Transcription of Interview: Jimmy
Interviewer(s): Thy
Interviewee(s): Jimmy

Thy: So how has Sec 3 been generally?

Jimmy: Okay. Managed to improve my results from the last term.

Thy: That’s good! Okay so why not we talk about that? Improve result is it just for English or other subjects?

Is it for different subjects?

Jimmy: Most of the subjects improved.

Thy: Great! What about English in particular since this is a-

Jimmy: WA1 I was from a fail to ... then after studying for quite a long time, I managed to pass in WA2.

Thy: Was it-WA1 was compre, compo?

Jimmy: WA1 was compre. and WA2 was compo.

Thy: So, I used to teach English. My students would tell me “Cher, English cannot study one” So you said you studied, you worked hard. So what did you do?

Jimmy: The teacher gave me samples of WA from the past years and then we get to find how to solve it and then write it.

Thy: Solve it meaning- it was a long compo or situational?

Jimmy: Long compo and situational.

Thy: So it was a full paper, one and a half hours.

Jimmy: Yeah.

Thy: That’s quite intense. So that is what your teacher did. But she didn’t just give it to you, it was the whole class?

Jimmy: Yeah.

Thy: And then you come back and looked at it? Do you practice on your own, you were saying work hard so-

Jimmy: Yeah I was at home practicing.

Thy: Okay, so when you practiced, usually you need somebody to tell you whether you are off track or not? Did you run it through Scribo to check?

Jimmy: Scribo I did (?), I only come for the tuition and I see. Once I write, I check. I see what are the mistakes that I made.

Thy: What sort of mistakes? Content or grammar?

Jimmy: Mostly grammar and spelling.

Thy: So you are now at the stage where you can look through and you can spot your own?

Jimmy: Yeah.

Thy: That’s great! Even without Scribo?

Jimmy: [Nods heads]

Thy: Okay, I’m very curious. How come you all don’t use Scribo for your schoolwork or practice?

Jimmy: I don’t know.

Thy: You can use it right, it is already on your laptop.

Jimmy: Yeah.. but then I do not know. They haven’t started using it so.

Thy: But you feel you cannot put in your own practice to check?

Jimmy: I scared later I did something wrong.

Thy: Oh okay. Because that’s what I was feeling, “eh how come I ask everybody and then nobody uses it for their own practice. So like huh?” 浪费掉, I mean it’s there what, so...

Okay so tell me some of the things that you are more confident of correcting even without Scribo, compared to previously. So what are some of the things you managed to catch?

Jimmy: Maybe my content? I correct it. And sentence structures.

Thy: So what are the types of sentence structures now that you used to make, but now you are better with?

Jimmy: I used to type or write with.. I write very long sentences without commas. So now, after Scribo, it helped me shorten my sentence.

Thy: Okay, that’s great! Actually come to think of it, did your teachers comment- I mean it’s great that you from WA1 to WA2, you have improved. Along the way before WA2, did your teacher comment that “Jimmy, this year 不错 you have improved” or anything like that?

Jimmy: Yeah.

Thy: I’m assuming it is a she.

Jimmy: Yeah.

Thy: What did she say specifically or write?

Jimmy: She did not write anything, she just marks it and then give a bit of feedback.

Thy: Do you remember any one in particular where she- it looks as if she noticed there was an improvement?

Jimmy: Most of them improved, only few of them failed.

Thy: Oh, you mean your marks is it?

Jimmy: Yeah.

Thy: Okay, but in her qualitative remarks, she didn’t say “ Oh Jimmy, you have improved!” or you saw more ticks or anything like that? That gave you an indication that she noticed a change?

Jimmy: No, I don’t think so.

Thy: Okay, no problem. Okay so we are comparing from- maybe we compare in general before we get down to Scribo. There are 3 main parts, I promise we will finish in about 25 minutes time. Definitely not longer than 5 o’clock. So I want to know generally, comparing last year Sec 2 and this year Sec 3, is it the same teacher?

Jimmy: No.

Thy: Was there a difference in the way the teacher teach at Sec 2? That particular teacher that taught at Sec 2 versus now ?

Jimmy: This year the teacher, they minus marks due to content. Like the quota, like the work count, we have to hit the word count. But then last year, they didn’t have word count.

Thy: But is the wordcount a problem for you?

Jimmy: Yeah, cause I don’t have much time to type out or write.

Thy: Wait, school still type? For WA is it write?

Jimmy: School? Only English.

Thy: English can type?

Jimmy: Yeah. Eh no English write.

Thy: English write?

Jimmy: Yeah.

Thy: For your WA, was a written one?

Jimmy: Yes.

Thy: So you find that you don’t have much to say. Is that a content thing or a time thing?

Jimmy: Time thing.

Thy: Oh time. Is it because you were planning a lot or you had to think a lot, or...?

Jimmy: Thinking of what to write.

Thy: Thinking of what to write. Okay, is it faster if they allow you to type?

Jimmy: Typing... hmm.. I do not know.

Thy: So okay, for example over here, when they give you a- did you find that it flows better? Don’t have to think so hard.

Jimmy: I think it is the same for written.

Thy: Same written as well as typing. Okay, so what did you do when you have nothing to write and you are sitting there. What do you do?

Jimmy: I just keep thinking of what to write.

Thy: Okay, then what about- you said that your teacher gave you help. So did you think about the examples that your teacher gave you or something?

Jimmy: I beg your pardon?

Thy: Okay, so you’re sitting there like “she wants me to write this compo, then the previous time she showed me this compo or whatever.” Do you try and see if you can- I won’t say imitate, but you’ve learnt something from all those compos, the examples that she has given. To use it as a way to think of what to write?

Jimmy: She teach us the format.

Thy: She taught you all format. So when you are stuck with knowing what to write, you used the format.

Jimmy: Yeah.

Thy: So can you give me an example for format? Long compo or situational?

Jimmy: It was a situational for WA, then we just write like sending to who, from who.

Thy: So it was a formal letter.

Jimmy: Yeah, it was a formal letter.

Thy: So when you say format, it’s the layout. But each paragraph, what do you do when you can’t think of what to write?

Jimmy: From what they gave us, so first paragraph is introduction and purpose of writing, and second one is how. One or two paragraph is about which activity or what you want to plan out. And then the third paragraph or the fourth paragraph would be the conclusion, followed by the ending and sign off.

Thy: So the examples that she gave was on a formal letter about an activity.

Jimmy: Yeah.

Thy: And then the WA was also about a formal letter for an activity?

Jimmy: Yes.

Thy: Alright, I understand then. Okay, so that was last year, they didn’t deduct marks but this year they deduct marks if you didn’t write long enough.

Jimmy: Yeah.

Thy: So have you had marks deducted because you didn’t write long enough?

Jimmy: Yeah.

Thy: You still did?

Jimmy: For WA... no I quickly just write.

Thy: Okay, so with WA you managed to hit the word limit.

Jimmy: Yeah.

Thy: Okay can. Can you also tell me this year, I hear the teacher really did a lot of preparation before. I mean she teaches you the format, she gave you a lot of stuff before you start writing. What happens after you have written, submitted, she marked and returned to you? What happens after that?

Jimmy: He didn’t mark, he asked us to do a peer review.

Thy: Okay, we are not talking about Mr ... here right, we’re talking about your school?

Jimmy: Oh my school, my school, after they give us back. We look through and then we do another draft.

Thy: You all the entire- the whole essay, everything?

Jimmy: Yeah.

Thy: Good, bad, also must re-write?

Jimmy: Yeah.

Thy: -12:48</TIMESTAMP> So there’s a level of correction that has to be done.

Jimmy: [Nods]

Thy: Okay, alright that’s with school. Mr what?

Jimmy: Y.

Thy: Yeah, I always call him Y, I don’t know Mr whatever. So with Y is that same or different? Okay so let’s run through, before asking you all to write, did he give you all format, give you all examples?

Jimmy: Yeah.

Thy: Then after you write, obviously now you can get Scribo to check for you.

Jimmy: [nods]

Thy: But do you on your own check through, this Scribo has given you format, do you still look through for the content part and stuff?

Jimmy: Content? I do not know.

Thy: Okay, then you submit it to him, Mr Y, and then you have to re- draft?

Jimmy: Submit to Mr Y, he will do a peer review, so he will give questions then how do we make it better.

Thy: Do you like peer review?

Jimmy: This one.. I don’t know cause some people will judge about their compre and compo.

Thy: Some people will judge, meaning they say?

Jimmy: They will make fun of it.

Thy: Oh dear, okay. So you- what about you as you’re giving peer feedback? Do you find that that’s a helpful thing for yourself?

Jimmy: It’s a bit hard to think of what to write.

Thy: Even with what- I hear that there are questions prompts right?

Jimmy: Yeah.

Thy: So even then that was a bit hard?

Jimmy: Yeah, cause I’m quite scared if I give like- I don’t know whether is it offensive to him.

Thy: What if it’s anonymous?

Jimmy: Wah.

Thy: In Scribo is it anonymous? No?

Jimmy: We will just ask “Who is it, who is it?”

Thy: Then just don’t say. But it can be anonymous right?

Jimmy: Yeah.

Thy: Okay, in school do you do peer review?

Jimmy: Peer review...

Thy: So does your teacher do the same thing? Okay, “you all look at each other’s work, give each other feedback.”

Jimmy: That was primary school.

Thy: In all of Sec 3, you never? Two and a half years never?

Jimmy: Never.

Thy: Okay, I’m trying to compare and understand a little bit better. Okay let’s now just focus on Scribo alone. Is your experience of Scribo this year better than last year? I mean, do you like using it better this year or not so much, or?

Jimmy: I guess it’s the same.

Thy: I think last year obviously, “I do not know what to do with it” and it’s all completely online with Ms O. This year, there is face-to- face. So which one did you find- which kind of condition do you feel was easier to use Scribo? Completely online or face-to-face?

Jimmy: Face-to-face.

Thy: Is there a reason why? I mean I can imagine why, but I need to hear it from you. JIIMY Because last year online, that day was a CCA day. So I have to rush back, eat dinner and then time to attend the lesson.

I see, so tired lah?

Jimmy: Yeah.

Thy: Harder to concentrate?

Jimmy: I was just trying to focus as hard as I can.

Thy: Sure, sure, that’s being very responsible. But apart from the fact that it was your CCA, what is it about face-to-face makes it easier to be using Scribo as part of your English tuition?

Jimmy: Face-to-face I know I can make friends each other and talk to them. And then the teacher, I can talk to him more.

Thy: Okay, so more direct?

Jimmy: Yeah.

Thy: As opposed to online, it’s a bit difficult even with the chat box and all that right? So more restrictive.

Jimmy: Yeah.

Thy: Okay, did you understand Scribo feedback better this year?

Jimmy: Scribo feedback?

Thy: Yeah, so like last year, check like “what is it saying?”

Jimmy: Yeah.

Thy: It’s better this year? In what way-what was it that was better this year?

Jimmy: The words they give to correct our wrong words was more than what I saw last year.

Thy: Okay, so there was more variety to help you along.

Jimmy: Yeah.

Thy: Did you see any or notice any changes in the way you were using Scribo? Let’s say for example, last time maybe didn’t use “check” so much but this year more. Last time maybe use “check” for every paragraph but this year use check for the whole-? I don’t know ... any difference in the way you were interacting with Scribo?

Jimmy: Once I change my words after correcting it, my marks went up.

Thy: Okay, that felt good right?

Jimmy: Yeah.

Thy: So were you always trying to change so that you can see the marks go up?

Jimmy: Yeah, but last year once I change, the marks went down.

Thy: So there’s a difference between the two. That means actually you understand what the system was trying to tell you.

Jimmy: Yeah.

Thy: Okay, that’s a good thing. Okay, if we were to continue here on, let’s say the second half of the yea , would you want to continue with Scribo? Or it makes no difference, or must have Scribo from here on?

Jimmy: Yeah, I will continue.

Thy: Is there a reason?

Jimmy: Cause it’s quite fun to use.

Thy: Fun? In what way is it fun?

Jimmy: Like I can-

Thy: Okay so you said you want to continue because it was fun. In what way is it fun? ...So in what way is using Scribo fun?

Jimmy: I get to see my marks going higher.

Thy: Ah, okay so that’s that. Come to think of it, do you compete with your friends?

Jimmy: In sports only.

Thy: Okay, but in terms of Scribo scores? Do you kind of like “chey you only have-”

Jimmy: A bit.

Thy: Okay you all do look at each other’s-

Jimmy: Yeah.

Thy: Okay, can. What else in the lesson makes it fun also? I mean, either Ms O’s class or Mr Y’s class?

Jimmy: Mr Y’s Kahoot.

Thy: Okay, so you like Kahoot. What was it about Kahoot? Don’t tell me it’s about the game, the competition again?

Jimmy: Yeah the competing.

Thy: So the Kahoot, anything else?

Jimmy: And the mistakes we made during the Kahoot quiz, we get to understand.

Thy: Okay, Mr Y says that sometimes he takes out examples from essays and then shows you all. Maybe have a laugh over the mistakes and stuff like that. Are such things engaging for you?

Jimmy: Yeah, engaging.

Thy: Okay, anything else that made it such that you would want to continue this tuition?

Jimmy: The way he makes fun of ChatGPT.

Thy: Okay, so are you using ChatGPT on your own?

Jimmy: No I don’t.

Thy: Okay, are there other things that you use on the internet or whatever it is to help you with your work? It doesn’t have to be English, it can be anything.

Jimmy: Google.

Thy: So you only make use of Google. So search information and stuff like that.

Jimmy: Yeah.

Thy: Do you use any other thing on the Internet to help you specifically with English?

Jimmy: Maybe dictionary?

Thy: Okay, so you check the dictionary.

Jimmy: Yeah.

Thy: Okay, that’s great. This next part, just 5 more minutes. I’m very glad the first thing you were talking about is your marks have improved. So how do you feel about yourself in learning of English now? Are you more confident, less confident, same or?

Jimmy: Maybe more confident.

Thy: Okay, out of a score of 10, so 3 out of 10 more confident, 5 out of 10 more confident, 10 out of 10 more confident?

Jimmy: I think 7.

Thy: Okay, so tell me why 7 out of 10 more confident?

Jimmy: Cause as I learn more about English, and I scored better marks than the last time, I start to get more confident as ...it’s just very confident.

Thy: So maybe you flip it the other way, you’re not so scared of English?

Jimmy: Yeah.

Thy: Okay, so confidence comes from knowing that you can do it, right? Is that a good way to describe confidence? Meaning that “okay lah, can lah”. So what are the things you think you can do for English this year that maybe last year you were not so...?

Jimmy: I think it’s Paper 1, I was more confident than Paper 2

Thy: Okay, what does your teacher do and what does Mr Y do for comprehension?

Jimmy: Comprehension... my school they don’t do preparation but here they do more preparation.

Thy: Okay, in what sense?

Jimmy: So, they will go through what we will do, and then what’s the topic to write while my school they give just what we do, then we just start to write.

Thy: That’s for composition right? What about comprehension?

Jimmy: Comprehension, my school will do more preparation comprehension than here.

Thy: Okay, so how do they prepare you for comprehension?

Jimmy: So they will find like words then after highlighting it, we will go to the passage and then we just highlight the words, and then we just write it.

Thy: So, the keywords in the question is it?

Jimmy: Yes.

Thy: Then you find it, and then okay...Over here how is comprehension done?

Jimmy: Over here comprehension... I don’t think there was comprehension.

Thy: The fact that you have to think so hard that means- didn’t make an impact. Just to wrap up then. If you imagine I’m a Sec 2 student, okay not Sec 2. I’m wondering whether Sec 2 or Sec 3 but I guess that doesn’t matter. Not so good with English language right now and trying to look for help.

And then if you think that CDAC, this tuition program along with the use of Scribo has been helpful to you, and you want to recommend it to him, what would you say? Imagine it’s your situational writing, formal letter kind of thing. So what would you say to him?

Jimmy: I would say that Scribo has helped me a lot by writing- mentioning what are the mistakes that I make while writing, and how I can improve on it. Yeah, that’s all.

Thy: Okay I need to ask one thing, because somebody said that actually didn’t like Scribo telling him the mistakes all at once. He found it a bit overwhelming. You hit “check” and then- does that affect you as well?

Jimmy: No.

Thy: So it finds all the mistake and you go one by one to- how does that compare with getting your teacher’s feedback? You know your teacher, and then you take a paper and you [word vomit]. Isn’t that same or different? How do you react when you get your teacher’s marking back?

Jimmy: I will try to understand what she is saying. And then from then on, I will try to amend my mistakes.

Thy: So again going one by one, the way Scribo does.

Jimmy: Yeah.