Students were expected to employ self-regulated learning (SRL) skills to take control of their learning in computer-mediated learning environments during emergency remote teaching (ERT). Considering its importance, it is a must to foster SRL through various practices in English writing classes. Peer feedback is practical in that it enables students to monitor their writing, foster SRL skills, and facilitate learning. Therefore, the study aimed to explore the impact of computer-mediated anonymous peer feedback on students’ SRL skills and find out students’ experiences of giving and receiving feedback. Employing a quasi-experimental design, the study used an online SRL scale and reflective journals for data collection from preparatory school students. The data were analyzed using paired samples t-test and coding of the reflective journals. Results demonstrated that computer-mediated anonymous peer feedback significantly improved the SRL skills of students. Moreover, students stated that reviewing peers’ papers and making self-evaluations helped them improve their linguistic performance. However, it was found challenging to trust the provided feedback. Students also felt anxious about offending classmates or giving inaccurate feedback, embarrassed of making mistakes, and exhausted from reviewing papers. Along with these negative feelings, they also reported positive emotions such as self-confidence and enthusiasm. The results emphasize that computer-mediated anonymous peer feedback can be incorporated into English writing courses, especially in online settings. Future studies should investigate how computer-mediated anonymous peer feedback affects students’ writing performance and SRL skills in different modes of instruction among different student populations.
As an international language, English has gained more importance in international contexts to convey cultural messages. Hence, being proficient in the English language does not only require learners to be competent in the forms and functions of the language, but they also need to consider sociocultural values. In this regard, it is significant to be aware of the differences and similarities between the source culture and target cultures to build cultural awareness and have intercultural communicative competence. Being one of the most used teaching materials, coursebooks play a crucial role to develop intercultural communicative competence by introducing various cultures. Due to the importance of coursebooks in terms of representation of cultures, this study aims to examine the frequency of appearances of source culture, target culture, and international target cultures in reading texts of “English File Elementary” and “English File Pre-Intermediate” prepared by Latham-Koenig, Oxenden, Lambert, and Seligson (2019) and identify the topics through Byram’s criteria (1993). Employing content analysis method and mixed-methods, the study revealed that the representation of source culture is highly neglected while the target culture is frequently represented in the reading texts. Also, it was concluded that concepts and activities related to social life in various cultures is the most introduced topic in the reading texts. Keywords: intercultural communicative competence; coursebook content analisys; cultural representation; Byram’s criteria for coursebook evaluation; source culture; target culture.
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