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Article
Publication date: 10 September 2021

Raniya Abdullah Alsehibany

This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the…

1885

Abstract

Purpose

This study aims to examine Saudi female students' attitude toward peer feedback activity in writing classes with a list of questions for the students to follow during the activity, and to investigate the challenges that may prevent the use of such activity in Saudi EFL classes.

Design/methodology/approach

This study used a mixed-methods to ensure the credibility of the data and obtain clear descriptions about the topic. The study instruments are (1) Writing Essays, (2) Writing Checklist, (3) Questionnaire and (4) Semi-structured interview. The data were analysis with SPSS and o 10 software.

Findings

The study results indicated that students had a positive attitude toward peer feedback with a checklist in EFL writing class. For instance, their second written essay (post) has improved and has fewer mistakes than the first one. Also, most of the participants stated that peer feedback has improved their writing quality and has enhanced their writing awareness of their weaknesses and mistakes. Moreover, the interview had highlighted the main challenges that could affect using peer feedback in writing class. Finally, the results indicate the efficiency of peer feedback with a checklist in similar teaching contexts.

Research limitations/implications

The study focused on a small number of participants (30 students). Besides, the study dealt with students at university level only and the study focused on female students.

Practical implications

Based on the study finding, it is recommended that peer feedback should be integrated in all EFL writing classes at all levels. Based on the study finding, it is recommended that peer feedback should be incorporated in all EFL writing classes at all levels. Using checklist can help the students to become more independent learners and in time they will be able to correct their own mistakes.

Originality/value

This paper fulfills an identified need to identify how integrating peer feedback activity in writing class can improve the students' writing performance and help them to be independent learners.

Details

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

Keywords

Article
Publication date: 11 June 2019

Yudhi Arifani

The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small…

369

Abstract

Purpose

The purpose of this study is to investigate the ability of EFL learners’ cohesion after the implementation of small group flipped instruction model through WhatsApp with small group writing activities compared with individual flipped instruction model through WhatsApp with individual writing activities.

Design/methodology/approach

A quasi-experimental study with a nonequivalent control group and a pre-test/post-test design was implemented to find any significant difference between the two combinations. The small group was treated using small group flipped instruction model through WhatsApp with small group writing activities, and an individual class was exposed to individual group flipped instruction model through WhatsApp with individual writing activities as well. The instrument of this study was a writing test.

Findings

The findings revealed that the mean score from the small group flipped instruction model through WhatsApp with small group writing activities at 66.17 was higher than the mean score individual flipped model via WhatsApp with individual writing activities at50.19 with a level of significance < 0.05. He meant that the small group flipped classroom instruction model through WhatsApp with small group writing activities performed better than teaching cohesion with individual flipped instruction through WhatsApp with individual writing activities. The results suggested small group flipped teaching–learning cohesion with WhatsApp in writing served as one of the alternatives flipped group discussion to improve learners’ cohesion in writing.

Originality/value

Flipped classroom innovation has attracted English language teaching researchers’ attention to scrutinize its effectiveness. This inquiry, therefore, elaborated the effect off-lipping individual and small group classroom instruction with WhatsApp on EFL learners’ cohesion as part of EFL writing skills.

Details

Library Hi Tech News, vol. 36 no. 4
Type: Research Article
ISSN: 0741-9058

Keywords

Article
Publication date: 6 June 2016

Charlene L. Al-Qallaf and Afaf S.R. Al-Mutairi

This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social…

4955

Abstract

Purpose

This paper aims to investigate the impact of blogs on teaching English as a foreign language (EFL) to primary students. The study also explores educators’ perceptions of social media tools and digital literacy in school environments.

Design/methodology/approach

A three-step approach was used to collect both qualitative and quantitative data. First, the blogs of 23 fifth-grade students in an EFL class in Kuwait was analysed for one semester along with student perceptions and teacher observations. Second, a survey was distributed to the students at the end of the semester, and finally, four focus groups were conducted regarding educators’ perceptions on the use of social media, their skills and needs and problems encountered.

Findings

The findings showed that by the end of the semester, students were writing lengthy sentences, had fewer spelling and grammatical mistakes, were more motivated and independent and displayed a more positive attitude towards learning EFL. In addition, educators are enthusiastic about using Web technologies in their teaching practices but have several concerns such as digital literacy competencies, technology-use behaviour and lack of accessibility to digital content.

Research limitations/implications

The number of questions on the student survey could be reduced. Also, it would be preferable in future studies to require all students to blog at least twice a week which could provide a broader representation of their writing abilities.

Originality/value

Little research has been reported in the literature on the use of blogs in teaching EFL to primary school students. Most literature focuses on teaching EFL to university students. By using a mixed-methodology approach, this study also highlights the needs of educators and students in technology learning environments and makes a good contribution towards offering pragmatic solutions.

Details

The Electronic Library, vol. 34 no. 3
Type: Research Article
ISSN: 0264-0473

Keywords

Article
Publication date: 16 January 2024

Yumei Zhang

The lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the…

Abstract

Purpose

The lesson study aims to examine college English teachers' growth in technological pedagogical content knowledge (TPACK) and the improvement of students' learning outcomes in the context of MOOC-based and AI-powered flipped teaching and assessment of EFL writing (MAFTA).

Design/methodology/approach

Three college EFL teachers and their students (66 in total) participated in three cycles of MAFTA instruction. Triangulated analysis was conducted by considering all relevant data sources, including the teachers' discussions and reflections, the argumentative essays produced by the students before and after the MAFTA instruction, as well as the data gathered through questionnaires and interviews.

Findings

The three teachers demonstrated varying degrees of growth in TPACK, as evidenced by their increased knowledge of the technology tools and skills in utilizing the tools to realize their pedagogical beliefs on teaching EFL writing. Substantial improvements were detected in students' essays. The students generally have affirmative perceptions on the MAFTA model and the questionnaire and interviews specified the benefits they gained from each stage of the model.

Originality/value

Firstly, the lesson study is grounded in an innovative approach to teaching EFL writing that incorporates multiple technological affordances. Secondly, it closely scrutinizes the dynamics of both teachers' and students' growths during the innovative practice. The findings could offer insights into teachers' TPACK development and effective integration of technological advancements in EFL education at the tertiary level.

Details

International Journal for Lesson & Learning Studies, vol. 13 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 7 September 2015

Shih-Chieh Chien

The purpose of the study is to look at Chinese English as a foreign language (EFL) learners’ organizational strategy use in English writing at universities in Taiwan. One…

1190

Abstract

Purpose

The purpose of the study is to look at Chinese English as a foreign language (EFL) learners’ organizational strategy use in English writing at universities in Taiwan. One significant area that has been indicated in contrastive rhetoric studies spins around the notion of culturally constructed organizational patterns. It is claimed that second language (L2) writers may have implicit culturally driven presuppositions and values about academic writing in the first language (L1) that may transfer straightforwardly to academic writing in English.

Design/methodology/approach

Data were from 50 high- and 50 low-achieving EFL students’ and 50 native English speakers’ (NESs’) written texts, and semi-structured interviews with EFL students and their teachers.

Findings

Based on text analysis, when high-achieving EFL students and NESs were compared, they were similar in location of thesis, existence of introduction, existence of topic sentences, macro-level patterns, existence of conclusion, existence of a concluding sentence and existence of a final comment, but different in existence of background information. Nonetheless, it is noted that low-achieving EFL students were quite different from high-achieving EFL students and NESs in several aspects, such as location of thesis, existence of introduction, existence of topic sentences, macro-level patterns, existence of conclusion, existence of a concluding sentence, and existence of a final comment. In addition, the written texts and interview findings suggest that while cultural differences do, in fact, exist, Chinese writers’ English organizational strategy use were to some extent intertwined with their writing experiences and teachers’ writing instructions. The results also suggest the flexibility of writers and multiplicity of writing experiences within a cultural group.

Originality/value

The study makes original recommendations for language pedagogy.

Details

English Teaching: Practice & Critique, vol. 14 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 16 February 2023

Viviana Huachizaca and Karen Yambay-Armijos

This quasi-experimental study examined the effectiveness of audio-visual and written feedback (AVF + WF) on undergraduate students versus only receiving WF in the context of an…

Abstract

Purpose

This quasi-experimental study examined the effectiveness of audio-visual and written feedback (AVF + WF) on undergraduate students versus only receiving WF in the context of an English as a Foreign Language (EFL) online classroom during the coronavirus disease 2019 (COVID-19) lockdown.

Design/methodology/approach

The study used the estimator Difference in Difference (DID) to compare a treated and control group in a pre-and post-test under the application of six treatment sessions, plus a student's perception survey at the end of the treatment. The treated group that received the multimodal feedback showed higher improvement rates in the paragraph content between the first and final drafts than students in the control group.

Findings

Results indicated that receiving a combination of AVF + WF had a statistically significant effect on mechanics (p < 0.001) and the use of transition words (p = 0.003).

Practical implications

These findings will benefit educational agents, professors and stakeholders for social and economic development.

Originality/value

While previous studies have only used student perceptions of the feedback, this study contributes with empirical data through quasi-experimental analysis and measures the effectiveness of feedback in online learning environments.

Details

Journal of Applied Research in Higher Education, vol. 15 no. 5
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 7 September 2015

Icy Lee, Pauline Mak and Anne Burns

The purpose of this paper is to examine how the teachers implemented innovative feedback approaches in their writing classroom and the extent to which the innovative feedback…

1243

Abstract

Purpose

The purpose of this paper is to examine how the teachers implemented innovative feedback approaches in their writing classroom and the extent to which the innovative feedback approaches impacted upon student attitude and performance in writing. In the writing classroom, teacher feedback serves as an assessment as well as a pedagogical tool to enhance the teaching and learning of writing. While there is no shortage of literature on the topic of feedback per se, there is scant research on teachers’ attempts to implement change to conventional feedback practices, as well as the impact of such feedback innovation on student learning. Drawing on data gathered from individual teacher interviews, student questionnaires, student focus group interviews, pre-and post-writing tests and classroom observations, this study seeks to explore two teachers’ change initiative in their writing feedback approaches.

Design/methodology/approach

The study used multiple sources of data including individual teacher interviews, student questionnaires and student focus group.

Findings

The results suggest that the innovative feedback approaches helped to enhance the motivation and writing performance of the students. The paper concludes with implications and insights to help teachers implement similar feedback innovations in their contexts.

Practical implications

First, the findings suggest that focused written corrective feedback is a viable option for responding to student writing, especially for low proficiency students in English as a foreign language (EFL) contexts. Second, teachers might consider the option of removal or delay in the reporting of scores, where appropriate. Third, more intensive training might be necessary to help students improve their peer evaluation skills and their ability to write more constructive comments for their peers.

Originality/value

The significance of the study lies in the contribution it can make to existing writing feedback research that pays insufficient attention to teacher feedback in real classroom contexts, uncovering the process through which teachers attempt to bring improvement to conventional feedback practices, as well as the impact of feedback innovation on student learning in naturally occurring classroom contexts.

Details

English Teaching: Practice & Critique, vol. 14 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 8 May 2018

Maria Ghosn-Chelala and Wessam Al-Chibani

The purpose of this paper is to explore screencasting as a computer-mediated feedback approach for Arabic native (L1) speakers taking an English as a foreign language (EFL

Abstract

Purpose

The purpose of this paper is to explore screencasting as a computer-mediated feedback approach for Arabic native (L1) speakers taking an English as a foreign language (EFL) college remedial writing class.

Design/methodology/approach

This case study focused on an EFL remedial writing class consisting of eight Lebanese, Arabic L1 students at a private university in Lebanon. Students received screencast feedback through Jing® for one essay intended to assist them with subsequent revision. The multimodal screencast videos included indirect corrections, annotations, and oral commentary guided by a rubric. Students then completed a perspectives survey on screencast feedback. The instructor also led an informal group discussion to allow for further elaboration of students’ responses.

Findings

Students reported that screencasting’s multimodality provided for better engagement and support of learning preferences. They also perceived screencast feedback to be clearer and more useful than traditional written feedback.

Research limitations/implications

This study applied screencasting to address feedback challenges pertaining to clarity, learning preferences, and engagement. As this was a classroom case study, further research using a larger sample is recommended.

Originality/value

The aim of research into computer-mediated human feedback is to address such challenges as increasing student engagement, improving clarity, and responding to students’ preferences. Studies of screencast feedback have been few, particularly for EFL writing students. A survey of the literature indicates the need to explore contextualized classroom feedback case studies and approaches to enhance feedback.

Details

The International Journal of Information and Learning Technology, vol. 35 no. 3
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 4 February 2021

Joohoon Kang

This paper aims to investigate adolescent English as a foreign language (EFL) learners’ digitally mediated multimodal compositions across different genres of writing.

Abstract

Purpose

This paper aims to investigate adolescent English as a foreign language (EFL) learners’ digitally mediated multimodal compositions across different genres of writing.

Design/methodology/approach

Three Korean high school students participated in the study and created multiple multimodal texts over the course of one academic semester. These texts and other materials were the basis for this study’s qualitative case studies. Multiple sources of data (e.g. class observations, demographic surveys, interviews, field notes and students’ artifacts) were collected. Drawing upon the inductive approach, a coding-oriented analysis was used for the collected data. In addition, a multimodal text analysis was conducted for the students’ multimodal texts and their storyboards.

Findings

The study participants’ perceptions of multimodal composing practices seemed to be positively reshaped as a result of them creating multimodal texts. Some participants created multimodal products in phases (e.g. selecting or changing a topic, constructing a storyboard and editing). Especially, although the students’ creative processes had a similarly fixed and linear flow from print-based writing to other modalities, their creative processes proved to be flexible, recursive and/or circular.

Originality/value

This study contributes to the understanding of adolescent English language learners’ multimodal composing practices in the EFL context, which has been underexplored in the literature. It also presents the students’ perspectives on these practices. In short, it provides theoretical and methodological grounds for future L2 literacy researchers to conduct empirical studies on multimodal composing practices.

Details

English Teaching: Practice & Critique, vol. 20 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 23 April 2020

Soomin Jwa

This comparative study aims to investigate the rhetorical organization of Korean and English argumentative texts. In previous studies, the rhetorical organization of such texts…

Abstract

Purpose

This comparative study aims to investigate the rhetorical organization of Korean and English argumentative texts. In previous studies, the rhetorical organization of such texts has been categorized as either direct or indirect depending on the placement of the thesis statement (Chien, 2011). The present study attempts to document more specific rhetorical patterns using Swales (1990) concept of moves and steps.

Design/methodology/approach

Ten Korean EFL students with similar L1 and L2 literacy backgrounds were selected, and, adopting a within-subject design, the students wrote two argumentative essays, one in Korean and one in English, in response to two different topics. The students’ essays were analyzed at both the macro and micro levels. The focus of the macro-level analysis was on the placement of the thesis statement and of topic sentences in each of the body paragraphs. Once the macro-level analysis was done, the essays were analyzed at the micro level using Swales (1990) move analysis.

Findings

The findings suggest that both texts were organized in a similar way at the macro level, constituting a typical paper structure (i.e. introduction, body and conclusion). However, a difference appears at the micro level: the students used a variety of steps to create a move when writing in Korean, whereas little variation was found in the English texts. An analysis of the data suggests the possibility that the standardized moves and steps in the English texts may be due not to culture-specific rhetoric, but to a lack of practice with rhetorical thinking in English.

Originality/value

In previous studies, the rhetorical organization of texts has been categorized as either direct or indirect depending on the placement of the thesis statement. The present study uses the framework of move analysis to describe more specific organizational patterns of Korean and English writing to determine the extent to which Korean and English writing is similar in the genre of argumentative writing. Another significance of the study lies in the choice of Korean writing as a reference point for comparison with English writing. It has been widely noted that there is a dearth of research of Korean students’ writing in contrastive rhetoric. To the best of the author’s knowledge, most of the contrastive rhetoric studies were conducted with Chinese or Japanese student writers.

Details

English Teaching: Practice & Critique, vol. 19 no. 2
Type: Research Article
ISSN: 1175-8708

Keywords

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