Podcasts as a Supplementary material in Learning Classes
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
EFL Students’ Attitude towards Using Podcasts as a Supplementary material in Learning Classes in the Faculty of languages and Translation at King Khalid University
Abstract
New technology has always had a significant impact on teaching and learning, and using podcasting in English language learning is nothing new. Institutions are investing in modern technology to enhance teaching and learning, and podcasting has been at the forefront. Podcasts in teaching EFL significantly impact pronunciation and give the learner a feel of the authentic language. A learner who uses podcasts to supplement what is learned in class can recognize different accents as forms of language, therefore interacting with the language in the real world.
Teachers are encouraged to publish podcasts as supplemental material to the class, and give students exercises to make their own podcasts and share with the class. English language learners who use podcasts have a better command of the language. This paper investigates into the topic of using podcasts as a tool for teaching English language. It broadens the attitudes that students have on using podcasts in learning, enhancing listening and speaking, and how the tool can be used to supplement face to face classes. The paper also gives the advantages and criticizes of using podcasts.
Introduction
In the new age, teachers are using computers as a crucial part of Foreign language teaching and learning due to technological advancement. Computer-assisted Language Learning has also gained considerable attention from researchers, teachers, and even learners. Studies show that better performance, fluency in communication, and improved English proficiency are just some of the outcomes associated with CALL incorporation. As a CALL method, the podcast has been praised for its efficacy in English conception for these students. Podcasting has not only been a rich source of input during English Instruction, but it has also been of positive transformation in terms of engagement and performance during language lessons. One of the reasons podcasts have become influential in EFL teaching is they are authentic. Rather than made-up dialogues, podcasts entail real conversations. Podcasts are also diverse. They teach students various types of spoken English. As a result, the EFL student does not interact with a single accent of English but interacts with various aspects of the language. CALL has its limitations: unless a learner has their personal computers, school computers are accessed only within a restricted hour. CALL also requires the constant installation of features such as computer software, programs, and applications that continually need upgrading. Upgrading requires money and puts both instructors and students under a lot of pressure. Podcasts are also associated with negative consequences such as absenteeism.
Review of Literature
The traditional teaching methods were characterized by hardcopy materials and audio cassettes that were purposely recorded for the course work (McBride, 2019). Instructors rarely centered home works around the class content (McBride, 2019). With the new approach, however, whereas audio cassettes and course books are used, videos and audios from either authentic instructors or student-produced podcasts are the primary source of information in classrooms (McBride, 2019). Unlike in the traditional system, instructor-produced-podcasts lie close to the content taught in class. Podcasts usually either summarize the content studied in class, reinforcing concepts taught in class, and helping the learner prepare for the next class (McBride, 2019). Podcasts can also be used as an introduction to the next topic (McBride, 2019). The podcasts also tackle discussions in classrooms and especially get into details of the students’ topics found difficult. I treat podcasts as either the main or the supplemental tool to teach EFL depending on the students’ needs, since some learners may require traditional methods of learning more (McBride, 2019).
Podcasts are said to have massive impacts on listening skills. However, what is not known is that podcast also results in significant improvements in other language areas such as in speaking skills, pronunciation, grammar, and vocabularies (Gonulal, 2020). For EFL students, especially, speaking skills, are the most challenging to master. However, teachers, know first-hand that podcast is one tool that can improve a student’s understanding and speak (Gonulal, 2020). This is so because, with the podcasts, the study implements new tools that are different from the regular class schedule, which then helps the students in practicing the actual content that is taught in class. Through the positive experience that the students learn from podcasts, students get more motivated to learn (Gonulal, 2020).
Consequently, this leads them to increase their intelligibility, fluency, grammar, pronunciation, and accuracy, which are the main components of speaking (Gonulal, 2020). To support the theory; podcasts positively correlated with increased speaking skills, Samad and Ahmad (2020) employed a pretest and post-test on the sample. Results showed that the post-test students performed better in speaking skills than the pretest (Gonulal, 2020).
Computer Assisted Language Learning has several benefits, it still has its limitations. CALL is quite different from the traditional methods of Language learning (Uysal, 2016). Whereas with books, the student can learn from anywhere, including their homes, in trains, with CALL, unless a learner has their personal computers, school computers are accessed only within restricted hours (Uysal, 2016). CALL thus becomes challenging for students. Apart from that, CALL increases learners’ educational costs, especially where students’ computers become a fundamental tool for learning. This is because learning becomes expensive for students from low socioeconomic status. Computers also become quickly obsolete, increasing the expenses of education (Uysal, 2016). CALL also requires the installation of computer software, programs, and applications that continually need upgrading. Upgrading requires money and puts both instructors and students under a lot of pressure (Uysal, 2016).
The learning environment of English as a Foreign Language student is continuously changing. Learners can be faced with unexpected learning problems such as changing. Students may want interactive sessions and computers; with merely artificial intelligence, they cannot fulfill student’s needs (Uysal, 2016). Computers are thus unintelligent enough to facilitate interaction with the students. They cannot communicate naturally with students because they are only programmed to take up commands. These machines cannot respond to learners’ questions. Machines can only do what they have programmed to do (Uysal, 2016). However much powerful they are, they have been unable to take up teachers’ roles in language teaching.
The use of podcasts is also generally associated with negative consequences. When podcasts are used as standalone, they are primarily associated with decreased spelling and punctuation. Research even shows that, to no small extent, podcasts are associated with decreased capitalization (Yaman, 2016). Therefore, podcasts have to be used together with reading and speaking to be utterly compelling. Podcasts are said to be time-consuming, especially in recording and editing. When students make their podcasts, they take a more extended period (Yaman, 2016). Similarly, podcasts are also associated with absenteeism behavior in schools (Yaman, 2016). When students are assured that audio or video or audio files will be sent in class, they will likely avoid classes.
There are various ways you can use podcasts in class. First, (Lewis, 2020) uses podcasts as part of in-classroom listening activities. Here, his main goal is to ensure that students focus on listening and understanding the podcasts’ meaning and let a short podcast play a few times, then to ask the learners, in a few words, to demonstrate their understanding of the discussion. Alternatively, study uses the podcast to open a discussion among students in groups on what the podcast speaks about, the individual that is speaking, and the kind of mood the podcasts portrays. Also, used podcasts to introduce new vocabularies to the learners (Lewis, 2020). Through a short podcast, students create a glossary of new words. Then task them with discovering the meaning of the new words and how we can use them correctly in a sentence. The most exciting part of using these podcasts in in-classroom listening activities is jump-starting conversations (Lewis, 2020). Here, when play the podcasts, where the student replays the main idea of the podcasts. They then discuss whether they agree or disagree with what the podcast discusses, what they think is the issue of the podcasts, and the individual responsible for the issue. To ensure success in the listening activity, study always ensure set them up for winning by teaching them the critical concepts of podcasts and how to reflect on them. Moreover, ensures chosen the appropriate length for the podcasts because in-class listening activities especially, short podcasts, are the most effective (Lewis, 2020). Significantly, study has gone through the podcasts before the lessons to ensure that I cover the correct segment (Lewis, 2020).
The second way the researcher uses podcasts in class is to create a project where the students make their podcasts. This is also his best method of using podcasts for EFL teaching. It is mostly applicable to the senior pupils of EFL. This activity works well when the students are set in groups for the first time (Yugsán-Gómez, 2019). However, as study progress, students were put into pairs, and later on, they create their podcast individually. As they create their podcasts, this gradual process is vital as it helps them build confidence (Lewis, 2020). To do this, students were let first research extensively on the topic. The researched information should be adequate to make an entire episode. They then write the scripts of the episode they are going to cover. Then teaching them the technology used in podcasting, editing methods, and the apps required. The study records and edit the podcasts, and then we play each other’s podcasts in class (Lewis, 2020). This exercise turns out to be quite interesting. To make it more interesting for the older EFL learners, I give wider latitudes for topics, allow students to find out their research information, and make their episodes even longer (Yugsán-Gómez, 2019).
Vocabulary are all the new words learnt by an individual. The more the learner understands, the better they become at communicating efficiently (Bustari,2017). Various research shows that podcasts student’s language vocabulary. Similarly, an experiment executed by an Iranian University showed the students were quicker in learning new words from podcasts than from traditional EFL instruction such as course books (Marefat,2016). The fact that students consider learning new vocabularies during the regular classwork as tiresome and boring. This makes podcasts a great option. Podcasts offer a better remembrance of new words because these words are learned in a given context. Therefore, it is a lot easier to learn English words when the student in podcasts (Marefat,2016).
It is essential first to understand grammar is a set of rules which control the correct way in how words should be organized in a sentence if they are to make sense (Bustari,2017). Grammar is one of the primaries focuses of EFL learning. For Foreign language learners, English does not just come to them naturally (Bustari,2017). This is why helping the EFL student master how to operate the language at a sentence level is essential. Importantly, grammar is an aspect of language, and without it, it would be impossible to communicate. Podcasts come in handy in assisting learners in improving their grammar (Bustari,2017). By incorporating podcasts in ELS classes, learners get to hear Native English speakers talk. This helps these students acquire the right way to structure words and sentences instead of the traditional ways students went through the trouble of learning it in class. Continual exposure to podcasts helps learners master the appropriate way of structuring sentences. The students also benefit from podcasts because by drawing from them, students can perfect their speech.
As per (Chaikovska 2020), listening is one of the prerequisites of good sentence construction. Additionally, EFL students learn a wide range of grammar when listening than in writing. This is because native speaks are more informal when while speaking. For example, it’s common for them to use informal words like “ain’t” rather than “isn’t” (Chaikovska 2020). Rarely will you see these forms in writing. Therefore, students are more likely to be exposed to a wide variety of grammar in podcasts than in writing (Chaikovska 2020). Research also supports this theory. Students who extensively indulge in listening have an improved understanding of grammar. Since grammar is a vital language and communication factor, study highly recommends podcasts to improve it rather than using writing tools (Chaikovska 2020).
Pronunciation refers to the way words are spoken. Pronunciation is centered around aspects like correct intonations, voicing, and stress. Due to various accents, there is no right way of pronouncing words (Chaikovska 2020). However, for learners to communicate in English, they have to be close enough to the actual pronunciation. When EFL learners listen to native speakers, they get better at pronunciation themselves (Chaikovska 2020). Podcasts guide learners to stress, intone, and voice words accurately. A practical method that has helped me guide pronunciation is producing scripts, ensuring students read as they listen (Chaikovska 2020). Reading while listening not only facilitates proper pronunciation but helps them engage in active learning as well. An even better way of improving pronunciation among students is by using shadowing. Shadowing encourages the learner to read the scripts and speak along with the podcasts listen (Chaikovska 2020). It is instrumental in improving pronunciation (Chaikovska, 2020).
Fluency is the ability to speak appropriately, at speed, without pausing to overthink. Fluency doesn’t necessarily, mean being always correct listen (Chaikovska 2020). It just means speaking without long pauses. Research suggests that to handle a conversation fluently, an individual should have a spectrum of listening activities. Other research states that a combination of listening, reading, and speaking are essential for fluency (Chaikovska 2020). Ayunda (2013) suggested that speaking before listening can negatively affect speaking skills (Chaikovska, 2020). In an Iranian study on the effects of podcasts on fluency, results unfolded that post-the-experiment Learners were better in fluency (Ayunda, 2013). Exercises, where EFL learners create their podcasts, is a method that has mainly had a significant impact on learner’s fluency. This does not even come as a surprise because while making their podcasts, students have speaking practice, thus fluency.
One of the reasons to find podcasts useful for EFL students is that they are authentic (Yugsán-Gómez, 2019). By authenticity, according to study that podcasts help communicate real messages instead of artificial ones (Yugsán-Gómez, 2019). This characteristic is beneficial because making language classes as authentic as possible encourages EFL learners to view English as a means of communication instead of viewing it as just any other class they have to take (Yugsán-Gómez, 2019). Importantly, with real communication acts instead of just mere teaching materials, EFL learners can communicate with extra confidence. Studies have been conducted in class show that students learn better with computer-assisted mediation (Yugsán-Gómez, 2019). Through podcasts, students also tend to pronounce words better.
Further, podcasts are authentic because rather than made-up dialogues, they deal with real conversations. One of the most significant difficulties ELS students face is culture Shock. Podcasts counter this by exposing students to different accents that signify different cultures, thus understanding various cultures (Yugsán-Gómez, 2019).
Other than that, (Yugsán-Gómez, 2019) prefers using podcasts because they are diverse. They teach students the various aspects of spoken English. Therefore, the ELS student does not interact with a single accent of English but interacts with various aspects of it. Some of the variety of English podcasts expose the ELS learners to include North American English, mostly spoken by Canadians and people in the US, and the standard United Kingdom English. Also introduction of other varieties of accents, including Indian and African accents (Yugsán-Gómez, 2019). Phillips 2017, argues that learners of English as Foreign Language should be exposed to different English types to be prepared to communicate with individuals with various accents (Phillips, 2017). Similarly, English diversity helps my learners not to view the standard English; that is, American English is more effective than other local types of English (Yugsán-Gómez, 2019). Furthermore, exposure to various English types spurs students’ curiosity and an ability to understand, which helps them thrive in communication, both public and their social circles (Yugsán-Gómez, 2019).
According to (Phillips, 2017), podcasts are also convenient and easy to use. Podcasts allow teachers to produce and easily broadcast engaging audios which the student can listen to at any time, wherever they are, may it be at home, the car, or as they do errands (Phillips, 2017). With just a little dedication on teacher part and that of the student, podcasts will improve their listening skills, which further transfers into their communication and writing skills (Phillips, 2017). Creating podcasts is especially easy as well because all one needs is a microphone and audio editing software. Content can also be recorded on the phone using audio recorders. The actual costs to create a podcast are also very minimal (Yugsán-Gómez, 2019). Once they are recorded, these audios also take up a minimal amount of time for editing. Podcasts are also convenient for the learners because all they need to do is subscribe to the podcast feed, and suddenly, they can access all the educational content were pushed to them, as opposed to waiting for them to come to teacher (Yugsán-Gómez, 2019). Podcasts can even be downloaded on their mobile phones, which makes the process even more comfortable. iPhone comes with a default podcast app installed (Yugsán-Gómez, 2019). `
Having realized that students are not interested in any learning activities unless they are interesting, study had to incorporate podcasts in teaching (Phillips, 2017). Podcasts are designed to be exciting and engaging at the same time. Podcasts offer a fascinating EFL learning approach because they feature discussions and interviews by native and non-native English speakers. Not only that, but in class, teachers encourage even students to come up with their podcasts (Yugsán-Gómez, 2019). Listening to student-created podcasts not only helps them practice on the learner’s English communication, but it also boosts their confidence in English speaking. Students composing their podcasts is an effective way of studying and is also enjoyable and motivating for other EFL students to hear how their fellows are coping with the English language. Many podcasts created by the students are usually unscripted and taped in the student’s environment, hence capturing day-to-day speech messiness. Additionally, podcasts usually capture fascinating topics (Yugsán-Gómez, 2019). When learners are mostly given the liberty to cover their choices, their chosen topics are usually enthralling and enjoyable.
Another interesting fact about podcasts is that they come in a variety. Teacher can always choose the content and form that he/she see fit for the learners. The possibilities are usually endless. For younger students in classes, study prefers fictional stories or Inspirational TED Talks. This helps boost them creatively. It also triggers their listening skills (Phillips, 2017). However, study prefers educational, current events, historical, and culture podcasts for the older students in the EFL classes. This helps them blend into the environment and makes their classes much more enjoyable. Featuring diverse topics in my classes helps imparts the students with a wealth of knowledge and wisdom, and at the same time helps teachers keep the class exciting (Phillips, 2017). Apart from that, using an array of podcasts forms helps to keep the class fresh and active. Importantly, however, different forms of podcasts expose the students to various narration, dialogue and interviews, and communication. Therefore, podcasts help to achieve class end goals, usually to help the students become exemplary English communicators (Yugsán-Gómez, 2019).
There is a difference between podcasts and the audio files that teachers have been using for ages. According to Tumskiy & Tkachenok (2020), podcasts are a series of frequently updated media files that can be accessed through portable or static devices. The distribution is through the internet via subscription service. Today, portable devices can play media files in different formats, enabling one to access even enhanced podcasts accompanied by images. The difference between podcasts and other media file distribution formats is that podcasts are produced in series and are automatically accessible to users via RSS subscription and can often be accessed anywhere.
Problem Statement
Learning a foreign language from scratch may be challenging and may even discourage the learner. Pronunciations and correct spelling will, for a while, be another issue for the beginners to learn. Teachers need to be aware of every weakness of their students in learning language before selecting the suitable podcast for the class as supplementary podcasts of classes. Once classes have ended, the students have to wait until the next day or the next time they have a class. This study will analyze, making us understand how Podcasts can help one learn English as a Foreign language both generally or professionally and the benefits it comes with.
In the Faculty of languages and Translation at King Khalid University, BA students are facing problems in listening, speaking and correct pronunciation according to (Ahmad Koka et al, 2019). This study is going to focus on these problems and study the effectiveness of podcast to remedy the listing and speaking deficiencies.
The study will shed light analyzing the weaknesses of student who do not go along with their peers, and assign some extra activity such podcasts to overcome their weakness.
Research objectives
- Find ways to improve listing and speaking skills for EFL learners in KKU.
- Find the root causes of their deficiency.
- To investigate the effectiveness of Podcasts in EFL classes.
Research questions
- What are the potentials of podcasts in improving the EFL Listening and speaking?
- How EFL students could benefit in developing their listening skills throughout podcasts?
- What are EFL students’ attitude towards using podcasts as a supplementary material to improve their listening skills?
Methodology
The participants in this study are medium to advanced EFL learning. The targeted sample is the bachelor degree students of Faculty of Languages and Translation at King Khalid University, Saudi Arabia, Abha. This sample will be dedicated for students who have listening and speaking issues and need to elevate their comprehension in these two skills.
Due to lack of EFL podcast content, I am using ESL podcasts content which have the same objective of developing listening and speaking of English Language learners. The study will utilize the well-known ESLPOD podcasts
References
Ayunda, A. N. (2013). The effect of audiobook use on EFL students’ fluency development. Journal on English as a Foreign Language, 3(2), 85-92. http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/article/view/67
Bustari, A., Samad, I. A., & Achmad, D. (2017). The use of podcasts in improving students’ speaking skill. JELE (Journal of English Language and Education), 3(2), 97-111. https://www.researchgate.net/publication/325249362_The_use_of_podcasts_in_improving_students’_speaking_skill
Chaikovska, O. (2020). The impact of podcasts designed through audacity on improving grammar skills. Open Educational e-environment of Modern University, 8, 1-7. https://fetliu.net/blog/podcasts-as-a-tool-for-online-learning/
Embogama, R. S. N. (2018). The impact of computer assisted language learning on low proficiency EFL undergraduates’ development of the present, past and future tenses. International Conference on Education and Global Studies. https://repositorio-aberto.up.pt/bitstream/10216/121903/2/346527.pdf
Gonulal, T. (2020). Improving listening skills with extensive listening using podcasts and vodcasts. International Journal of Contemporary Educational Research, 7(1), 311-320. https://www.researchgate.net/publication/342180958_Improving_Listening_Skills_with_Extensive_Listening_Using_Podcasts_and_Vodcasts
Jafarian, K., Soori, A., & Kafipour, R. (2012). The effect of computer assisted language learning (CALL) on EFL high school students’ writing achievement. European Journal of Social Sciences, 27(2), 138-148. https://www.researchgate.net/publication/259396699_The_effect_of_computer_assisted_language_learning_CALL_on_EFL_high_school_students’_writing_achievement
Lewis, R. (2020, December 2). The ultimate teacher’s guide for how to use podcasts to teach English. Leonardo English | Learn English with Podcasts. https://www.leonardoenglish.com/blog/teachers-guide-how-to-use-podcasts-to-teach-english
Marefat, F., & Hassanzadeh, M. (2016). Applying form-focused approaches to L2 vocabulary instruction through podcasts. Language Learning & Technology, 20(3), 107-127. https://core.ac.uk/download/pdf/84321478.pdf
McBride, K. (2009). Podcasts and second language learning. Electronic Discourse in Language Learning and Language teaching, John Benjamins, Amsterdam, 153-167. https://benjamins.com/catalog/lllt.25
Phillips, B. (2017). Student-produced podcasts in language learning–exploring student perceptions of podcast activities. IAFOR Journal of Education. https://files.eric.ed.gov/fulltext/EJ1162673.pdf
Uysal, Ş. (2016). Educational Advantages and Disadvantages of Computer-Assisted Instruction: Commentary on Paper by Foster et al. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 17(3), 297-304. https://www.researchgate.net/publication/332707047_Educational_advantages_and_disadvantages_of_computer-assisted_instruction_Commentary_on_paper_by_Foster_et_al_Peer_commentary_on_Improving_mathematics_learning_of_kindergarten_students_through_compute
Yaman, I. (2016). The potential benefits of podcasts for language learning. Journal of Educational and Instructional Studies in the Worlds, 6(1), 60-66. https://www.researchgate.net/publication/314364155_The_Potential_Benefits_of_Podcasts_for_Language_Learning
Yugsán-Gómez, W., Mejia-Gavilanez, P., Hidalgo-Montesinos, K., & Rosero-Morales, A. (2019). Podcasts as an educational tool for EFL educators. Revista d’Innovació i Recerca en Educació, 12(1), 1. https://carrerainglesuce.files.wordpress.com/2019/06/podcasts-as-an-educational-tool-for-efl-educators-2.pdf
Ahmad Koka, Nisar, et al. “Studying Foreign Language Anxiety with Its Causes and Effects: A Case of King Khalid University EFL Learn.” Arab World English Journal, no. 1, 2019, pp. 4–21, doi:10.24093/awej/efl1.1.
https://academia.edu/resource/work/41509896
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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