This mixed-methods research was carried out to investigate the effect of screencast video feedback on the writing of freshmen, studying academic writing course at a university in Egypt, and explore their perception towards receiving screencast feedback. Two classes of 63 students were chosen to participate in this study and were assigned into two groups; an experimental group (33 students) and a control one (30 students). While the control group received written comments, the experimental group received video feedback to the higher order concerns of writing (content, organization and structure) and written feedback to the lower order concerns (accuracy) of their writings. Two writing tests were administered to the two groups before and after the experiment. To investigate the perception towards screencast feedback, an online questionnaire was applied to the experimental group after the experiment. Results showed that the experimental group outperformed the control group in the higher order concerns of writing as well as the overall writing skill in the writing posttest. Findings also revealed that the majority of students in the experimental group perceived screencast feedback positively for being clear, personal, specific, supportive, multimodal, constructive, and engaging. However, they reported few challenges such as slow loading time and inability to download videos to their computers. The research concludes with implications for practitioners and researchers.

No abstract

This study examined the effects of Internet Reciprocal Teaching (IRT) on improving EFL secondary students' new literacies of online research and comprehension and selfefficacy on Internet. 133 students were assigned randomly to two experimental groups (n = 68) and two control groups (n = 65). The experimental groups' students received Internet reciprocal teaching instruction for 12 weeks; meanwhile, the control groups received regular reading instruction. Two formats of Online Reading Comprehension Assessment (ORCA) were used to assess students' reading comprehension before and after the experiment. A survey for Internet use was also administered to measure changes in students' frequency of Internet use and self-efficacy on Internet before and after the treatment. Independent samples t-test results of the ORCA posttest showed a significant difference between the experimental and control groups on the overall online reading comprehension and its four subskills in favor of the experimental groups. Moreover, comparing the results of the experimental and control groups on the survey after the experiment revealed that students of the experimental groups outperformed students in the control groups in self-efficacy on Internet but not on the frequency of Internet use. Pearson product-moment formula indicated that there was a significant relation between self-efficacy and reading comprehension. In addition, readers' self-efficacy was different with their proficiency levels. The study demonstrated that IRT has positive effects on improving The Effects of Internet Reciprocal Teaching on EFL Students' New Literacies of Online Comprehension and Self-Efficacy ‫بية‬ ‫الرت‬ ‫كلية‬ ‫جملة‬-‫مشس‬ ‫عني‬ ‫جامعة‬) 58) ‫العدد‬ ‫الواحد‬ ‫واألربعون‬ ‫(اجلزء‬ ‫الثان‬) 2017 students' new literacies of online research and comprehension as well as their self-efficacy on Internet use.

With the spread of the Covid-19 pandemic, many universities adopted a hybrid learning model as a substitute for a traditional one. Predicting students’ performance in hybrid environments is a complex task because it depends on extracting and analyzing different types of data: log data, self-reports, and face-to-face interactions. Students must develop Self-Regulated Learning (SRL) strategies to monitor their learning in hybrid contexts. This study aimed to predict the achievement of 82 undergraduates enrolled in a hybrid English for Business Communication course using data mining techniques. While clustering techniques were used to understand SRL patterns through classifying students with similar SRL data into clusters, classification algorithms were utilized to predict students' achievement by integrating the log files and course engagement factors. Clustering results showed that the group with high SRL achieved higher grades than the groups with medium SRL and low SRL. Classification results revealed that log data and engagement activities successfully predicted students’ academic performance with more than 88% accuracy. Therefore, this study contributes to the literature of SRL and hybrid classrooms by interpreting the predictive power of log data, self-reports, and face-to-face engagement to predict students’ achievement, a relatively unexplored area. This study recommended practical implications to promote students’ SRL and achievement in hybrid environments.

No abstract

Aim/Purpose: This study investigated the integration of Google Docs in facilitating undergraduate students’ interactional collaboration in an online translation course. The study also explored the engagement patterns that emerge when students use Google Docs and evaluated their experience of using this platform in collaborative translation. Background: Integration of technology in specialized English translation classes has become crucial to empower students with the required skills in the labor market. However, students might perceive specialized translation as a tedious and difficult process and become reluctant to engage in translation classes. Few studies have investigated students’ performance and engagement aspects in online collaborative translation contexts. Methodology: This study employed a mixed-method approach. Multiple sources of data were collected from translation tests, an engagement questionnaire, semi-structured interviews, and students’ interactions on the online platforms. Ninety-three students majoring in business administration were purposefully assigned into a control group and two experimental groups. Throughout six weeks, students in the first experimental group collaborated on translation assignments via discussion forum boards on a Learning Management System (LMS), whereas students in the second experimental group used Google Docs to complete three translation assignments. Control group students completed the same assignments individually. Contribution: This study contributes to the previous body of knowledge in the field of collaborative learning, translation, and educational technology by exploring the effectiveness of using Google Docs in improving students’ collaboration and engagement in a specialized translation course. Findings: One-way ANOVA for the translation post-tests showed a statistically significant improvement in the overall translation performance and translation subskills of the experimental group who used Google Docs compared to the control group and the experimental group who interacted through discussion forums. Descriptive statistics of the engagement questionnaire revealed a significant statistical increase in the Google Docs group’s behavioral, cognitive, and affective engagement. Content analysis of the qualitative data showed that students engaged behaviorally by giving and receiving feedback both at the global and local levels and cognitively through questioning, giving constructive comments, and justifying arguments. Students also engaged effectively and expressed positive feelings when collaborating online. Moreover, students reported the usefulness of using Google Docs in the collaborative translation process and expressed their satisfaction and confidence. Recommendations for Practitioners: Practitioners should use collaborative technological tools to upgrade translators’ skills and increase students’ engagement. Recommendation for Researchers: It is recommended that researchers compare students’ engagement in different learning modalities and explore the relationship between students’ translation competence and their engagement level. Impact on Society: The society of specialized translation will be improved by implementing innovative pedagogical techniques in teaching and training translators. This research can raise awareness of the importance of online tools in exchanging learning experiences inside and outside the academic contexts. Future Research: Future studies should explore the impact of implementing web/computer-based tools in the collaborative translation of different genres and various languages.

No abstract

he study investigated the impact of corpus-based activities on enhancing EFL students' grammar and vocabulary and explored their attitudes toward using corpus. Two classes of 104 freshmen taking business English course at Sadat Academy for Management Sciences in Egypt participated in the study; with 54 in the experimental group and 50 in the control group. The mixed-methods design was used to gather data from a grammar test, a vocabulary test, a questionnaire, and semi-structure interviews. Students in the experimental group were trained to use corpus and were taught through corpus-based activities for 11 weeks; whereas control group students were instructed using the course book only. The differences in students' performance in grammar and vocabulary were examined between their pre-and post-tests. The results of the t-test indicated that there was a significant difference between the mean scores of the pre-and post-tests of grammar and vocabulary of the experimental group in favor of the posttests. Also, experimental groupstudents outperformed their counterparts in the control group in the mean scores of the grammar and vocabulary posttests. After the treatment, the attitudes of experimental group students toward corpus were explored through administering the questionnaire and interviews. Data analysis of the questionnaire revealed that respondents were generally positive toward using corpus-based activities in learning both grammar and vocabulary. Analysis of the interviewees' responses supported the findings of the questionnaire and offeredsome insights into using the corpus. Suggestions for pedagogical implications and recommendations for further research were provided in this study.