scholarly journals EFL Saudi Student's attitudes toward peer feedback activities in a writing class

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Raniya Abdullah Alsehibany
Keyword(s):  
Peer Feedback ◽  
Study Finding ◽  
Structured Interview ◽  
Female Students ◽  
Writing Classes ◽  
Efl Writing ◽  
Content Type ◽  
Study Results ◽  
Writing Class ◽  
Student's Attitudes

PurposeThis 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/approachThis 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.FindingsThe 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/implicationsThe 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 implicationsBased 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/valueThis 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.

scholarly journals College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

2021 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Meilisa Sindy Astika Ariyanto ◽  
Nur Mukminatien ◽  
Sintha Tresnadewi
Keyword(s):  
Structured Interview ◽  
Writing Achievement ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Class Time ◽  
Self Confidence ◽  
Writing Class ◽  
Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

scholarly journals Students' Perceptions: Using Writing Process Approach in EFL Writing Class

2021 ◽  
Vol 13 (2) ◽  
pp. 988-997
Author(s):  
Utami Dewi
Keyword(s):  
Writing Process ◽  
Structured Interview ◽  
Process Approach ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Ability ◽  
Alternative Approach ◽  
Writing Class ◽  
Writing Process Approach ◽  
Revising Strategies

The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

scholarly journals INTEGRATING EDMODO-BASED DIGITAL PORTFOLIO WITH EFL WRITING INSTRUCTION: EXPLORING THE STUDENTS’ PERCEPTIONS

2018 ◽  
Vol 3 (2) ◽  
pp. 100-106
Author(s):  
Wahyu Kyestiati Sumarno ◽  
T. Tatik
Keyword(s):  
Structured Interview ◽  
Writing Classes ◽  
Efl Writing ◽  
Self Reflection ◽  
Writing Class ◽  
Writing Course ◽  
Digital Portfolio ◽  
Language Classrooms ◽  
Online Portfolio ◽  
Effectiveness Studies

The increasing number of ICT integration into language classrooms has made many teachers conducted research to examine its effectiveness. Studies have shown that Edmodo is an effective tool for students to improve their writing skills. However, very few studies investigate the use of Edmodo as a media for digital portfolio and explore its impact in EFL writing classes. This research was done primarily aimed to describe EFL learners’ perceptions of the implementation of Edmodo-based digital portfolio in a Paragraph-based Writing course. Fifteen students participated in the study that lasted for seven meetings. Data were analyzed qualitatively and collected by using questionnaire and a semi-structured interview. Findings revealed that the students responded positively to the use of Edmodo-based digital portfolio in the writing course. Furthermore, they also reported that digital portfolio helps them improving their writing fluency and increasing self-reflection. This study recommends the use of Edmodo as a platform for an online portfolio in the writing class.

scholarly journals Students and the Teacher’s Perceptions on Incorporating the Blog Task and Peer Feedback into EFL Writing Classes Through Blogs

2016 ◽  
Vol 9 (11) ◽  
pp. 38 ◽  
Author(s):  
Hsin-Yi Cyndi Huang
Keyword(s):  
Peer Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Courses ◽  
Empirically Supported ◽  
Alternative Approach ◽  
Theoretical Hypothesis ◽  
English Major ◽  
Southern Taiwan ◽  
Group Interviews

<p>With the availability of Web 2.0 technologies, blogs have become useful and attractive tools for teachers of English as a Foreign Language (EFL) in their writing classes. Learners do not need to understand HTML in order to construct blogs, and the appearance and content can be facilitated via the use of photos, music, and video files (Vurdien, 2013). To provide an authentic and motivating writing environment, a blog task was designed and integrated into three writing courses for 57 applied English or English major students at two southern Taiwan universities. Using the triangulated approach, this study collected data from three different angles (students’ questionnaires, students’ focus group interviews, and the teacher’s observation log) to investigate whether participant perceptions empirically supported the theoretical hypothesis that blogging contributes to writing performance. The findings showed that both the teacher and students had a positive attitude towards the blog task and may indicate that blogging is a useful alternative approach but may also be regular incorporated in writing classes to enhance EFL writing motivation. Nevertheless, blogs may not be the most suitable tool for all types of writing tasks and the most appropriate medium for all components of feedback. The conclusions of this study are consistent with previous findings on the practicality and potential of using blog software to promote peer feedback as well as to facilitate effective writing instruction.</p>

scholarly journals Salience of Student Written Feedback by Peer-Revision in EFL Writing Class

2017 ◽  
Vol 10 (12) ◽  
pp. 151 ◽  
Author(s):  
Zhu Lei
Keyword(s):  
Qualitative Case Study ◽  
Peer Feedback ◽  
Written Feedback ◽  
Case Study Approach ◽  
Efl Writing ◽  
Peer Revision ◽  
Study Approach ◽  
Writing Class ◽  
Writing Revision

The study investigates the incorporation and effectiveness of student written feedback and their attitudes towards peer feedback in writing class. Taking a qualitative case study approach, this study followes closely a class of thirty-two English juniors over one semester. Data sources include composition drafts, student written feedback and interviews. The data collected demonstrates that students generally accept peer feedback and incorporate most of their peers’ comments and suggestions into their writing revision and that peer feedback provides them with more chances to discuss with their peers and understand their peers’ suggestions on the composition improvement.

scholarly journals ARE PEER FEEDBACK ACTIVITY ESSENTIAL IN ONLINE ARGUMENTATIVE WRITING?

2019 ◽  
Vol 5 (1) ◽  
pp. 101
Author(s):  
Elda Yulia Ryandini
Keyword(s):  
English Education ◽  
Peer Feedback ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Argumentative Writing ◽  
Education Department ◽  
Writing Class ◽  
Research Problems ◽  
Thesis Statement

ABSTRACT: The purposes of this research were to investigate and classify peer feedback activity in online argumentative writing and to probe the essence of getting peer feedback. This research used qualitative approach to respond the research problems. The  subjects  of  this  study  were 3 students from a writing  class of English Education  Department at Islamic University in East Java. Data were collected through observation and semi-structured interview. The findings of this research showed that there were various feedback given by peers such as no thesis statement in introduction, short sentences in body and conclusion paragraphs, incomplete ideas in introduction, error grammars and sentence structures, no clear counter arguments and refutations in body paragraphs, no refutation in body paragraph, not cover idea of body paragraph in conclusion, not debatable title, and not confusing position whether agree or disagree with the topic. The result also indicated that the essence of getting peer feedback in online argumentative writing were positive proved by the students’ enthusiastic derived from interview.

scholarly journals Peer Feedback Practice in EFL Tertiary Writing Classes

2016 ◽  
Vol 9 (6) ◽  
pp. 76 ◽  
Author(s):  
Ha Thi Nguyen
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Peer Feedback ◽  
L2 Writing ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Current Feedback ◽  
Writing Classes ◽  
Efl Writing ◽  
English Writing

<p>Peer feedback plays a pivotal role in stimulating students’ participation in L2 writing, which has the potential to develop students’ writing skills. The concept of metacognition has also been examined to facilitate learner writers in their learning process. As such, this study drawing upon the concept of metacognition explores the implementation of peer feedback in English as a foreign language (EFL) tertiary writing classes in Vietnam and based on the findings develops a peer feedback approach to enhance the learners’ metacognition. Data were collected from semi-structured interviews with sixteen English majors and classroom observations in two English writing classes at a university in Vietnam. Content analysis of the data revealed that peer feedback was informally implemented in two EFL writing classes under study, which might suggest that few opportunities for the students to develop their metacognition could be provided in this current feedback approach. The findings also demonstrated the learners’ expectations for changes in peer feedback practice in their writing classes. Thus, the study suggested a jigsaw peer feedback approach which met the participants’ desires and simultaneously afforded the learners a number of opportunities to improve their metacognition in EFL writing contexts, especially in Vietnam. This study helps to extend the literature in peer feedback approach in L2 writing which is underpinned by the concept of metacognition and offers both pedagogical and theoretical implications in English language teaching (ELT).<strong></strong></p>

scholarly journals EFL Students’ Perceptions of Teacher Feedback and Intra-Feedback in Writing Essays

2018 ◽  
Vol 21 (2) ◽  
pp. 26-49
Author(s):  
Maryam Kazemi ◽  
Shirin Abadikhah ◽  
Mahmood Dehqan
Keyword(s):  
Peer Feedback ◽  
Teacher Feedback ◽  
Alternative Form ◽  
Structured Interviews ◽  
Efl Writing ◽  
Content Organization ◽  
Writing Class ◽  
Efl Students ◽  
Efl Writing Instruction

This study examines EFL students’ perceptions of teacher feedback and intra-feedback in writing essays in an EFL university context. Traditionally, teachers who were considered more knowledgeable provided feedback to students' writing. Recently, peer feedback is considered as an alternative form of feedback, which involves a dynamic process of reviewing and discussing one another’s text in a writing class. Intra-feedback, another form of peer feedback, is a reviewer-oriented practice in which two reviewers discuss their comments provided individually on the composition of another student. This paper investigates 21 EFL students’ perceptions of teacher feedback and peer feedback using intra-feedback technique. Both quantitative and qualitative data were collected using a questionnaire and follow-up semi-structured interviews. The results of the questionnaire indicated that students perceived teacher feedback to be most useful in improving the content, organization and language of their essays. From the interviews with the students, their preferences toward feedback provider, feedback focus, feedback provision and intrafeedback inclusion were elicited. Some pedagogical implications for the EFL writing instruction can be made including creation of opportunities for students to become aware of effective reviewing techniques, improvement of peer feedback quality and increasing students’ confidence and critical thinking.

scholarly journals Egyptian small and medium sized enterprises’ battle against COVID-19 pandemic: March – July 2020

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zeinab Abbas Zaazou ◽  
Doaa Salman Abdou
Keyword(s):  
Social Services ◽  
Quantitative Methods ◽  
Structured Interview ◽  
Exploratory Research ◽  
Content Type ◽  
Qualitative And Quantitative Methods ◽  
Study Results ◽  
Egyptian Government ◽  
Start Ups ◽  
The Impact

Purpose The impact of COVID-19 outbreak freeze economic actors and hold innovative startups. This triggered the researchers to investigate the effect of the pandemic on small- and medium-sized enterprises (SMEs) in Egypt and how do these start-ups deal on the whole with this serious situation. Design/methodology/approach The research in hand used both qualitative and quantitative methods. It started first with semi-structured interview questions addressed to a number of participants, then a quantitative study took place, ending with conclusion and recommendations. Findings There is an agreement among all participants that entrepreneurs should always be flexible and seek for investments in innovation. However, there is a discrepancy among participants’ opinions regarding the measurements taken by the Egyptian Government post the pandemic outbreak. Research limitations/implications The field study results and the exploratory research results would have come out more accurate if it was not confined only to geographical limitation (Cairo Governorate). Practical implications The research in hand suggests that practical measurements should not only provide first aid to start-ups by alleviating the pressure caused by constrained cash flow but also consider long-term measures embedded in and supported by the wider entrepreneurial ecosystem to ensure start-ups rapid recovery and growth. Social implications SMEs attribute to social and economic change and have an impact on the local public and social services sector as a result of the business’s activities. Originality/value This study first illustrates the challenges entrepreneurs are facing because of the pandemic, then it presents how entrepreneurs are dealing with the effects of the crisis.

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