The present study examined the correlation between some motivational constructs and writing performance of EFL university students. Participants were female students enrolled in an English language writing course at Zulfi College of Education. Participants studied writing essays in a blended learning environment i.e., in regular classroom lectures and online via Desire2Learn (D2L) learning tools. Participants’ writing motivation was measured by a Motivational Writing Questionnaire (MWQ). Their writing performance was assessed by an EFL Writing Performance Test (WPT). For analyzing data, SPSS was used. A Pearson correlation analysis was calculated to explore the correlation between four writing motivational constructs: intrinsic motivation, extrinsic motivation, self-efficacy, and effort, and writing performance. Findings indicated a significant and positive correlation between writing motivational constructs and writing performance in a blended learning environment.
web 2.0 applications and tools.Web 2.0 means the second generation of the internet, which gives users access to add, modify, comment, and share content and information. Several web 2.0 applications developed for open use. Examples include Wikis, DropBox, Blogs, Evernote, SkyDrive and Google Apps, etc. These web-based Apps for learning are productive and collaborative. Besides, all these applications are exciting and easy to use for both learners and their instructors. Previous studies concluded that most students have positive attitudes towards the learning that utilizes web applications (Lin & Jou, 2013). Google offers some types of these web Apps for education and communication (Downes, 2007;Miller, 2011).Chinnery ( 2008) introduced the acronym GALL (Google-assisted language learning). He emphasized that Google has pedagogical uses since its tools are communicative, informative, productive, and collaborative. Examples of Google tools and Apps are Google Docs, Google Calendar, Google Groups, Google +, Google Earth, and YouTube. Researchers concluded that Google offers many tools that give learners opportunities to collaborate from anywhere and at any time (Covili, 2012). Sun (2003) affirmed that learners preferred using Google apps in their learning than traditional methods. Kovalik et al. (2014) found out that students had a positive attitude towards lessons that used free web 2.0 tools such as Google tools and bloggers. Thus, there are remarkable researches that investigated the effect of using Google Apps in the processes of English language learning. So, it is necessary to review some of these researches in this domain of investigation.
GALL (Google Assisted Language Learning) refers to Google as a collaborative and communicative tool that supports online and blended language learning. This research paper presents an overview of previous studies on using Google Apps in the process of learning and teaching of English language. A systematic search on ERIC digital library and Google Scholar reviewed the previous studies published during the last ten years. There were one hundred seventy-eight articles, and thirty-four studies were sorted and analyzed using NVivo software. This systematic review showed that using some Google Applications, resulted in developing English language learning and teaching. The writing was the most language skill investigated. Translation practices have changed due to using machine translation with the help of Google Translate web site. Besides, more studies with concern for reading skills, speaking skills, oral reading, and the Google speech recognition system emerged as a promising field for further research.
The present study aimed at developing English as a foreign language (EFL) college students' translation performance through raising their awareness of related syntactic and semantic errors. During the pilot study, the researcher analyzed fifty translated passages from students' assignments. The aim of this systematic analysis was necessary to build a list of their most frequent errors. Besides, a checklist was used to determine students' level of awareness of these errors. As a result, a program based on some metacognitive strategies was developed to raise students' awareness of syntactic and semantic errors to improve their translation performance. Metacognition awareness went through five stages of preparation, presentation, practice, evaluation, and expansion. Students worked together in the process of translation to translate the given passages. They worked in pairs to proofread their translation by identifying their errors, correcting them, and finally editing their final copy. A pre-post translation test was developed to assess students' translation performance. Data obtained from the test was dealt statistically with SPSS software. The results indicated improvement in students' translation performance.
The present study aimed at developing English as a foreign language (EFL) college students' translation performance through raising their awareness of related syntactic and semantic errors. During the pilot study, the researcher analyzed fifty translated passages from students' assignments. The aim of this systematic analysis was necessary to build a list of their most frequent errors. Besides, a checklist was used to determine students' level of awareness of these errors. As a result, a program based on some metacognitive strategies was developed to raise students' awareness of syntactic and semantic errors to improve their translation performance. Metacognition awareness went through five stages of preparation, presentation, practice, evaluation, and expansion. Students worked together in the process of translation to translate the given passages. They worked in pairs to proofread their translation by identifying their errors, correcting them, and finally editing their final copy. A pre-post translation test was developed to assess students' translation performance. Data obtained from the test was dealt statistically with SPSS software. The results indicated improvement in students' translation performance.
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