scholarly journals SELF-MONITORING AND PEER FEEDBACK STRATEGIES: CHALLENGES AND OPPORTUNITIES IN THE EFL WRITING CLASS

2019 ◽  
Author(s):  
Thanakorn Weerathai ◽  
Keyword(s):  
Peer Feedback ◽  
Self Monitoring ◽  
Efl Writing ◽  
Writing Class ◽  
Challenges And Opportunities ◽  
Feedback Strategies

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 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 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.

Exploring teacher written feedback in EFL writing classrooms: Beliefs and practices in interaction

2021 ◽  
pp. 136216882110576
Author(s):  
Xiaolong Cheng ◽  
Lawrence Jun Zhang ◽  
Qiaozhen Yan
Keyword(s):  
Foreign Language ◽  
Comprehensive Approach ◽  
Written Feedback ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Writing Teachers ◽  
Efl Writing ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Feedback Strategies

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers almost reached a consensus in their beliefs about feedback scope and feedback focus, but they held varying beliefs about feedback strategies. Additionally, this study revealed the complexity of belief-practice relationships, in terms of the coexistence of consistencies and inconsistencies. Specifically, these teachers’ beliefs paralleled their practices in feedback scope, but their beliefs and practices mismatched with regard to feedback focus and feedback strategies. This article concludes with a discussion of the important pedagogical implications.

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 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.

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