Table 1 Teacher-researcher’s feedback based on students’ needs and learning objectives/outcomes
From: Longitudinal study of a procedure for training low-proficiency english language students
Session no | Week | Chapter topic | The teacher-researcher’s feedback based on the chapter’s learning objectives | The teacher-researcher’s feedback based on student needs |
|---|---|---|---|---|
Session 1 | Week 2–3 | Exploring the essay | Focusing on how to write essay sections such as introduction, body paragraphs, and conclusion | Correcting grammatical mistakes and punctuation by providing examples |
Analyzing the issue components of essays, such as the topic sentence, thesis statement, hook, etc | Analyzing text, according to the four criteria; more focus on the lexical resource and rhetorical content | |||
Developing the essay chronologically, from general to specific ideas | ||||
Session 2 | Week 4–5 | Narrative essay | Developing a narrative essay | Simplifying unclear sentences |
Connectors and time relation words that organize the events | Using a variety of sentence structures | |||
Emphasizing the structure of a story such as chronological order, informal style | Emphasizing the flow, presenting clear argument, and establishing supporting ideas | |||
Using the connectors appropriate for a narrative essay | Emphasizing precise vocabulary and eliminating unfamiliar words | |||
Session 3 | Week 6–7 | Comparison essay | Developing a comparison essay | Providing a variety of sentence structures and lengths and exploring word choice |
Connectors that show comparison | Differentiating between the informal style in a narrative essay and academic style in a comparison essay | |||
Emphasizing patterns of organization – block method or point-by-point methods – and parallel organization of supporting information | Emphasizing the clear arguments and supportive ideas | |||
Session 4 | Week 8–9 | Cause-effect essay | Developing a cause-effect essay | Emphasizing the clear arguments, simple and supportive ideas |
Using connectors that show cause and effect | Providing examples of precise words and proper use of connectors either for cause or effect | |||
Avoiding wordiness, redundancy | ||||
Noun clauses and their function, such as subject, object, and object of preposition | ||||
Session 5 | Week 10–11 | Argument essay | Developing the structure of an argument essay | Emphasizing clear arguments through transitions that ideas should follow and move smoothly from one point to another |
Controlling the tone with a model | Avoiding sweeping generalizations and insufficient facts | |||
Avoiding faulty logic |