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Article
Publication date: 17 July 2020

Baleigh Qassem Al-Wasy

This paper aims to highlight a research on integrating technology into teaching and learning of second/foreign language writing.

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Abstract

Purpose

This paper aims to highlight a research on integrating technology into teaching and learning of second/foreign language writing.

Design/methodology/approach

In total, 18 empirical studies, involving a total of 1,281 second and foreign language learners, have been reviewed. These studies are selected from the following two databases: Web of Science and Google Scholar. The meta-analysis investigates how effect sizes vary depending on these moderators as follows: stage of writing, language context, learners’ educational level and language proficiency level.

Findings

The findings of this meta-analysis have indicated that technology has a large effect on second/foreign language writing (d = 1.7217). These findings have also revealed that the two stages of writing, drafting and editing, have received most of the researchers’ concern. In addition, high school and university learners have achieved a larger effect size of using technology in writing learning; beginner learners have achieved the smallest effect size.

Originality/value

To sum, the previous meta-analyses and reviews tried to explore the effect of computer on writing skills. However, some of them were limited to special groups (Williams and Beam, 2019) and some others analyzed very few studies (Little et al., 2018). Therefore, a comprehensive analysis of the effect of implementing technology in writing skills is needed. The purpose of this study is to perform a meta-analysis of the primary studies about the integration of technology into writing skills. The primary goals of this meta-analysis were to: examine the overall effects of implementing technology in writing; synthesize the relationship between technology and a number of moderators such as stages of writing, language context, learners’ target language proficiency and learners’ educational level (school and university).

Details

Interactive Technology and Smart Education, vol. 17 no. 4
Type: Research Article
ISSN: 1741-5659

Keywords

Open Access
Article
Publication date: 25 June 2021

Adil Mohammed Qadha, Baleigh Qassem Al-Wasy and Hassan Saleh Mahdi

This study aimed to investigate the impact of social networks on learning requests by Arab undergraduate EFL students.

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Abstract

Purpose

This study aimed to investigate the impact of social networks on learning requests by Arab undergraduate EFL students.

Design/methodology/approach

Furthermore, both types of requests (i.e. direct and indirect) have been compared under the same condition. A total of 40 Saudi EFL learners participated in this study. Their scores in the pre-test and post-test were compared.

Findings

Results of the post-tests indicated that the experimental groups' performance significantly outscored the control groups. However, no significant difference was reported between the two experimental groups (i.e. direct and indirect).

Originality/value

Requests, as a component of pragmatics, have been investigated extensively in the literature to aid second/foreign language learning. However, little is known about the manner by which social networks could foster learning requests.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 17 no. 2
Type: Research Article
ISSN: 2077-5504

Keywords

Open Access
Article
Publication date: 5 July 2022

Adil Mohammed Qadha and Baleigh Qassem Al-Wasy

This paper aims to examine the impact of using visual grammar on learning participle adjectives by EFL (English as a Foreign Language) learners.

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Abstract

Purpose

This paper aims to examine the impact of using visual grammar on learning participle adjectives by EFL (English as a Foreign Language) learners.

Design/methodology/approach

The study follows an experimental design in which two groups participated in the study. The experimental group used visual grammar tools in learning participle adjectives. The control group was taught the participle adjectives in a traditional way. A pre–post test was designed and presented to the participants in the two groups.

Findings

The results showed that the experimental group made statistically significant improvements in their performance in using participle adjectives due to the use of visual grammar tools.

Research limitations/implications

The current study is only limited to the effect of visual images on a particular grammatical issue, that is participle adjectives. Besides, the study does not include the gender variable; there may be variation in the results depending on the variable of gender.

Practical implications

The present study can provide language instructors with some guidelines on how to incorporate visual grammar applications in teaching grammar aspects. Learners can also be encouraged to have a better understanding of English grammar, using the different connotations of visual images.

Social implications

Using visual images in teaching grammar will increase the learners' ability to think beyond their classroom environment. They can use this experience whenever they face visual images in different societal activities.

Originality/value

This paper is one of the initial attempts to investigate the effect of using visual grammar on learning participle adjectives.

Details

PSU Research Review, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2399-1747

Keywords

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