scholarly journals Overlap and Repair of Turn- Taking System during Collaborative Oral Peer-Feedback in an EFL Writing Course

2021 ◽  
Vol 8 (2) ◽  
Keyword(s):  
Peer Feedback ◽  
Efl Writing ◽  
Writing Course ◽  
Turn Taking

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 Genre-based Approach to Writing in EFL Contexts

2021 ◽  
Vol 11 (2) ◽  
pp. 95
Author(s):  
Vu Phi Ho Pham ◽  
Thi Kim Loan Bui
Keyword(s):  
Systemic Functional Linguistics ◽  
Writing Skills ◽  
Teaching Writing ◽  
Microsoft Excel ◽  
Efl Writing ◽  
Efl Learners ◽  
Step Structure ◽  
Writing Course ◽  
Efl Teachers ◽  
Teachers And Students

Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.

scholarly journals 'You're in FunDzaland': Pre-service teachers (re)imagine audience on a creative writing course

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Belinda Mendelowitz
Keyword(s):  
Creative Writing ◽  
Detailed Analysis ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
Data Set ◽  
Digital Revolution ◽  
Writing Courses ◽  
Self And Other ◽  
Writing Course ◽  
Group 2

This study explores how collaborative writing for a digital platform can enable students to (re) imagine audience. Although in the context of process writing peer feedback is foreground, in practice, its effectiveness is uneven. The digital revolution offers new opportunities for alternative peer feedback through collaborative writing and re-imagining self and other in the process. This study examines data from a creative writing course in which pre-service teachers wrote collaborative short stories for the FunDza digital site and individual reflective essays about the process. The study’s research questions are the following: (1) what were the affordances of this multilayered audience for engaging the students’ imaginations? (2) How did this process of (re)imagining audience impact on students’ conceptions of themselves as writers? The data set comprised 16 collaboratively authored stories (published on the site) and 34 individual reflective essays. Six of the latter were selected for detailed analysis. Hence, the data for this study encompass detailed analysis of two groups’ reflective essays on the process of writing their stories. These groups were selected because they exemplified contrasting collaborative, imaginative writing processes. Group 1 was familiar with the FunDza audience and context, while Group 2 struggled to imagine it. Thematic content analysis was used for analysis. Each essay was read first in relation to the entire data set, then in relation to the other reflections in the author’s group. The combination of gearing stories towards the FunDza audience and writing stories collaboratively created two sets of audiences that writers needed to hold in mind simultaneously. Analysis indicates that both audiences challenged students to make imaginative leaps into the minds of an unfamiliar audience, deepening their understanding of the writing process. It also highlights students’ mastery of writing discourses and increasing awareness of the choices authors make for specific audiences. Theoretically, this study theorises audience in relation to imagination. A number of concepts have emerged from this research that may enable a more fine-tuned analysis of the audience – imagination nexus. Structured freedom is an important thread that connects the central concepts of audience, imagination and collaboration, foregrounding the idea that imaginative freedom needs to be understood and worked with in nuanced ways. While freedom and imagination are closely related, the provision of free pedagogic spaces with specific constraints in creative writing courses can be extremely productive, as illustrated by the data analysed in this study.

scholarly journals Students’ Perceptions on Online Peer Feedback Practice In EFL Writing

2021 ◽  
Vol 8 (2) ◽  
pp. 213-231
Author(s):  
I Gede Krisna Meialldy Putra ◽  
Made Hery Santosa ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Mixed Method ◽  
Group Discussion ◽  
Peer Feedback ◽  
Online Classes ◽  
Efl Writing ◽  
Interview Guide ◽  
Mixed Method Design

ABSTRACTThis study investigated the implementation of online peer feedback practice, the students’ perceptions toward online peer feedback practice, and the students’ challenges toward online peer feedback practice. The study employed a mixed-method design with SMA PGRI Blahbatuh students as the population, while the sample was 132 students. The data were collected through observing the online classes using an observation checklist, conducting a survey using a questionnaire, and conducting an interview using an interview guide through focus group discussion. The study’s findings imply several strengths and weaknesses in the online peer feedback practice. It was also revealed that the students had positive perceptions toward the online peer feedback practice. Meanwhile, the interview results revealed several contradictory results regarding the students’ challenges. The students preferred the teacher’s feedback after the practice since it would make them feel safe. The students also suggested anonymous peer feedback practice since they could give the comments honestly, with details, and specifics. Through this study, students can learn to improve their skills in communicating and collaborating with their peers. The study also provided the teacher information to create more effective and efficient online peer feedback practice.    ABSTRAKPenelitian ini didesain untuk menyelidiki penerapan praktik umpan balik rekan secara daring, persepsi siswa terhadap praktik umpan balik rekan secara daring, dan tantangan siswa terhadap praktik umpan balik rekan secara daring. Penelitian ini menggunakan desain kombinasi dengan siswa SMA PGRI Blahbatuh sebagai populasi, sedangkan sampelnya hanya 132 siswa. Pengumpulan data dilakukan melalui observasi kelas online menggunakan lembar observasi, survei menggunakan kuesioner, dan wawancara menggunakan pedoman wawancara melalui diskusi kelompok terfokus. Temuan penelitian menyiratkan bahwa ada beberapa kekuatan dan kelemahan dalam praktik umpan balik rekan secara daring. Terungkap pula bahwa siswa memiliki persepsi positif terhadap praktik umpan balik rekan secara daring. Sementara itu, hasil wawancara mengungkapkan beberapa hasil yang kontradiktif terkait tantangan siswa. Siswa lebih menyukai masukan dari guru setelah latihan karena akan membuat mereka merasa lebih aman. Para siswa juga menyarankan praktik umpan balik rekan anonim karena mereka dapat memberikan komentar dengan jujur, dengan detail, dan spesifik. Melalui penelitian ini, siswa dapat belajar meningkatkan keterampilannya dalam berkomunikasi dan berkolaborasi dengan teman sebayanya. Penelitian ini juga memberikan informasi kepada guru untuk menciptakan praktik umpan balik teman secara daring yang lebih efektif dan efisien. 

scholarly journals Students’ Perspectives as Providers and Receivers of Peer Formative Feedback on Writing

2021 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Mohammed Abdullah Alharbi
Keyword(s):  
Peer Feedback ◽  
Poor Quality ◽  
Oral Feedback ◽  
Self Confidence ◽  
The Poor ◽  
Writing Course ◽  
Positive Feelings ◽  
Revising Strategies

The current study focused on exploring the benefits and challenges arising from engagement of 40 undergraduates in peer feedback in a writing course from the feedback providers’ and receivers’ perspectives. The data was collected from students through a survey and follow-up interviews at the end of two rounds of peer feedback: Round 1 (20 students acting as feedback providers while 20 as receivers) and Round 2 (reserving the roles of students). The findings revealed several benefits of peer feedback for both providers and receivers, which are synthesized under three major themes: being beneficial for students’ learning and writing, fostering students’ positive feelings and engaging students in reviewing and revising strategies. Despite its benefits, peer feedback is of several challenging concerns for providers and receivers. For providers, they are challenged by their lacking feeling of comfort and low self-confidence as well as lacking certainty about the quality of their feedback. For receivers, they are challenged by their doubts about the reliability of peer feedback and difficulty understanding some feedback as well as the poor quality of records of oral feedback. The study, therefore, provides important pedagogical implications for effective peer feedback practices in writing classrooms.

Sign in / Sign up

Export Citation Format

Share Document