Online and face-to-face peer review in academic writing: Frequency and preferences

Speaking ability is regarded as among the essential aspects of language development. Oral examination appeared challenging to evaluate due to the presence of human evaluators. The speaking method depends on the test’s reliability, determined by the raters’ scores. The current study is aimed at evaluating the speaking test’s interrater reliability utilized to measure the speaking performance of Common First Year (CFY) students during remote learning. The data were obtained from 56 EFL learners using a scoring sheet and rubrics. Eight raters were responsible for rating the study. The speaking test’s reliability was estimated using quantitative data analysis. Correlation coefficients and the Bland-Altman test were employed to assess raters’ agreement. SPSS was utilized to analyze the data in this investigation. The study’s findings suggested that the speaking exam used in the CFY program during remote learning has shown some reliability on correlations and acceptable norms on the Bland-Altman test.

Section: Literature Reviewmentioning

confidence: 99%

The Reliability Analysis of Speaking Test in Computer-Assisted Language Learning (CALL) Environment

Khan

Kumar

Benyo

et al. 2022

“…According to Cornwall [42], if students gain adequate grammatical knowledge, they will be able to write in a more organized manner. If students do not have a thorough understanding of grammar, they will almost surely make a number of grammatical errors whether writing or speaking [43]. For foreign learners, understanding grammar serves as the primary foundation for constructing sentences that may be employed in spoken communication in the English language [44].…”

Section: Review Of the Literaturementioning

confidence: 99%

An Account of EFL Learners’ Grammatical Knowledge and Motivation toward Learning in an Online Instructional Environment

Zainal

Ismail

Tagibova

et al. 2022

The current research was an attempt to compare the impacts of online English language learning and face-to-face English language learning on Iranian EFL learners’ grammatical knowledge and their learning motivation. To this end, the Oxford Quick Placement Test (OQPT) was given to 81 Iranian EFL students, and 50 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups; one experimental group (EG) ( n = 25 ) and one control group (CG) ( n = 25 ). After that, both groups were pretested by a grammar test and a motivation questionnaire. After pretesting, the participants of the EG received the treatment through online instruction. On the other hand, the participants of the CG were taught the grammatical points through a face-to-face instruction. At the end of the treatment, both groups took the posttest of grammar and motivation. The EG outperformed the CG on both the grammar and motivation posttests, according to the findings of paired and independent samples t -tests. Implementing online instruction assisted Iranian EFL learners to enhance their grammatical knowledge and increase their learning motivation. The implications of this research can encourage teachers to use online learning methods in their classes.

“…Developments in education have been brought about by extensive Internet usage, a larger variety of Web technologies, and an astronomical growth rate in the use of personal computers. When it comes to information and communication technology, new learning tools and innovative teaching techniques are needed to enhance cooperative learning and enable access to knowledge even before and after the class time [7,8].…”

Section: Introductionmentioning

confidence: 99%

Comparing the Effectiveness of Massive Open Online Course (MOOC) and Flipped Instruction on EFL Learners’ Reading Comprehension

Ahmed

Kumar

Iksan

et al. 2022

This study investigated the effects of massive open online course (MOOC) and flipped instruction on enhancing Iranian EFL learners’ reading comprehension. For that purpose, the Oxford Quick Placement Test (OQPT) was given to 123 Iranian EFL students, 90 of whom were chosen and separated into different experimental groups (EGs)—MOOC (n = 30) and flipped (n = 30)—and a control group (CG) (n = 30). As a pretest, all chosen groups were given a reading test. The MOOC EG was then given the online-delivered treatment utilizing Skyroom, in which a reading text was taught to the experimental participants online for every session. At a specific time, the online class was held and one text was worked, and the teacher explained the text online and the students asked their questions and problems immediately. The instruction was implemented to the flipped EG through a flipped instruction. They were sent the messages over WhatsApp since they all had quick access to it. The students were asked to practice and learn the texts both individually and in pairs before participating in the face-to-face class. The CG, on the other hand, was not given the Internet-delivered intervention; instead, they were instructed in a traditional face-to-face classroom. When the students attended the class, the teacher provided some background knowledge for them and then he started reading and translating the text, provided the meanings and definitions of the new words. Twelve English texts were taught to each group, and after teaching all texts, the posttest of reading was carried out to all three groups to determine the usefulness of the treatment on their reading comprehension. The one-way ANOVA test findings revealed a significant difference between the posttests of the EGs and the CG. The results showed that the EGs considerably outperformed the CG in the reading posttest (p.05). Furthermore, the findings revealed that there was no substantial difference between the posttests of the MOOC and the flipped groups.