Emancipatory Assignments for English Language Learning

Bailey, Christine; Bizzaro, Patrick

doi:10.4324/9781003183914-5

Cited by 2 publications

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“…It is commonly observed that L1 and L2 learners suffer from deficiencies in their writing skills (Bailey & Bizzaro, 2022; Cho & Schunn, 2007), which explains why many studies have focused on this particular skill. McCutchen (2011) and Gomez et al (1996) claim that there is a correlation between writing skills and other language skills, the better the mastery level of writing, the better other skills can become.…”

Section: Introductionmentioning

confidence: 99%

EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia

Alnasser

2022

SAGE Open

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Recently, the integration of computer-based feedback (CBF) systems, as assistive tools for instructors, into EFL writing contexts has attracted researchers’ attention. However, EFL learners’ perceptions toward such tools’ application remain under-investigated. Therefore, this study investigates EFL learners’ perceptions toward integrating CBF into writing classrooms in the Saudi higher education level. We adopted a quasi-experimental research design with a mixed-method approach for data collection and purposive sampling as sampling technique. We administered pre-questionnaires to two groups of Saudi male EFL undergraduate students undertaking an English program ( n = 40). The experimental group’s participants developed four multiple draft essays after receiving automated feedback on each essay (i.e., the treatment), after which post-questionnaires were administered to measure shift in their perceptions. The findings suggest that majority of participants held positive views on this tool, and some of their views positively changed at a statistically significant level after practice. However, we identified few student concerns regarding these systems. Thus, although integrating such tools into writing classes provides learners with positive experiences and encourages their engagement in learning, instructors must ensure the students’ access to functional devices and appropriate Internet connections.

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Section: Introductionmentioning

confidence: 99%

EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia

Alnasser

2022

SAGE Open

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“…There is a consensus that developing effective writing competency is a challenging task, especially among EFL learners [1]. As English is used as the medium of instruction in various academic fields at higher education institutions in Saudi Arabia and numerous other EFL countries, writing has become a necessary prerequisite for foreign language learners to be successful in other fields that demand a written representation of knowledge [2].…”

Section: Introductionmentioning

confidence: 99%

Integrating Computer-aided Argument Mapping into EFL Learners’ Argumentative Writing: Evidence from Saudi Arabia

Alsmari¹

2022

IJACSA

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This paper aims to examine the effects of Computer-Aided Argument Mapping (CAAM) on Saudi EFL learners' argumentative writing performance across the development of writing content and coherence and their selfregulated learning skills. A total of 40 second-year university EFL learners were purposively selected as a one-group of preand post-test design. Using a mixed-method approach, three research tools were utilized: pre-and post-writing tests, a Selfregulated Learning Scale (SRLS), and semi-structured interviews. Quantitative results demonstrated that EFL learners' argumentative writing performance made noteworthy gains, as manifested by the statistically significant differences between their pre-and post-test scores. Significant positive correlations were also found between the EFL learners' overall argumentative writing performance and the SRL factor subscales, indicating an increase in the self-regulation mechanism relative to planning, self-monitoring, evaluation, effort, and selfefficacy. Qualitative results indicate that the participants have positively embraced the integration of CAAM to improve their writing skills and self-regulation processes. Recommendations for implementing digital mapping to revolutionize EFL learning classrooms in this digital era are provided.

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Emancipatory Assignments for English Language Learning

Cited by 2 publications

References 0 publications

EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia

EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia

Integrating Computer-aided Argument Mapping into EFL Learners’ Argumentative Writing: Evidence from Saudi Arabia

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