burden on students at the stage of preparation of final papers.

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Attitudinal Resources in Academic Talks: A Corpus-Based Analysis Across Languages

Duan,

Degand

2024

Corpus Pragmatics

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“Commenting on your work is a waste of time only!”: An appraisal-based study of evaluative language in supervisory feedback

Cited by 9 publications

References 58 publications

Factors that hinder the thesis writing process of non-native MA students in ELT: supervisors' perspectives

Factors that hinder the thesis writing process of non-native MA students in ELT: supervisors' perspectives

The Importance of Multimodality in Modern Strategies for Teaching Reading and Writing

Attitudinal Resources in Academic Talks: A Corpus-Based Analysis Across Languages

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