Sử dụng công nghệ trong việc sửa bài viết cho sinh viên

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Tác giả: Thị Thảo Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại: 370 Education

Thông tin xuất bản: Tạp chí Khoa học Trường Đại học Quảng Nam, 2023

Mô tả vật lý: 93-100

Bộ sưu tập: Metadata

ID: 397243

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Chủ đề

Sửa bài viết cho học sinh đã từ lâu là công việc giáo viên tiếng Anh phải tốn nhiều thời gian, cho dù chuyên môn tốt như thế nào. May mắn thay, ngày nay, giáo viên thời kỹ thuật số có thể tận dụng hiệu quả các công cụ công nghệ khác nhau để giảm bớt gánh nặng này. Bài viết giới thiệu một số thiết bị hỗ trợ công nghệ giúp giáo viênchỉnh sửa và phản hồi bài viết của học sinh. Thứ nhất, tiêu chí chấm bài cho học sinh được thiết lập. Thứ hai, bài viết cung cấp thông tin chi tiết về một số công cụ công nghệ khả dụng, đem đến tiện ích để giáo viên phát hiện đạo văn, kiểm tra lỗi chính tả và ngữ pháp trong bài viết của học sinh cũng như tạo không gian điện tử để giáo viên và học sinh giao tiếp với nhau bằng văn bản. Cuối cùng, bài báo xem xét những lợi ích và hạn chế của những công cụ kỹ thuật số này bằng cách áp dụng chúng vào thực tiễn sửa bài viết của học sinh., Tóm tắt tiếng anh, Correcting students' written work has long been a time-consuming task for teachers of English, irrespective of their expertise. Fortunately, in this day and age, digital teachers can make great use of different technological tools to ease the heavy burden. The article will introduce some technological aids for teachers to make correction and give feedback on students' writing. Firstly, criteria for marking students' papers are established. Secondly, the article provides insights into some viable technological tools which provide utilities for teachers to detect plagiarism, to check spelling and grammatical mistakes in students' written papers as well as to create an e-space for teacher-student written communication. Finally, the article examines the benefits and drawbacks of these digital tools by means of interviewing teachers who has applied the tools into the practice of correcting students' written work.

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