The Effect of Peer Feedback on EFL Learners’ Classroom Anxiety

Driven by Positive Psychology, research on emotions in second language acquisition has moved from The Anxiety-Prevailing Phase to Positive and Negative Emotions Phase (Dewaele & Li, 2020). A growing number of scholars begin to study learners’ emotions from a more holistic perspective. The present study investigated the levels and sources of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 231 Chinese EFL undergraduates with intermediate and low English proficiency. The study found moderate levels of both FLE and FLCA among participants. However, the level of FLE was much lower than the international and domestic samples, while the level of FLCA showed the opposite pattern. There was no significant gender difference emerged for FLE, while female participants reported more FLCA than their male counterparts. Moreover, no significant difference was found in the levels of both FLE and FLCA between intermediate and low English proficiency students. Qualitative data analysis confirmed that FLE was closely related to teacher factors while FLCA was more related to learners themselves. Based on these findings, pedagogical implications were provided for EFL teaching in China.

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The effect of language proficiency on the negotiation in peer review in EFL context

Global Journal of Foreign Language Teaching ◽

10.18844/gjflt.v5i0.40 ◽

2015 ◽

Vol 5 (1) ◽

pp. 52

Author(s):

Bahram Mowlaie ◽

Parviz Maftoon

Keyword(s):

Language Proficiency ◽

Peer Feedback ◽

Beneficial Result ◽

Writing Classes ◽

Efl Learners ◽

Efl Context ◽

Grammar Correction ◽

Significant Difference ◽

The Difference ◽

Audience Awareness

The purpose of this study was to investigate the effect of language proficiency level on using negotiation categories in peer feedback in EFL context. Thirty high and thirty low proficient EFL learners participated in this study and their audiotaped negotiations were transcribed and analyzed based on Mendonça and Johnson's (1994) category. In four categories of restatement, suggestion, grammar correction, and explanation of opinion which were generated by the writers and the reviewers, although reviewers dominated the negotiation in both high and low proficient groups, in low proficient groups, the difference between the writers and the reviewer was more significant. In comprehension check and explanation categories used mainly by the writers, there was a significant difference in explanation between high and low proficient groups, but no such difference was found in comprehension check. In request for explanation category used mainly by the reviewers, no significant difference was found between the reviewers in high and low proficient group. The study has pedagogical implication for writing classes as it suggests audience awareness, critical thinking, and realization of output hypothesis as the pedagogically beneficial result of negotiation. It also suggests peer feedback as an alternative to teacher feedback. Keywords: high and low proficient EFL learners, negotiation, peer feedback.

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Comprehending the Learning Process of Peer-Feedback Activities of EFL Learners with Autism in Different Settings in Indonesia

Studies in English Language Teaching ◽

10.22158/selt.v4n4p623 ◽

2016 ◽

Vol 4 (4) ◽

pp. 623

Author(s):

Alam Aji Putera ◽

M. Adnan Latief ◽

Ali Saukah ◽

Sri Rachmajanti

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Classroom Observation ◽

Peer Feedback ◽

Special Educational Needs ◽

Observation Study ◽

Efl Learners ◽

Language Class ◽

New Findings ◽

Expert Novice

This classroom observation study attempts to comprehend, reveal and find the learning possibilities from the social learning perspective, in the process of peer-feedback activities of EFL Learners with autism learning with different peers in different settings. This study aimed at discovering the viability of the practice of EFL learners with autism peering with other autistic students, normal students, and special needs students. The research took place in inclusive (IC) classroom, mainstreaming and Special Educational Needs (SEN) classroom.8 autistic students, 7 males and 1 female, were observed during their discussion with their peers in the teaching and learning process in English Foreign Language class. Throughout the classroom observation and discourse analysis during the students’ discussion there are four pattern of interaction took place: unique collaborative, expert-novice, and passive-passive. Wherein the unique collaborative is divided into active unique collaborative and passive unique collaborative and these are new findings and may add to the theory of peer-feedback interaction in EFL context.

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