SR 6: Introspective Measures
Yes, I know...overacheiver! I just wanted to get some stuff done ahead of time. Sorry!
My 6th, and last, SR article was kind of a let down, to be honest with you. The article, "Error Correction Strategies Used By Learners Of Japanese When Revising A Writing Task," was written by Mariko Kubota. I felt that, although the information presented has to be valuable to me (as a grad student and as an educator), I found myself having to read parts of it over and over again just to remember what the authors said. That doesn't happen to me very often, so I was left feeling disappointed.
I did find a common thread between the work the authors presented in this article and how I check for learning in my own Spanish classes. For example, when I walk around the room during group activities, I always ask my students how they came up with the answers they did. Some just say it's because they knew it was correct, and others say they guessed on the ones they didn't know for sure. When I help them correct their errors (actually, I try to provide helpful hints and correcting tools that will enable them to find the errors and make the necessary corrections themselves...some of my students, however, might tell you I'm just being a witch!), I again try to walk them through the steps they took to arrive at their answers. I want to know if they're doing the work themselves or simply copying someone else to get credit for completion or to get a higher grade on their work.
My 6th, and last, SR article was kind of a let down, to be honest with you. The article, "Error Correction Strategies Used By Learners Of Japanese When Revising A Writing Task," was written by Mariko Kubota. I felt that, although the information presented has to be valuable to me (as a grad student and as an educator), I found myself having to read parts of it over and over again just to remember what the authors said. That doesn't happen to me very often, so I was left feeling disappointed.
I did find a common thread between the work the authors presented in this article and how I check for learning in my own Spanish classes. For example, when I walk around the room during group activities, I always ask my students how they came up with the answers they did. Some just say it's because they knew it was correct, and others say they guessed on the ones they didn't know for sure. When I help them correct their errors (actually, I try to provide helpful hints and correcting tools that will enable them to find the errors and make the necessary corrections themselves...some of my students, however, might tell you I'm just being a witch!), I again try to walk them through the steps they took to arrive at their answers. I want to know if they're doing the work themselves or simply copying someone else to get credit for completion or to get a higher grade on their work.
posted by Tanya Loewen at 1:26 PM
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