scholarly journals Strengths and Weaknesses of Collaborative Writing and Peer Feedback in an EFL Intensive Reading and Writing Coursework

2021 ◽  
Vol 13 (1) ◽  
pp. 105
Author(s):  
SAKHI HERWIANA
Keyword(s):  
Language Learners ◽  
Second Language Learners ◽  
English Education ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
Reading And Writing ◽  
Foreign Language Learners ◽  
Self Confidence ◽  
Feedback Strategies ◽  
Intensive Reading

The advantages of collaborative writing and peer feedback have contributed to give significant effect to the writing ability of L1 (first language) learners, L2 (second language) learners, and FL (foreign language) learners. The objective of this study was to find out the strengths and weaknesses of collaborative writing and peer feedback in an EFL intensive reading and writing coursework classroom especially in English education department students of Hasyim Asy’ari University. This study used a qualitative method where the data were described qualitatively. As this study used a qualitative approach, therefore observation and interview were used as instruments to collect the data. The result showed that collaborative writing and peer feedback strategies were not easy to be implemented in an EFL classroom. There were some strengths and weaknesses found during the observation. The strengths of these strategies showed that students could share ideas, improve grammar and vocabulary, make students more active, have good cooperation among peers, build self-confidence and make students happy. However, the strategies may not give any significant effect on the students’ cognitive ability in writing skills if most of the students have the low ability in mastering English. In addition, a smart student would prefer to write individually than in collaborative writing.

EXPLORING THE ROLE PLAYED BY ERROR CORRECTION AND MODELS ON CHILDREN’S REPORTED NOTICING AND OUTPUT PRODUCTION IN A L2 WRITING TASK

2013 ◽  
Vol 36 (3) ◽  
pp. 451-485 ◽  
Author(s):  
Yvette Coyle ◽  
Julio Roca de Larios
Keyword(s):  
Second Language Acquisition ◽  
Error Correction ◽  
Language Learners ◽  
Collaborative Writing ◽  
Foreign Language Learners ◽  
Feedback Strategies ◽  
Feedback Error ◽  
Model Texts ◽  
Writing Task

This article reports an empirical study in which we explored the role played by two forms of feedback—error correction and model texts—on child English as a foreign language learners’ reported noticing and written output. The study was carried out with 11- and 12-year-old children placed in proficiency-matched pairs who engaged in a three-stage collaborative writing task involving (a) spontaneous noticing of linguistic problems while composing, (b) comparison of their texts with the feedback provided, and (c) rewriting of their original output. Results indicate that although the children noticed and later incorporated mainly lexical features into their output, gains in the linguistic acceptability and comprehensibility of their revised texts showed an advantage for error correction over models. Learners in the error correction condition reported more noticing of grammar at the comparison stage, which later emerged in their revisions. The potential effects of both feedback strategies on children’s reported noticing and output production are discussed, and conclusions are drawn for the role of feedback in children’s classroom second language acquisition.

scholarly journals An e-portfolio to enhance sustainable vocabulary learning in English

2015 ◽  
Vol 23 (1) ◽  
pp. 41 ◽  
Author(s):  
Hiroya Tanaka ◽  
Suzanne M. Yonesaka ◽  
Yukie Ueno ◽  
Akio Ohnishi
Keyword(s):  
Language Learners ◽  
English Education ◽  
Vocabulary Learning ◽  
Authentic Texts ◽  
Efl Learners ◽  
Japanese University ◽  
Foreign Language Learners ◽  
Word Familiarity ◽  
Level Of Understanding ◽  
And Control

<span>Vocabulary is an area that requires foreign language learners to work independently and continuously both in and out of class. In the Japanese EFL setting, for example, more than 97% of the population experiences approximately six years of English education at secondary school during which time they are required to learn approximately 3,000 words (i.e., lemmas). Given the lexical distance between Japanese and English, this leaves Japanese university EFL learners with a long way to go before they can acquire a sufficient number of words to comprehend authentic texts in English. To help Japanese university EFL learners sustain their vocabulary learning, the researchers have developed </span><em>Lexinote,</em><span> an e-portfolio system that allows learners to record and save the target words they encounter online, to search for them in online dictionaries, to practice them in several ways including written and oral rehearsals according to word familiarity (i.e., level of understanding of each lexical item), and to share their own output with peers. Learners are guided to monitor and control their vocabulary learning metacognitively according to word familiarity. </span><em>Lexinote </em><span>also provides learners with multimedia materials such as audio lessons for business and academic vocabulary development and online video lectures to prepare for classes conducted in English. Instructors can monitor students' learning records by number of words recorded, by type of practices chosen, and by how frequently they edit their learning records. This paper introduces the key concepts and basic functions of </span><em>Lexinote </em><span>and discusses how it can benefit learners, instructors, CALL researchers and developers with results from a survey on learners' perceptions.</span>

scholarly journals Measuring Peer Feedback on Writing Class: A Study on Third-Semester Pre-Service English Teachers

2019 ◽  
Vol 13 (1) ◽  
pp. 45
Author(s):  
Didik Rinan Sumekto ◽  
Heny Setyawati
Keyword(s):  
English Education ◽  
Collaborative Writing ◽  
Peer Feedback ◽  
Control Groups ◽  
Activity Data ◽  
Significant Difference ◽  
Writing Class ◽  
Post Test ◽  
Quasi Experimental ◽  
Feedback Set

This research aimed to measure the contributions of students’ peer feedback set in the collaborative writing class. Of 144 population, 55 undergraduate English education students were involved as the participants in a quasi-experimental research design which was conducted through a non-randomized five experimental and five control groups. There were 25 experimental participants attended in the regular classes with the collaborative writing class syntax, namely; genres selection, problem-based learning, genres, and peer feedback practices, while other 30 control participants naturally attended in the same activity. Data were collected through the collaborative writing’s pre- and post-test, and peer feedback instruments within four weeks of the lectures. Data analysis used the Mann-Whitney U, and Wilcoxon signed rank tests. The findings show that the collaborative writing’s peer feedback positively contributes to students’ writing skills and learning awareness resulted in the post-tests. Peer feedback may correct students’ writing mistakes and contribute a significant difference between the experimental and control groups (Z=-2,471; p≤0,05). Peer feedback socially tightens students’ collaborative writing and promotes a mutual relationship among group members, and reduces lecturer’s feedback.

scholarly journals Foreign Language Learners’ Anxiety in Language Skills Learning: A Case study at Universitas Kristen Indonesia

2018 ◽  
Vol 4 (3) ◽  
pp. 170
Author(s):  
Hendrikus Male
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
English Education ◽  
Language Skills ◽  
Higher Learning ◽  
Foreign Language Learners ◽  
Skills Learning ◽  
Keywords Anxiety

Anxiety has been a matter of substantial concern in foreign language (FL) learning setting for educators since it is a major obstacle learners need to overcome (Ellis, 2008; Wu, 2010).This study was aimed at finding out students’ language anxiety in learning the four language skills at a university level in English as a FL context. The participants were 71 students of the English education Department of Universitas Kristen Indonesia. Data was collected by administering a set of questionnaire. To support the data, interview was conducted to some of the respondents. Findings showed that the majority of the students were more anxious on writing skill, followed by reading, speaking and listening in their language learning process. It is highly recommended that the teachers or faculties be more creative in making the language skills classes atmosphere more fun and relaxing so that the students could achieve higher learning results. Keywords: anxiety, non-native learners, language learning process

scholarly journals Syntactical interference of Katigan language to Indonesian language in SMP Negeri 1 at Katingan Tengah regency at Central Kalimantan

2017 ◽  
Vol 1 (1) ◽  
pp. 82
Author(s):  
Irni Cahyani ◽  
Lili Agustina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Language Learners ◽  
Language Contact ◽  
Second Language Learners ◽  
Language Skills ◽  
First Language ◽  
Foreign Language Learners ◽  
Word Change

Syntactical interference of Language of Katingan to Indonesian in Katingan Tengah School at Katingan Tengah regency has been a focus of some language research recently. The research was aimed at recognizing and identifying interference in second language acquisition. The term interference refers to two different linguistic phenomena, namely psychological interference and sociolinguistic interference. Psychological interference refers to the influence of old habits as a result of learning something against something being studied[1]. While sociolinguistic interference refers to the interaction of the language, such as loan or word change. Factors that cause interference is the factor of contact language and language skills. Interference is caused by language contact factors in bilingual societies and an unsteady language mastery factor in second language learners or foreign language learners [2]. This is in accordance with the teacher's opinion that there are still errors in the language, whether it's talking and writing activities. That's what makes researchers interested in doing this. Based on the above problems, it  can be identified some points, namely the influence of the first language habit of Katingan in using a second language, Indonesian language, language skills that have not been steady in the second language learning and errors in the language, because of the influence of the first language. The result of research on the syntactic interference aspects of Katingan language to Indonesian language was found in two types of syntactic interference which was contained in oral and written language of students of SMPN 1 Katingan Tengah, such as: (1) Interference phrase to Indonesian language and (2) Interference sentence to Indonesian language.

Motivation of ideal Chinese L2 self and global competence

2018 ◽  
Vol 53 (2) ◽  
pp. 163-186
Author(s):  
Yan Xie
Keyword(s):  
Intercultural Communication ◽  
Language Learners ◽  
Second Language Learners ◽  
The United States ◽  
Global Competence ◽  
Intercultural Communication Competence ◽  
Foreign Language Learners ◽  
Language Courses ◽  
Ideal L2 Self ◽  
High Level

Abstract This article probes the motivation of ideal L2 self and perceptions of global competence of Chinese language learners taking high-level Chinese courses to fulfill degree requirements at a university on the East Coast of the United States. The results show that the students envision an ideal L2 self with high speaking fluency, which they believe can develop their intercultural communication skills and promote their future careers. It was also found that integrative motivation, in the past found predominant among second language learners, is also a prominent form of motivation for foreign language learners in the 21st century. The study provides evidence that the students’ perceptions of global competence still need to improve, but that learning Chinese has contributed to the development of their global competence. The study demonstrates that motivation of ideal L2 self and global competence complement each other. Informed by the results, the researcher suggests some pedagogical implications about maintaining learner motivation, developing learners’ intercultural communication competence and perceptions of global competence, and encouraging students to take higher-level language courses.

Task repetition, synchronous written corrective feedback and the learning of Korean grammar: A classroom-based study

2020 ◽  
pp. 136216882091235
Author(s):  
YouJin Kim ◽  
Bumyong Choi ◽  
Hyunae Yun ◽  
Binna Kim ◽  
Sujeong Choi
Keyword(s):  
Task Performance ◽  
Language Learners ◽  
Collaborative Writing ◽  
Corrective Feedback ◽  
Task Repetition ◽  
Writing Fluency ◽  
Repetition Effects ◽  
Foreign Language Learners ◽  
Written Corrective Feedback

Recently, there has been a shift in the perception of tasks. Tasks are no longer viewed as ‘one-off’ activities, and the importance of studying the role of task repetition has been increasingly addressed (Bygate, 2018). However, the way task repetition effects are mediated by other instructional conditions such as corrective feedback has not been widely researched. The current study examined the effects of task repetition and indirect synchronous written corrective feedback (WCF) during collaborative writing on the quality of students’ written task performance and the learning of Korean grammar. Fifty-four Korean as a foreign language learners completed a pretest, two collaborative writing tasks, and two posttests over 10 weeks. Their task performance was analysed in terms of complexity, accuracy and fluency, and the pretest and posttest results were scored for both suppliance and accuracy of the production of target grammatical features. The findings showed that task repetition improved writing fluency, and while synchronous WCF negatively impacted fluency during collaborative writing, it facilitated accuracy in students’ writing. In terms of the learning of target grammatical features, no significant benefit of synchronous WCF was found.

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