Application of corrective feedback using emerging technologies among L2 university students

Klímová, Blanka; Pikhart, Marcel

doi:10.1080/2331186x.2022.2132681

Cited by 7 publications

(8 citation statements)

References 19 publications

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“…In this review, the analysis of a global dataset is conducted, which addresses the country/regional-specific limitation reported by López-Duarte et al (2021) (Europe), Pham et al (2021) (Asia) and Browne et al (2015) (Australia). Furthermore, this review thoroughly describes the knowledge foundation, production and future direction of ISM using co-citation analysis, keyword co-occurrence analysis and thematic analysis, which is in line with Donthu et al (2021) and Lim et al (2022) recommendation. Hence, broadening the insights of ISM presented in prior reviews (e.g., Gümüş et al, 2020; López-Duarte et al, 2021; Pham et al, 2021; Roy et al, 2019).…”

Section: Review Of Past Reviews On Ismsupporting

confidence: 56%

“…First, this review reports an analysis of the global dataset, which addresses the country/regional-specific limitation reported by López-Duarte et al (2021) (Europe), Pham et al (2021) (Asia) and Browne et al (2015) (Australia). Furthermore, this review thoroughly describes ISM’s knowledge foundation, production and future direction using a co-citation analysis (i.e., ISM past = knowledge foundation), a keyword co-occurrence analysis (i.e., ISM present = knowledge production) and thematic analysis (i.e., ISM future = knowledge potential), following Donthu et al (2021) and Lim et al (2022) recommendations. Thus, adding unique contributions and broadening the insights of ISM presented in the past reviews.…”

Section: Introductionmentioning

confidence: 99%

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Analysis of the Past, Present and the Future of International Student Mobility: A Retrospective Review

Khamisu,

Paluri,

Sonwaney

2024

South Asian Journal of Business and Management Cases

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Globalization has led academics to realize the value of broadening classrooms beyond the typical school atmosphere to a place where students can engage in cross-cultural interaction. Despite being discussed in academic literature since the nineteenth century, international student mobility (ISM) did not become prominent until 2003. However, it has emerged as a global phenomenon throughout the last few decades. The present research aims to illustrate the broad patterns and developments in the relevant literature during the past six decades of ISM research. This review is a hybrid form of systematic literature review as it employs a dual approach to address its research questions, i.e., bibliometric and thematic analysis. The present study analysed 1,497 ISM article publications in 867 Scopus-indexed journals from 1964 to 2023. In doing this, the ‘Scientific Procedures and Rationales for Systematic Literature Reviews’ (SPAR-4-SLR) protocol is followed. The findings present a retrospective description of the ISM literature by spotting the key contributors in authorship, articles, journals and countries alongside the past, present and future research patterns. Although the field is not completely novel, surprisingly, the bibliometric analysis technique has not been efficiently used in past ISM studies. By addressing the gaps found in the few past reviews, this article thoroughly describes ISM’s knowledge foundation, production and future direction.

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Section: Review Of Past Reviews On Ismsupporting

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Analysis of the Past, Present and the Future of International Student Mobility: A Retrospective Review

Khamisu,

Paluri,

Sonwaney

2024

South Asian Journal of Business and Management Cases

View full text Add to dashboard Cite

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“…In addition, a very speci c feature of using digital games is that they can provide instant feedback to learners, allowing them to monitor their progress and identify areas where they need to improve. Klimova and Pikart [17] in their study claim that especially digital corrective feedback has a signi cant effect on the enhancement of students´ learning outcomes as also with Al-Obaydi et al [18] and their self-regulated learning, as well as a long-term effect on their language accuracy. This immediate feedback can be more effective than delayed feedback, which is often provided by traditional language learning materials.…”

Section: Introductionmentioning

confidence: 55%

The design features of digital games and their impact on language learning for EFL college students

Klímová

Al-Obaydi

Tawafak

et al. 2023

Preprint

Self Cite

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Background Digital games have been recognized as an effective tool to enhance language learning, and their design features, such as interactivity, challenge, or immersion, have been linked to successful language acquisition. The purpose of this research study is to explore some design features of digital games and show their impact on learning English by EFL college students. Methods The methodology was based on a questionnaire survey that was conducted in two countries (Iraq and the Czech Republic) among 160 undergraduate students of English as a foreign language. Results The findings of this study reveal that digital games have the potential to be effective tools for improving English language proficiency among EFL college students and their effectiveness is especially affected by design features, such as personalization and interactivity. In addition, language skills development and perceived usefulness are also important factors despite the fact that students do not associate the intention to learn a language and perceived ease of use of the games with learning. Conclusions By understanding these factors and design features, educators and game designers can create games that are more engaging and effective in promoting language learning among EFL college students.

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“…However, L4 would also give general feedback during lecture or on another platform, such as WhatsApp (L4: so sometimes it's during lectures, sometimes it's via WhatsApp). Using digital platforms to provide feedback could help the students to learn better (Alshammary & Alhalafawy, 2023;Erkan, 2022;Klimova & Pikhart, 2022). This is maybe due to students nowadays being considered as a tech-savvy group (Bui, 2022).…”

Section: Importance Of Feedbackmentioning

confidence: 99%

“…Based on this data, it can be inferred that the students would really appreciate the constructive feedback from the lecturers, however, due to some constraints, such as high number of students in a class and time constraint, the students could not receive individual feedback from the lecturers. Getting feedback from lecturers or peers could help the students to know and identify their strengths and weaknesses which this could assist them to do better in their future assignments and assessments (Al Maharma & Abusa'aleek, 2022;Alshammary & Alhalafawy, 2023;Erkan, 2022;Klimova & Pikhart, 2022;Tay & Lam, 2022). Thus, the lecturers may want to consider providing feedback as one of their teaching approaches.…”

Section: Importance Of Feedbackmentioning

confidence: 99%

Challenges of Oral Presentations in Online English Classrooms: Do Lecturers and Students Experience the Same?

Zahari

Zahari²,

Khairuddin³

et al. 2023

IJL

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With the wave of the pandemic in the recent years resulting in a sudden shift from offline learning to online learning sessions, assessments had been revised to adapt to the changes. This study was conducted with the aim of eliciting the lecturers’ and students’ perspectives on the difficulties faced by them in the implementation of online oral presentation in Malaysian English classrooms. This study employed a qualitative approach by interviewing 15 students and 6 instructors on the practice of online oral presentation assessments. The data were analysed employing thematic analysis. It was found that the challenges faced by the lecturers were in terms of providing feedback and number of students, while time management, practice arrangement, technical problems, and lack of feedback were the challenges faced by the students. This study recommends the faculty and the management to look into these issues so that both lecturers and students could optimise their time and materials for teaching and learning purposes. It is also suggested to consider the perspectives from the faculty and management for future research as they are the decision makers towards the curriculum.

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Application of corrective feedback using emerging technologies among L2 university students

Cited by 7 publications

References 19 publications

Analysis of the Past, Present and the Future of International Student Mobility: A Retrospective Review

Analysis of the Past, Present and the Future of International Student Mobility: A Retrospective Review

The design features of digital games and their impact on language learning for EFL college students

Challenges of Oral Presentations in Online English Classrooms: Do Lecturers and Students Experience the Same?

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