Traditional classroom response system (CRS)–based instruction often relies on teacher-generated questions, which may limit students’ independent inquiry and deeper engagement with the text. This study compared two questioning strategies integrated with CRS technology: CRS with teacher-generated questioning (TGQ) versus CRS with student-generated questioning (SGQ). In the SGQ approach, students worked in groups to read texts, create text-based questions, and use the CRS platform ClassPoint to answer questions posed by other groups during whole-class peer questioning activities. In the TGQ approach, students answered teacher-created questions via the same ClassPoint platform. A quasi-experimental design evaluated the effectiveness of these two questioning strategies within CRS-based collaborative instruction, focusing on reading comprehension and collaborative learning dynamics. While no significant difference was found between the TGQ and SGQ groups on immediate multiple-choice reading comprehension tests, the SGQ group outperformed the TGQ group on delayed recall tests. Both approaches improved students’ perceived collaborative learning, though SGQ did not significantly enhance peer interactions or collective efficacy compared to TGQ in CRS environments. Qualitative semi-structured interviews provided additional insights, enriching the understanding of the quantitative findings. This study expands the CRS research by integrating SGQ instruction, providing valuable insights into the effectiveness of this combined approach in collaborative learning environments.
Focused corrective feedback addressing a single error type has demonstrated greater effectiveness compared to unfocused corrective feedback that addresses various linguistic error types. The notion of “one error type” remains ambiguous in focused feedback studies, as the efficacy of focused feedback practices may hinge on how narrowly an error type is delineated. An investigation into the concept of error type in relation to feedback effectiveness is warranted, as it may enhance the existing literature on focused feedback and deepen our comprehension of its efficacy. The current study investigated whether the use of a narrow or broad definition for article usage in correcting usage errors influences the effectiveness of focused feedback. The study recruited college students divided into two experimental groups (narrow and broad definition groups: Groups A and B, respectively) that received corrective feedback and one control group (Group C) that did not receive feedback. The results showed focused feedback to be effective in improving usage accuracy in Group A. Although focused feedback was effective in improving usage accuracy at the immediate posttest in Group B, the benefits did not persist to the delayed posttest. Moreover, the study revealed that in Group B, students who were aware of the type of error being targeted in their feedback registered greater improvements in usage accuracy than did those who were not aware of such error type. This study’s findings suggest several implications for teaching practices.
This study investigates the morphological complexity of high school English textbooks and English university entrance exams in Turkey, focusing on indices of inflectional and derivational morphology, morpheme family size, frequency, and morphological density. Using automated corpus-based analyses, the study compares eight textbooks and ten exams across multiple morphological measures. The results indicate systematic differences between the two corpora, with the most robust effects emerging in derivational and prefix-related indices. Exam materials consistently exhibited higher derivational complexity, greater prefix use, and larger prefix family sizes, whereas many inflectional and suffix-related differences did not remain robust after correction for multiple comparisons. These findings suggest that university entrance exams rely more heavily on morphologically productive word-formation processes than those emphasized in official high school textbooks. The results point to a structural misalignment between instructional materials and assessment demands. The study highlights the importance of incorporating morphologically rich input and explicit attention to word-formation processes in English curricula to better support students’ preparation for high-stakes examinations and the transition to tertiary education.
Disciplinary vocabulary knowledge is crucial for ESP learners to comprehend disciplinary texts. While disciplinary word lists provide useful guidance for vocabulary learning, learners also need authentic sources that expose them to disciplinary words in context. This study investigates the potential of computer science (CS)-related TED talks for developing disciplinary vocabulary knowledge. A lexical profiling analysis examined the occurrence of words from the Computer Science Academic Vocabulary List (CSAVL) in a corpus of CS-related TED talks, and a semantic analysis explored whether these words were used with general or discipline-specific meanings. Results showed that 9.21
