scholarly journals EFL Students’ Response on the Impact of Online Peer Feedback on Their Writing Performance

2020 ◽  
Author(s):  
Ria Nurviyani ◽  
Pupung Purnawarman
Keyword(s):  
Peer Feedback ◽  
Writing Performance ◽  
Efl Students ◽  
The Impact

scholarly journals The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance

2020 ◽  
Vol 13 (5) ◽  
pp. 80
Author(s):  
Wisam Chaleila ◽  
Basem Khalaila
Keyword(s):  
Academic Writing ◽  
Design Research ◽  
Recent Literature ◽  
Explicit Instruction ◽  
Writing Performance ◽  
Writing Course ◽  
Efl Students ◽  
The Impact ◽  
Instruction Approach

While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher & Frey’s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a modified approach on EFL students’ academic writing performance. The research targeted 44 tertiary Arab-Israeli students enrolled in a two-semester academic writing course. The results of the study revealed that the writing performance of the students improved considerably after being exposed to the modified comprehensive explicit instruction program.

scholarly journals Brainstorming Strategy and Writing Performance: Effects and Attitudes

2018 ◽  
Vol 9 (5) ◽  
pp. 1084
Author(s):  
Arezoo Omidvari ◽  
Soheila Abedianpour
Keyword(s):  
Writing Skills ◽  
Significant Progress ◽  
Writing Performance ◽  
Writing Ability ◽  
Homogenous Group ◽  
Writing Strategy ◽  
Writing Skill ◽  
Performance Effects ◽  
Efl Students ◽  
The Impact

The study sought to examine the impact of employing brainstorming strategy, as a pre-writing strategy, on advanced EFL students' writing ability. Moreover, the study sought to investigate the attitudes of the participants in terms of the efficacy of brainstorming for developing writing performance. Sixty participants were randomly assigned to two groups participating in Writing II course at Atlas Language Institute in Yasouj, Iran. The highest as well as the lowest achievers were deleted in order to have an almost homogenous group. The participants were randomly assigned to control (No = 30) and experimental (No = 30) groups. Both groups had the same teacher. Based on the results of the pretest and posttest, learners that were treated with brainstorming made significant progress in writing. Furthermore, questionnaire scores indicated that the majority of the learners found brain storming a useful strategy in enhancing their writing skills. The results of the current study highlight the effectiveness of employing brainstorming as a pre-writing strategy in developing EFL students’ writing skill.

An Exploration of the Effect of Time Pressure and Peer Feedback on the Iranian EFL Students' Writing Performance

2015 ◽  
Vol 5 (11) ◽  
pp. 2251 ◽  
Author(s):  
Nasim Ghanbari ◽  
Azade Karampourchangi ◽  
Mohammad Reza Shamsaddini
Keyword(s):  
Time Pressure ◽  
Peer Feedback ◽  
Writing Performance ◽  
Efl Students

scholarly journals Exploring the Impact of Peer Assessment on EFL Students’ Writing Performance

2021 ◽  
Vol 9 (3) ◽  
pp. 77-95
Author(s):  
Eleni Meletiadou
Keyword(s):  
Positive Impact ◽  
Peer Assessment ◽  
Writing Classes ◽  
Writing Performance ◽  
School Year ◽  
Greek Cypriot ◽  
Post Test ◽  
Quasi Experimental ◽  
Efl Students ◽  
The Impact

Lately, researchers have expressed their concern for EFL students’ poor writing performance and exam failure. They have indicated that peer assessment (PA) can be successfully employed to support a better integration of teaching/instruction with assessment of progress in learning. Bearing this in mind, the current study employed a pre-test post-test quasi-experimental design and aimed to explore the effect of PA on 200 Greek Cypriot EFL students’ writing performance. These adolescent learners attended two writing classes per week (90 minutes) for a full school year. Teachers received training in PA skills and then had to train their own students. Students were asked to use a PA rubric which was also devised by the researcher but negotiated between the students and their teachers during the training sessions. Paired T-tests were performed to investigate whether students in the control (n=100 students and 10 teachers) and the experimental groups (n=100 students and 10 teachers) enhanced their writing performance comparing their pre- to post-test scores. The study outcomes indicated that PA could have a moderately positive impact on students’ writing performance. The use of PA improved students’ writing performance in 5 aspects: mechanics, organisation, content, focus, and vocabulary and language use. In response to the need for more experimentation, this study provides recommendations for PA implementation in secondary school EFL writing classes which enable teachers to improve students’ writing performance.

scholarly journals The Effect of Different Types of Peer Feedback Provision on EFL Students’ Writing Performance

2019 ◽  
Vol 12 (1) ◽  
pp. 213-224 ◽  
Author(s):  
Shirly Rizki Kusumaningrum ◽  
◽  
Bambang Yudi Cahyono ◽  
Johannes Ananto Prayogo ◽  
◽  
...  
Keyword(s):  
Peer Feedback ◽  
Writing Performance ◽  
Different Types ◽  
Efl Students

scholarly journals INVESTIGATING THE IMPACT OF PEER FFEDBACK AND TEACHER FEEDBACK USING GOOGLE DOCS ON EFL STUDENTS’ WRITING PERFORMANCE

2021 ◽  
Vol 8 (10) ◽  
Author(s):  
Nguyen Thi Nien Hoa ◽  
Trinh Quoc Lap
Keyword(s):  
High School ◽  
High School Students ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Performance ◽  
Google Docs ◽  
Study Results ◽  
The Impact ◽  
Experimental Group

<p>Online written corrective feedback via Google Docs, in recent years, has been used and brought about positive outcomes in different teaching contexts. In this light, this study was conducted to examine the different effects between teacher feedback using Google Docs and the combined peer feedback and teacher feedback using Google Docs on EFL high school students’ performance in writing paragraphs. The study also attempted to gain insights into students’ attitudes towards the effect of peer feedback and teacher feedback using Google Docs on their paragraph writing. In this study, a mixed research method was employed; both quantitative and qualitative data were collected. Twenty two grade 11 students in a high school in the Mekong Delta of Vietnam were selected as participants. They were assigned to two groups of treatment: the experimental group, receiving both peer feedback and teacher feedback using Google Docs and the control group who only received teacher feedback using Google Docs. Participants completed two writing tasks; each of them included first draft, second draft and final draft. Prior to the study, students from the experimental group received a face-to-face training on giving peer feedback. Data were collected from six drafts of two writing tasks, three drafts for one task, and interviews at the end of the study. Results indicated that participants who received teacher feedback in the control group performed their paragraph writing better than those receiving both peer feedback and teacher feedback using Google Docs in the experimental group after the study. Also, participants in both groups improved their writing performance in their revised drafts. From the interviews, results showed participants’ positive attitudes towards the impact of peer feedback and teacher feedback using Google Docs on their paragraph writing. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

The Impact of Digital Literacy Proficiency on EFL Students' Academic Writing Performance

2019 ◽  
Vol 10 (4) ◽  
pp. 40-55
Author(s):  
Chahrazad Hamouma ◽  
Nadia Menezla
Keyword(s):  
Correlation Coefficient ◽  
Academic Writing ◽  
Digital Literacy ◽  
Performance Test ◽  
High Positive Correlation ◽  
Writing Performance ◽  
Literacy Proficiency ◽  
Efl Students ◽  
Positive Correlation Coefficient ◽  
The Impact

In light of the increasing recognition of digital literacy in learning and education generally, and in English Foreign Language (EFL) instruction specifically, the purpose of this research article is to examine the impact of digital literacy on EFL students' academic writing performance. The subjects of this study were 80 third year EFL students from M'sila University. The research instruments included a digital literacy questionnaire and a writing performance test which were given to the study participants to answer. The relationship between students' digital literacy and their academic writing performance was analyzed using the Spearman's correlation coefficient. The results revealed that there is a high positive correlation coefficient between the research variables, which was statistically significant at the level (α = 0,01). Therefore, it was concluded that digital literacy is an effective factor for the development of English academic writing performance.

scholarly journals Using Habits of Mind to Develop EFL Writing Skills and Autonomy

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Aly A. Koura ◽  
Faten A. Zahran
Keyword(s):  
Performance Test ◽  
Writing Skills ◽  
Habits Of Mind ◽  
Control Group ◽  
Efl Writing ◽  
Writing Performance ◽  
Scale Scores ◽  
Efl Students ◽  
And Control ◽  
The Impact

The main purpose of this study was to determine the impact of habits of mind (HoM) based strategies on students’ writing skills and autonomy. Questions formulated to achieve the purpose of the study focused on. (1) Determining the habits of mind suitable for EFL students. (2) Finding out differences in both English as a foreign language (EFL) students’ writing performance test regarding experimental and control group. (3) Finding out differences in both EFL students’ autonomy scale of experimental and control group. Thirty three EFL students constituted the sample for this study and four instruments-designed by the researchers- were used for data collection. Results indicated that students of experimental group outperformed their counterparts of the control group in EFL writing performance test and autonomy scale scores. The effect of using HoM on students writing skills and autonomy was profound and significant.

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