Criteria for successfully recruiting online peer-tutors in foreign languages

Gabarre, Cécile; Gabarre, Serge

doi:10.1080/02188791.2012.684954

Cited by 7 publications

(5 citation statements)

References 24 publications

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“…In addition to the research methods reviewed above, a mixed-methods design has been increasingly used in recent studies (Hu & Lam 2010; Rosalia 2010; Shih 2011; Chang 2012; Diéz-Bedmar & Pérez-Parades 2012; Gabarre 2012; Tian 2012; Woo, Chu & Li 2013) mainly to address two key issues: the value of peer feedback as a whole and computer-mediated peer feedback. Quantitative methods like questionnaire surveys, pre- and post-tests of writing skills and corpus analysis, and qualitative methods such as peer comments, drafts of writing, audio/video transcripts of peer talks, and interviews were often mixed in this line of research.…”

Section: Researching Peer Feedback: Methodological Issuesmentioning

confidence: 99%

“…Several recent studies gave attention to peer feedback of writing in other second or foreign languages like French, Spanish, and Chinese (e.g. Gabarre & Gabarre 2012; O'Donnell 2014). For instance, Gabarre & Gabarre (2012) discussed the selection criteria (i.e.…”

Section: Context and Peer Feedback Researchmentioning

confidence: 99%

“…Gabarre & Gabarre 2012; O'Donnell 2014). For instance, Gabarre & Gabarre (2012) discussed the selection criteria (i.e. quantity of messages, quality of contributions, linguistic proficiency, and accuracy of objectives) for qualified French peer reviewers of writing.…”

Section: Context and Peer Feedback Researchmentioning

confidence: 99%

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Peer feedback in second language writing (2005–2014)

Lee

2016

Lang. Teach.

157

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This article reviews research on peer feedback in second language (L2) writing published in the last decade (i.e. 2005–2014). We analyse first the theoretical underpinnings that have informed both peer feedback research and the pedagogical use of peer feedback in L2 writing instruction. We also provide a critical interpretation of existing peer feedback research and discuss seven important themes emerging from the literature, that is, (1) effectiveness of peer feedback compared with teacher and self-feedback; (2) benefits of peer feedback for feedback-givers; (3) computer-mediated peer feedback; (4) peer feedback training; (5) student stances and motives; (6) peer interaction and group dynamics; and (7) cultural issues in peer feedback. Next, we examine the contextual and methodological issues in peer feedback research and then conclude the article with implications for future research.

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Section: Researching Peer Feedback: Methodological Issuesmentioning

confidence: 99%

Section: Context and Peer Feedback Researchmentioning

confidence: 99%

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Peer feedback in second language writing (2005–2014)

Lee

2016

Lang. Teach.

157

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“…Indeed, recent research (Gabarre, Gabarre, Rosseni, Parilah & Aida, 2013;Goodband, Solomon, Samuels, Lawson, & Bhakta, 2012;Wang, Woo, Quek, Yang & Liu, 2011) have suggested the potential these networks could offer for education. Studies relating to Malaysian students' use of LMS have demonstrated their wide distribution, popularity and effectiveness in teaching (Hamat, Embi & Sulaiman, 2011;Gabarre & Gabarre, 2012). Consequently, it is anticipated that should SNSs effectively supplement features provided by LMS, popular sites such as Facebook could readily be incorporated in courses offered by Malaysian universities.…”

Section: Review Of the Literaturementioning

confidence: 99%

Evaluating the Level of Diffusion of Social Networking Sites among Malaysian University Students

Embi¹,

Gabarre²,

Gabarre³

et al. 2014

ASS

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Although Malaysians have been reported to be the heaviest social networking users, no survey had been conducted in the country to evaluate the level of diffusion of these sites. A nationwide survey was conducted during two months to evaluate the membership, usage pattern, and perceptions of social networking sites among 6498 Malaysian university students. This article provides descriptive statistics and interprets the results in light of current literature and similar surveys conducted in other countries. Results revealed that a large majority of students were members of Facebook which they used on a daily basis mostly, but not exclusively to connect with their friends. The article concludes with opportunities to include such sites in formal and informal learning.

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“…With MALL, students and instructors alike have ubiquitous access to information and virtual learning communities (Abdous, Camarena, & Facer, 2009). In UniMalaysia, ubiquitous Internet access resulted in online learning opportunities occurring simultaneously in the classroom and remotely (Gabarre & Gabarre, 2012). During contact hours, the learners have the possibility to physically interact with their peers and lecturers in the classroom while discussing the lessons' topics virtually from their mobile devices.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding Engagement in the Immersive t-MALL Classroom

Gabarre¹,

Gabarre²,

Din³

et al. 2016

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This paper focuses on engagement dynamics among foreign language students in coping within an immersive pedagogy in a tablet mobile assisted language learning (t-MALL) classroom ecology. This qualitative action research was implemented with 24 second-year undergraduates majoring in French as a foreign language in a Malaysian university. The pedagogical implementation included a task-based learning approach delivered according to personalized, meaningful and learner-controlled learning principles. In accordance with social constructivist theory, the implementation emphasized student-centered and controlled learning. Scaffolding choices involved instructor as well as peer and technological support in an immersive blended learning environment sustained with Facebook groups. The learners' engagement was investigated according to grounded theory's procedures. The learners' perceptions of classroom learning processes were triangulated with the instructors' reflections with a three-level coding applied to the constant comparative method of analysis. Findings supported the use of t-MALL as sustaining engagement in immersive learning environments. The learner-centered and controlled approach allowed just-in time triadic scaffolding which contributed to raising active participation throughout the tasks. The implementation of t-MALL enhanced the students' perceptions of the learning environment which unleashed their willingness-to-communicate in the target language. Reaching volition further contributed to enhancing the students' motivational factors of engagement towards acquisition and self-regulated learning. The discussion imparts recommendations and best practices towards efficient scaffolding for engaged language learning in immersive and participatory environments.

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Criteria for successfully recruiting online peer-tutors in foreign languages

Cited by 7 publications

References 24 publications

Peer feedback in second language writing (2005–2014)

Peer feedback in second language writing (2005–2014)

Evaluating the Level of Diffusion of Social Networking Sites among Malaysian University Students

Scaffolding Engagement in the Immersive t-MALL Classroom

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