Constructive Content-Based Feedback in EAP Contexts: Lessons from a Cross-Border Engineering-Related Pre-Sessional Course

Autor/inn/en	Guariento, William; Rolinska, Anna; Al-Masri, Nazmi
Titel	Constructive Content-Based Feedback in EAP Contexts: Lessons from a Cross-Border Engineering-Related Pre-Sessional Course
Quelle	In: Higher Education Research and Development, 37 (2018) 3, S.514-532 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guariento, William)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1430124
Schlagwörter	Foreign Students; Second Language Learning; Second Language Instruction; Foreign Countries; Partnerships in Education; Feedback (Response); Engineering Education; Transfer of Training; Peer Teaching; Higher Education; College Students; Mentors; Student Attitudes; Intellectual Disciplines; Academic Discourse; Computer Mediated Communication; Videoconferencing; Social Media; English for Academic Purposes; Peer Evaluation; Developed Nations; Developing Nations; United Kingdom; Palestine; Gaza Strip + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Hochschulpartnerschaft; Ingenieurausbildung; Training; Transfer; Ausbildung; Peer group teaching; Peer Group Teaching; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Schülerverhalten; Geisteswissenschaften; Discourse; Diskurs; Computerkonferenz; Soziale Medien; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Großbritannien; Palästina; Gaza-Streifen
Abstract	This paper investigates a small-scale project concerned with establishing and sustaining an e-partnership between international students in the UK and engineering students in Palestine. It focuses on the value of peer teaching and learning as an attempt to ensure a greater balance between knowledge and language on a UK pre-sessional English language course, by involving more able peers from a Gazan student body. At the same time, it was hoped that such an arrangement would enable the Gazan students to develop a range of transferable skills, of use in accessing employment at a distance. The article initially outlines the wider context to the Project, discussing the issues related to instituting peer learning/teaching schemes in an HE setting. At its centre though is the presentation and evaluation of a constructive feedback course, whose design and delivery aimed at facilitating the development of skills needed to perform as a peer mentor. It demonstrates students' attitudes towards feedback and the strategies they use when asked to provide their peers with content feedback in an e-partnership. In this way, it provides food for thought to educators interested in developing similar cross-border schemes. Though the potential issues that emerge in terms of First World/Global South imbalance are very considerable, the paper suggests that telecollaboration projects of this nature may help overseas students start interrogating discipline-specific literacies, thus preventing the decontextualisation of the learner, including those unable to pay to study at a prestigious HE institution. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01