This paper draws on findings from analysis of feedback forms addressing participant’s engagement with assessment feedback to show that the objective measurement of feedback effectiveness is affected with difficulties. The learner may be in the best position to judge the effectiveness of feedback but, on the other hand, may not always recognize the benefits it provides. Feedback is an information about how we are doing in our efforts to reach a goal. It is a basic teaching method essential for learning and improving performance. It reinforces appropriate behavior and encourages learners to try new skills.
Teaching grammatical rules explicitly and expecting learners to memorize them is less effective. An important part of a language range is to know how to teach language forms in meaningful and effective ways. Learning vocabulary is an essential part of learning a new language. Where vocabulary is introduced and practiced in communicative contexts (rather than in lists), students are likely to see the relevance of learning words and phrases and to be sufficiently interested and motivated to remember them. Students will soon understand this language.
Noddings says that students need motivation to learn, remember, and use information. Focusing on rote memorization on and improving test scores is less motivational than focusing on using information creatively and critically and on learning in an active environment. Meaningful learning of objectives, where students can use information they have learned purposefully, motivates students even when the objectives are specific (Noddings, 213). American standardization, including its overly specific curriculum standards and standardized assessments, is directly influencing student motivation
Since the rewards are important to the learner in some way, students are more apt to work towards a goal otherwise unimportant. Subsequently, children will begin to feel and be successful through extrinsic rewards and the intrinsic rewards will immediately follow. However, students who do not measure up are required to work through the same or a similar lesson
Without comprehension, reading is invalid process as Katims (1997) emphasizes that reading is not worthy without comprehension. Therefore, this study aims to put forth the effective strategies so as to minimize reading difficulties and maximize the comprehension in foreign language process. Both learners and teachers can benefit from these strategies to obtain better comprehension in reading process and these strategies do not only help reading comprehension but also enhance vocabulary, grammar, pronunciation and other skills of learners in foreign language learning process. Recently, the teaching of reading has focalized upon the importance of learning reading strategies which enable learners to
2.2. Conditions for Learner Autonomy It should be reiterated that autonomy is not an article of faith, a product ready made for use or merely a personal quality or trait. Rather, it should be clarified that autonomous learning is achieved when certain conditions obtain: cognitive and metacognitive strategies on the part of the learner, motivation, attitudes, and knowledge about language learning, i.e., a kind of metalanguage. To acknowledge, however, that learners have to follow certain paths to attain autonomy is tantamount to asserting that there has to be a teacher on whom it will be incumbent to show the way. In other words, autonomous learning is by no means "teacherless learning."
Frequently, assessment methods are selected based on their objectivity, accuracy, or convenience. However, assessment methods are appropriate for some uses and inappropriate for others. In assessing student achievement, it is necessary to match between desired learning goals and the types of assessment method used. When teacher is eager to find students ability to develop and organize ideas and write a well-integrated composition as learning goals, multiple-choice test would be poor choice and other form such as essay writing would be better one. The third principle is that comprehensive assessment requires a variety of assessment method.
After the Communicative Language teaching approach, one important aspect was discussed that communicative competence in English language does not mean to have knowledge of the language but the need for contextualized communication. This view is taken seriously by teachers of Communicative Language Teaching which has been widely used for
A conceptual review of what has been understood as didactic materials is necessary because it allows rethinking common sense assumptions about the role and importance didactic materials have. In the case of traditional conceptions, teaching materials tend to be considered as instruments to access the target language. They are a means of dealing with grammar, syntax, phonetics, and cultural matters, among others. Conceiving teaching materials as instruments is an idea supported by theories related to input. "A teaching material is considered as anything which is used by teachers or learners to facilitate the learning of a language.
As teachers, in order to contribute to our learners’ knowledge, we basically take into account two crucial factors in teaching language. One is educational setting and the available resources; the other is our learners’ characteristics, needs, proficiency level, and language background and so on. In this respect, our teaching methodology is influenced by many variables; however; the most significant and the difficult oneis the latter, which teachers have to take into account in the first place. Trying to learn as much as possible about our learners’ needs, interests and characteristics will help us design effective lessons which the teaching and learning can take place. However, this raises the question of “howdo we get information about them?” Based on the points raised in the chapter, teachers can make use of