Effectively digitizing communication with &lt;i&gt;Turnitin&lt;/i&gt; for improved writing in a multilingual classroom

Sujee, Eva; Engelbrecht, Andreas; Nagel, Lynette

doi:10.4314/jlt.v49i2.1

Cited by 4 publications

(6 citation statements)

References 18 publications

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“…Students appreciated the individualized feedback and claimed a deeper engagement with the content. Students were also able to integrate language rules from the QuickMark drag-anddrop comments, further strengthening the applicability in a second language classroom (Sujee et al, 2015). A 2015 study on perceptions of Turnitin's online grading features reported that business students favored the level of personalization, timeliness, accessibility, and quantity and quality of receiving feedback in an electronic format (Carruthers et al, 2015).…”

Section: The Turnitin Feedback Studio Model: Background and Existing Researchmentioning

confidence: 88%

“…Turnitin's own studies are not the only evidence of these trends in students' perceptions of feedback. In a case study examining the effects of Turnitin's products on writing in a multilingual language class, Sujee et al (2015) found that the majority of the learners expressed that Turnitin's personalized feedback and identification of errors met their learning needs. Students appreciated the individualized feedback and claimed a deeper engagement with the content.…”

Section: The Turnitin Feedback Studio Model: Background and Existing Researchmentioning

confidence: 99%

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Feedback That Leads to Improvement in Student Essays: Testing the Hypothesis that “Where to Next” Feedback is Most Powerful

et al. 2021

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Feedback is powerful but variable. This study investigates which forms of feedback are more predictive of improvement to students’ essays, using Turnitin Feeback Studio–a computer augmented system to capture teacher and computer-generated feedback comments. The study used a sample of 3,204 high school and university students who submitted their essays, received feedback comments, and then resubmitted for final grading. The major finding was the importance of “where to next” feedback which led to the greatest gains from the first to the final submission. There is support for the worthwhileness of computer moderated feedback systems that include both teacher- and computer-generated feedback.

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Section: The Turnitin Feedback Studio Model: Background and Existing Researchmentioning

confidence: 88%

Section: The Turnitin Feedback Studio Model: Background and Existing Researchmentioning

confidence: 99%

Feedback That Leads to Improvement in Student Essays: Testing the Hypothesis that “Where to Next” Feedback is Most Powerful

et al. 2021

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“…A trend was observed that in some studies the third-generation cultural-historical activity theory (Engeström, 1987) is used as an analytic lens (De Beer, 2016;De Beer & Mentz, 2017;Petersen, 2018). Basic qualitative study Aheto et al (2017), De Beer and Mentz (2017), Du Toit-Brits (2019), Iiyambo and Geduld (2019), Jacobs and Van Loggerenberg (1996), Kruger et al (2015), Lekalakala-Mokgele and Caka (2015), Lumina (2005), Sujee et al (2015) Bricolage Setlhodi (2019), Van Wyk (2017) Case study Du Toit et al (2016), Maistry (2009), Malan et al (2014), Orton and Nokes (2012), Terblanché (2010) Design-based research De Beer (2019b)…”

Section: Research Approaches and Designsmentioning

confidence: 99%

“…• document analysis (De Beer, 2019b;Du Toit et al, 2016;Greyling et al, 2016;Havenga & De Beer, 2016;Olivier, 2016;Setlhodi, 2019;Terblanché, 2010;Vos & Van Oort, 2018); • focus-group interviews (Abubakar & Arshad, 2015;De Klerk & Fourie, 2017;Lekalakala-Mokgele & Caka, 2015;Maistry, 2009;Malan et al, 2014;Nottidge & Louw, 2017;Statham et al, 2014); • individual interviews De Beer, 2019b;De Beer & Mentz, 2017;Du Toit et al, 2016;Du Toit-Brits & Van Zyl, 2017;Iiyambo & Geduld, 2019;Jacobs & Van Loggerenberg, 1996;Maistry, 2009); • interactive interviews (Setlhodi, 2019); • netnography (Sujee et al, 2015);…”

Section: Instrumentsmentioning

confidence: 99%

Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning

Letseka

Seeletso

2021

Radical Solutions for Education in Africa

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translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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“…In the fi eld of language teaching, the TPACK framework has been applied to explore the impact of digital tools on student success (Muhamad, 2014), student perception of teachers' technology use (Tseng, 2018), the characterization of TPACK within the context of CALL (Debbagh & Jones, 2018;Rahmany et al, 2014) and World Languages (Van Olphen, 2008), and the exploration of individual diff erences in technology implementation (Szeto & Cheng, 2017). In SLW, TPACK has served as a framework to evaluate specifi c digital tools (Sujee et al, 2015), to draw connections between teachers' pedagogical knowledge and beliefs pertaining to multimodal feedback (Yang et al, 2014), and to design collaborative online writing courses (H. C. Tai et al, 2015).…”

Section: Tpack and L2 Educationmentioning

confidence: 99%

Digital Multimodal Composition and Second Language Teacher Knowledge

Schmidt¹

2019

TESL Canada

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Before second language writing (SLW) teachers’ digital practices can be supported, their needs must first be understood. To accomplish effective technology-enhanced instruction, SLW teachers must blend their knowledge of composition theory, second language acquisition, and multimodal composition technologies. However, many teachers struggle to do this, which highlights the need for research addressing the cognitive aspects that influence digital instruction. This case study reports on an investigation of three in-service university SLW teachers’ Technological Pedagogical Content Knowledge (TPACK) during a digital reflective portfolio module. Data from an online survey, instructional content, classroom observations, and semistructured interviews were triangulated to uncover the nature of SLW teachers’ TPACK, including which factors supported and constrained their use of technology. Findings suggest that pedagogical content knowledge played a dominant role in how the teachers used technology. The teachers’ TPACK was enhanced by professional beliefs about the importance of multimodality and contextual factors involving institutional support and communities of practice. However, it was constrained by limited self-efficacy and pedagogical beliefs concerning the influence of technology on student learning and student engagement. This study contributes to a growing body of research on how to support language teachers in their digitally mediated practices. Avant de pouvoir soutenir les pratiques numériques des enseignantes et enseignants d’expression écrite en langue seconde (SLW), il faut commencer par en comprendre les besoins. Pour être à même de dispenser efficacement un enseignement enrichi par la technologie, les enseignantes et enseignants d’expression écrite en langue seconde doivent amalgamer leurs connaissances dans les domaines de la théorie de la composition, de l’acquisition d’une langue seconde et des technologies de composition multimodale. Beaucoup d’enseignantes et d’enseignants, toutefois, arrivent mal à le faire, ce qui souligne le besoin de recherches sur les facteurs cognitifs qui ont une incidence sur l’enseignement numérique. La présente étude de cas fait état de recherches menées auprès de trois enseignants (un homme et deux femmes) d’expression écrite en langue seconde en cours de service au niveau universitaire dans le cadre TPACK (Technological Pedagogical Content Knowledge). Des données issues d’un sondage en ligne, un contenu pédagogique, des observations faites en salle de classe et des entrevues semi-structurées ont été triangulés pour lever le voile sur la nature des connaissances des enseignantes et enseignants d’expression écrite en langue seconde dans le cadre TPACK, y compris la question de savoir quels facteurs soutiennent ou restreignent leur recours à la technologie. Les constatations suggèrent que la connaissance du contenu pédagogique joue un rôle prépondérant dans la façon dont les enseignantes et enseignants utilisent la technologie. Leurs connaissances sont par ailleurs renforcées par des convictions professionnelles concernant l’importance de l’intermodalité ainsi que par des facteurs contextuels impliquant le soutien institutionnel et les communautés de pratique. Elles se sont toutefois avérées limitées par l’auto-efficacité réduite des enseignantes et enseignants et leurs croyances pédagogiques relativement à l’influence de la technologie sur l’apprentissage et l’engagement des étudiantes et étudiants. Cette étude s’ajoute à un corpus croissant de recherches sur la façon de soutenir les professeurs de langue dans leurs pratiques numériques.

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Effectively digitizing communication with <i>Turnitin</i> for improved writing in a multilingual classroom

Cited by 4 publications

References 18 publications

Feedback That Leads to Improvement in Student Essays: Testing the Hypothesis that “Where to Next” Feedback is Most Powerful

Feedback That Leads to Improvement in Student Essays: Testing the Hypothesis that “Where to Next” Feedback is Most Powerful

Open Learning in the African Context: Challenges and Possibilities for Self-directed Learning

Digital Multimodal Composition and Second Language Teacher Knowledge

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