scholarly journals Engaging Saudi EFL Students in Online Peer Review in a Saudi University Context

2019 ◽  
Author(s):  
Talal Waleed Daweli
Keyword(s):  
Peer Review ◽  
Corrective Feedback ◽  
Online Questionnaire ◽  
Prior Beliefs ◽  
Google Docs ◽  
Writing Courses ◽  
Positive Attitudes ◽  
Efl Students ◽  
The University ◽  
The Given

This study focuses on a Saudi English as a foreign language (EFL) context. It employs Google Docs as an educational tool to engage Saudi EFL students in online peer review to address some challenges faced instructors when they implement peer review in class. The main goals of the study are examining what kinds of corrective feedback that Saudi EFL students provide when they edit their peers’ texts in Google Docs, how they can improve their texts based on the collaborative online peer review, and what their attitudes are toward using Google Docs as an online peer review tool. The study utilizes Google Docs, an online questionnaire, and an interview as research tools; after thematic analysis, the results show that Saudi EFL students focus on local and global writing issues and provide different types of corrective feedback that aid them to improve their writing. They have positive attitudes toward using Google Docs in peer review. This tool allows them to engage in an online social environment outside the classroom, feel as critical editors, adjust their writing, and avoid embarrassment. The results also suggest that hierarchical power in the classroom and students’ prior beliefs and experiences can impact their responses to the given feedback from teachers and peers. This study recommends instructors to integrate online peer review as a genre and move beyond low-stakes genre in EFL writing courses at the university level.

scholarly journals Saudi EFL Preparatory Year Students’ Perception about Corrective Feedback in Oral Communication

2016 ◽  
Vol 9 (12) ◽  
pp. 47 ◽  
Author(s):  
Maha Alhaysony
Keyword(s):  
English Language ◽  
Corrective Feedback ◽  
Oral Communication ◽  
Immediate Feedback ◽  
Proficiency Level ◽  
Efl Students ◽  
And Gender ◽  
Main Instrument ◽  
Preparatory Year ◽  
The University

This study sought to investigate the attitudes of Saudi EFL students towards corrective feedback (henceforth CF) on classroom oral errors. The subjects were 3200 (1223 male and 1977 female) students enrolled in an intensive English language programme in the preparatory year at the University of Ha'il. A questionnaire was the main instrument. This study seeks to extend our knowledge by examining the relationship between CF and gender, proficiency level, and students’ track. The results revealed that students generally have a positive perception of oral CF. Further, delayed CF was more favoured than immediate feedback. Of the methods of CF used by the teacher, the students preferred asking for clarification, repetition, explicit feedback, metalinguistic feedback, elicitation, and recasting; the majority of them regarded no correction as a poor method. Although the students wanted all of their oral errors to be corrected, they reported wanting their serious errors to be corrected first, followed by frequent errors, individual errors, and then, less serious errors; less frequent errors was the least preferred category. Regarding the choice of correctors, students favoured teacher correction, then self-correction, and finally, classmate correction. As far as the three variables considered, the analysis of the data revealed that in sum, regardless of gender, students’ proficiency level, and track, all students had similar beliefs about CF and strongly favoured receiving frequent CF in English oral communication classes once they were made aware of the purpose, significance, and methods of CF. However, the findings of the study showed that there was a significant gender difference, with women responding to CF significantly more than men. Moreover, the results revealed that highly proficient students preferred CF more than students with a lower proficiency, although there were no significant differences for most of the items. Additionally, there were some significant differences among students with different tracks. Pedagogical implications, limitations of the study, and recommendations for further research are also discussed.

scholarly journals The Impact of Discourse Marker Instruction on Fluency, Accuracy, and Complexity Improvement of Iranian Intermediate EFL Learners

2017 ◽  
Vol 7 (5) ◽  
pp. 152
Author(s):  
Ghader Asadzadian ◽  
Rashid Saad ◽  
Fereshteh Asadzadian
Keyword(s):  
Explicit Instruction ◽  
Corrective Feedback ◽  
Discourse Markers ◽  
Discourse Marker ◽  
Efl Learners ◽  
Writing Courses ◽  
English Major ◽  
The University ◽  
The Impact

The purpose of the study was to investigate the impact of discourse marker (DM) instruction on fluency, accuracy, and complexity improvement of Iranian intermediate EFL learner’s writing. To this aim, among the two hundred forth year English major learners in Dezful university, Iran, fifty of them who were in the intermediate level, based on the scoring system of the university, were recruited. They were given a topic to write before intervention. Then, the fifty participants passed through twenty-hour instruction on micro and macro DMs, based on Belles-Furtuno’s (2004) classification of discourse markers. The mentioned classification included both sentential and supra sentential markers. In the process of explicit instruction (EI) of DMs, they were given various exercises and activities to apply DMs and learn the function and usage of these units and input flood (IF) was performed along with corrective feedback (CF) with the help of the teacher with their mistakes and misunderstandings of DMs. After intervention, they were given another topic to write to examine if EI+IF of DMs could help them improve fluency, accuracy, and complexity of their writing. To quantify the results the Wolfe-Quintero (1998) method was used and it was unveiled that all the three components of writing improved after intervention, which practically means instruction of DMs could enhance learner’s writing in the three aspects. The findings can be used by teachers and syllabus designers to consider DMs as one of the most crucial components in writing courses.

scholarly journals Peer review in writing activities: outcomes and perceptions of EFL students

2020 ◽  
Vol 1 (2) ◽  
pp. 127
Author(s):  
Theresia Adventris Ndohna Ruru ◽  
Teguh Sulistyo
Keyword(s):  
Peer Review ◽  
Junior High School ◽  
Control Group ◽  
Student Centered ◽  
Writing Ability ◽  
Positive Attitudes ◽  
Writing Class ◽  
Post Test ◽  
Efl Students ◽  
Quantitative Descriptive

This study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.

scholarly journals Exploring Academic Writing Needs of Indonesian EFL Undergraduate Students

2019 ◽  
Author(s):  
Ratnawati ◽  
Didih Faridah ◽  
Syafiul Anam ◽  
Pratiwi Retnaningdyah
Keyword(s):  
Undergraduate Students ◽  
Academic Writing ◽  
Private University ◽  
Writing Courses ◽  
Need Analysis ◽  
Writing Course ◽  
Efl Students ◽  
General Skills ◽  
Students Attitudes ◽  
The University

Academic writing is noteworthy competence to be accomplished for English as a foreign language (EFL) students to fulfill their academic needs at the university. To do so, Indonesian tertiary universities accommodate and foster this competence using academic writing course. The study, therefore, sought to look into: 1. what undergraduate EFL students’ perceptions of the importance of academic writing to their current study and future career, 2. what the students’ perceptions of the difficulties of academic writing, 3. what the students’ attitudes towards their previous and future academic writing courses. The present study investigates students’ needs emerging in academic writing during classroom practices to gain insightful and profound perspectives for forthcoming needs of the course. Data were collected through a five scaled questionnaire of need analysis distributed to thirty-four EFL students from a private university, and a focus group interview involving nine participants. Results indicate 61% (Mdifficulties=3.05) of students faced difficulties in both general skills and language problems of academic writing and a new course was expected to provide moves/steps for writing the sections in a research article. The present study then suggests that e-database resources are needed for academic papers models and references hence its efficiency and flexibility in prospective academic writing.

scholarly journals Exploring PechaKucha in EFL Learners’ Public Speaking Performances

2017 ◽  
Author(s):  
Roza Flurovna Zhussupova ◽  
Sholpan Zharkynbekova ◽  
Shynar Suleimenova
Keyword(s):  
Public Speaking ◽  
Control Group ◽  
Efl Learners ◽  
Experimental Teaching ◽  
Positive Attitudes ◽  
Scoring Rubrics ◽  
Efl Students ◽  
The University ◽  
And Control ◽  
Experimental Group

The purpose of the study is to examine PechaKucha helps EFL Learners’ to enhance their Public Speaking Performances and to explore useful information regarding the PechaKucha implementation as a learning tool. This study was conducted with sixty students at the University level. They were assigned into two groups randomly as experimental and control. The experimental teaching put into practice  PechaKucha in accordance with public speaking  activities. Meanwhile, the control group was given conventional speaking lessons only. To assess the performance the initial and post-testing by means of analytic scoring rubrics were used. In addition, a survey questionnaire was administrated to experimental group to examine their attitudes towards using Pecha Kucha in improving public speaking skills. The results showed that themost number of students in the experimental group scored higher points  than the control group. It can be concluded that the average performance of experimental group on the speaking public presentation skills posttesting increased in 10% comparing with that of the control group. Questionnaire’s results reported that EFL learners in the experimental group mostly conveyed positive attitudes. This study recommended that EFL students need to be familiarized and trained with the use of PechaKucha technology into their EFL teaching.

scholarly journals Informal Digital Learning of English Vocabulary: Saudi EFL Learners’ Attitudes and Practices

2021 ◽  
Author(s):  
Ghazwan Mohammed Saeed Mohammed ◽  
Jamal Kaid Mohammed Ali
Keyword(s):  
Digital Technology ◽  
Digital Learning ◽  
Efl Learners ◽  
Attitudes And Practices ◽  
Productive Activities ◽  
Positive Attitudes ◽  
Efl Students ◽  
Research Questions ◽  
The University ◽  
Informal Settings

Because of the widespread use of digital technology, many EFL students access various types of technologies that help them acquire English vocabulary beyond formal classroom learning. This paper aims to explore Saudi EFL learners’ attitudes towards informal digital learning of English vocabulary (IDLEV) outside the academic requirements as well as their practices of IDLEV beyond the classroom. To answer the research questions of the study, the researchers recruited 80 Saudi EFL students from the University of Bisha, Saudi Arabia, to respond to a self-reported questionnaire. The study found that Saudi EFL students have positive attitudes towards informal digital learning of English in improving their vocabulary. Results also reveal that the participants tend to use different technologies to learn English vocabulary in informal settings. The study found that receptive activities are more commonly used than the productive activities. The study found a significant correlation between learners’ attitudes and practices. The implications of the study and recommendations were presented accordingly.

scholarly journals Informal Digital Learning of English Vocabulary: Saudi EFL Learners’ Attitudes and Practices

2021 ◽  
Vol 7 (1) ◽  
pp. 345-358
Author(s):  
Ghazwan Mohammed Saeed Mohammed ◽  
Jamal Kaid Mohammed Ali
Keyword(s):  
Digital Technology ◽  
Digital Learning ◽  
Efl Learners ◽  
Attitudes And Practices ◽  
Productive Activities ◽  
Positive Attitudes ◽  
Efl Students ◽  
Research Questions ◽  
The University ◽  
Informal Settings

Because of the widespread use of digital technology, many EFL students access various types of technologies that help them acquire English vocabulary beyond formal classroom learning. This paper aims to explore Saudi EFL learners’ attitudes towards informal digital learning of English vocabulary (IDLEV) outside the academic requirements as well as their practices of IDLEV beyond the classroom. To answer the research questions of the study, the researchers recruited 80 Saudi EFL students from the University of Bisha, Saudi Arabia, to respond to a self-reported questionnaire. The study found that Saudi EFL students have positive attitudes towards informal digital learning of English in improving their vocabulary. Results also reveal that the participants tend to use different technologies to learn English vocabulary in informal settings. The study found that receptive activities are more commonly used than the productive activities. The study found a significant correlation between learners’ attitudes and practices. The implications of the study and recommendations were presented accordingly.

scholarly journals Attitudes of EFL College Students of the University of Bisha towards eLearning

2021 ◽  
Vol 4 (9) ◽  
pp. 105-116
Author(s):  
Mahmoud Almaqtri
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Target Population ◽  
Online Questionnaire ◽  
Face To Face ◽  
Positive Attitudes ◽  
The Face ◽  
And Gender ◽  
Efl College Students ◽  
The University

This study aimed to find out the attitudes of the EFL College students of the University of Bisha, Saudi Arabia, towards eLearning after they have studied via this mode for almost two semesters. The study tried to answer four questions related to the participants' preferences of learning mode, the reasons for their preference, the problems with eLearning, and gender differences. Three null hypotheses related to the first three questions referred to above were postulated regarding gender differences if any. The study was mainly quantitative, in which data were collected by means of an online questionnaire administered to 148 EFL students (males and females) who were selected from the target population purposively. The SPSS program (version 20.0) was used to analyze the obtained data. We have found that the majority of participants had positive attitudes to eLearning, and they preferred it to the face-to-face classroom-based mode. Among the reasons they offered for their preference eLearning were their claims that they learned better than with face-to-face mode. In addition to flexibility, this mode saved time, cost and effort, since the students took activities and assessments at home, not at college. All three given hypotheses were accepted in that no gender difference was found.

scholarly journals Oral Versus Written Feedback: Attitudes of Female Saudi University Students

2021 ◽  
Vol 11 (6) ◽  
pp. 84
Author(s):  
Jwahir Alzamil
Keyword(s):  
University Students ◽  
Language Learning ◽  
Positive Attitude ◽  
Corrective Feedback ◽  
Written Feedback ◽  
Online Questionnaire ◽  
Negative Attitudes ◽  
Oral Feedback ◽  
Positive Attitudes ◽  
To Receive

Oral and written feedback have been found to be useful in learning English as a Second Language (L2). Yet it is not clear what form of feedback L2 learners prefer. This study therefore investigated 47 Saudi female university students’ attitudes to both oral and written feedback. The data was collected by an online questionnaire consisting of three constructs: a) attitudes to written feedback; b) attitudes to oral feedback; and c) attitudes to written versus oral feedback. In terms of the first, the results showed that most participants expressed positive attitudes to written feedback, which they would be happy to receive on all the mistakes they make in their writing. Most participants were also positive about oral feedback and wanted their teacher to correct all their speaking errors, including errors of grammar, pronunciation and vocabulary. However, participants did not want to be corrected in front of other students as this could make them nervous. Overall, most participants agreed that oral feedback helped them improve their English skills more than written feedback. But despite such a positive attitude, most participants still found oral feedback embarrassing. Knowing students’ perceptions of corrective feedback (CF) is vital, because negative attitudes to feedback could harm the language learning process.

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