APPENDIX B TASK REPETITION TEACHING EXPERT REVIEW FORM

FACULTY OF EDUCATION, UNIVERSITI KEBANGSAAN MALAYSIA

Questionnaire on the Design of AEW-TRFCM

(Task Repetition Teaching Expert Review)


Research Title:


DEVELOPING A TASK-REPETITION FLIPPED CLASSROOM MODULE FOR CHINESE ACADEMIC ENGLISH WRITING UNIVERSITY INSTRUCTORS


Researcher


LIANG YINGBAO (P122913)


This questionnaire aims to determine the suitability of the task repetition teaching method in the design and development phase of AEW-TRFCM for university instructors’ academic English writing courses as required in Hebei Province. Please write your responses in the space provided in this questionnaire. Provided information will all be kept private and confidential, and will be used exclusively for this study’s objectives. I am grateful that your cooperation in answering this questionnaire.

Note: AEW-TRFCM refers to Task repetition flipped classroom module for academic English writing instructors.

INSTRUCTIONS: Please complete the following

PART A: GENERAL INFORMATION
1. Name
2. Age
3. Gender
4. Position
5. Department
6.Field of Expertise
7. Address
8. Email
9. Telephone
INSTRUCTIONS: Please tick (√) and provide your comments

PART B: TASK REPETITION DESIGN PROCESS IN AEW-TRFCM

Here is task repetition teaching process and elements in AEW-TRFCM from question 9 to question 21 which are arranged in order, and the online platform is used in this study is Learning Through Platform.

10. Task explanation (Discussion room)
11. Online learning before class (Video)
12. Collecting & Summarizing information (Activities & Discussion room)
13. Scaffolding & Writing (Resources)
14. Online writing reviewing from the instructor (Discussion room)
15. Writing correction by students (Discussion room)
16. Presenting writing content(Classroom)
17. Providing teaching guidance (Discussion room & Classroom)
18. Social interaction (Discussion room & Classroom)
19. Reflection & feedback (Discussion room & Classroom)
20. Rewriting the same essay (After class)
21. Assessing the performance (Online Writing Checker)
22. Self-evaluation (Online archives)
23. Start the similar topic writing (Discussion room)

INSTRUCTIONS: Please tick mark your choice

① – Strongly Disagree

② – Disagree

③– Neither agree nor disagree

④– Agree

⑤– Strongly Agree

PART C: TASK REPETITION (TR) TEACHING DESIGN

24. TR teaching design is suitable to the course content.
25.TR teaching design’s guideline is so clear to students.
26.TR teaching design fulfills the course syllabus in academic English writing for university students.
27.TR teaching design matches the competency level of learners.
28.TR teaching design is arranged well.
29.TR teaching design could enhance students’ writing proficiency.
30. TR teaching design is closely connected with technology usage.

31.TR teaching design can reflect “construct learning on top of our pre-existing knowledge the” from Piaget (1973).

32.TR teaching design consolidate the prior knowledge and put into new practice.
33.TR teaching design increase students’ confidence in writing.
 Comments/ feedback for the improvement of this module’s content

THANK YOU FOR YOUR FEEDBACK

Questionnaire adapted from (Mustafa 2018), (Gagne & Briggs 1974) & (Bygate & Samuda 2005)

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