Meerita Kunna Segaran
Biographic Data
| ID | 8893984 |
|---|---|
| NAME | Meerita Kunna Segaran |
| GIVEN NAMES | Meerita Kunna |
| FAMILY NAME | Segaran |
| SIGNATURE | SEGARAN M K |
| AFFILIATIONS | University of South-Eastern Norway |
| ORCID | 0000-0001-5592-038X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Motivation and Engagement in Co-Created Assessment
This study investigates students’ motivation and engagement when participating as pedagogical partners in co-creating assessment rubrics for English language learning. Grounded in self-determination theory, this research explores how students’ sense of autonomy, competence, and relatedness influence their motivation to engage in co-created assessment practices. Data was collected from 143 undergraduate students at a university in Dubai. Findings …
Same assignment—two different feedback contexts
This study explores students’ conceptions and experiences with feedback as integrated parts of a three draft writing process and group discussions in English as a foreign language (EFL) in three schools. The students ( n = 106 , six classes) were following the same draft writing process design during a full school day. The same assignment was given to all participating students, but different feedback contexts were assigned in each school. Half o…
A Qualitative Descriptive Study of Teachers’ Beliefs and Their Design Thinking Practices in Integrating an AI-Based Automated Feedback Tool
In this post-digital age, writing assessment has been markedly influenced by advancements in artificial intelligence (AI), emphasizing the role of automated formative feedback in supporting second language (L2) writing. This study investigates how Norwegian teachers use an AI-driven automated feedback tool, the Essay Assessment Technology (EAT), in process writing for the first time. Framed by the second and third-order barriers framework, we loo…
Teacher Management of Self-Regulated Learning Through Eportfolio
Background and Purpose: Students’ ability to self-regulate their learning and to learn effectively are predictors of success. In developing and initiating Self-Regulated Learning (SRL), teachers play a significant role. Hence, this study aims at exploring teacher management of SRL in the ESL writing classroom using ePortfolio. Methodology: This study adopts an interpretive paradigm with action research as its methodological approach. The data col…
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Teacher Management of Self-Regulated Learning Through Eportfolio
Background and Purpose: Students’ ability to self-regulate their learning and to learn effectively are predictors of success. In developing and initiating Self-Regulated Learning (SRL), teachers play a significant role. Hence, this study aims at exploring teacher management of SRL in the ESL writing classroom using ePortfolio. Methodology: This study adopts an interpretive paradigm with action research as its methodological approach. The data col…
Same assignment—two different feedback contexts
This study explores students’ conceptions and experiences with feedback as integrated parts of a three draft writing process and group discussions in English as a foreign language (EFL) in three schools. The students ( n = 106 , six classes) were following the same draft writing process design during a full school day. The same assignment was given to all participating students, but different feedback contexts were assigned in each school. Half o…
A Qualitative Descriptive Study of Teachers’ Beliefs and Their Design Thinking Practices in Integrating an AI-Based Automated Feedback Tool
In this post-digital age, writing assessment has been markedly influenced by advancements in artificial intelligence (AI), emphasizing the role of automated formative feedback in supporting second language (L2) writing. This study investigates how Norwegian teachers use an AI-driven automated feedback tool, the Essay Assessment Technology (EAT), in process writing for the first time. Framed by the second and third-order barriers framework, we loo…
Motivation and Engagement in Co-Created Assessment
This study investigates students’ motivation and engagement when participating as pedagogical partners in co-creating assessment rubrics for English language learning. Grounded in self-determination theory, this research explores how students’ sense of autonomy, competence, and relatedness influence their motivation to engage in co-created assessment practices. Data was collected from 143 undergraduate students at a university in Dubai. Findings …
Mathematics education (3 works) · Psychology (3 works) · Student Assessment and Feedback (3 works) · Computer Science (2 works) · Pedagogy (2 works) · Perception (2 works) · Qualitative research (2 works) · Reflective Practices in Education (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work)