Keyword: feedback

ABSTRACT: This review addresses the growing integration of technology in education by examining the role of Mentimeter, a student response system (SRS), in enhancing teaching and learning. The study aims to consolidate existing research to provide insights into Mentimeter’s impact on educational practices, identifying both its advantages and limitations and offering guidance for its effective use in diverse learning environments. A systematic review of 40 peer-reviewed studies published between 2010 and 2023 was conducted using thematic analysis. The studies were selected through extensive searches across six electronic databases, employing predefined inclusion and exclusion criteria. Data extraction and analysis focused on identifying recurring themes and patterns related to the use of Mentimeter in various educational settings. The review reveals that Mentimeter enhances student engagement, encourages collaboration, and boosts participation through its interactive and anonymous response features. It supports active learning and facilitates real-time formative assessment, making it a valuable tool for both in-person and online teaching. However, challenges such as technical issues, costs, and the need for training and ethical guidelines were also identified. The findings suggest that integrating Mentimeter into teaching practices can improve learning experiences by bringing interactivity and engagement. Educators are encouraged to explore innovative applications of the tool while addressing its limitations. Future research should focus on its long-term impact, applications in remote and hybrid learning environments, and comparative evaluations with other SRS.

ABSTRACT: Feedback is a powerful learning tool; however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies
cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom; however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.

ABSTRACT: Automated writing evaluation systems are formative assessment systems that provide immediate, automated feedback on L1, L2, and EFL students’ writing in the form of writing quality scores and suggestions for revising. As such, these systems have the potential for alleviating some of the persistent barriers teachers face to implementing evidence-based writing instruction practices. However, simply adopting this technology without careful attention to how it is implemented will not guarantee instructional benefits. In this article, we draw on prior research to make recommendations to effectively integrate automated writing evaluation alongside evidence-based writing instruction practices to improve writing instruction and intervention, leveraging the affordances of this technology while addressing its limitations. Specifically, we discuss how researchers, interventionists, and educators using automated writing evaluation should develop students’ knowledge of underlying evaluation criteria; teach strategies for planning, drafting, and revising; supplement automated feedback with effective teacher-provided feedback; and enact goal setting and progress monitoring.