Self-Monitoring and Peer Feedback Strategies: Challenges and Opportunities in the Efl Writing Class

Weerathai, Thanakorn

doi:10.36315/2019v2end004

Cited by 3 publications

(2 citation statements)

References 10 publications

(10 reference statements)

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“…In contrast, the learners at higher levels of proficiency can identify the problematic areas precisely; therefore, they require using the blanket request less frequently. The use of this technique was also considered a prominent challenge for the students at low levels of proficiency (Weerathai, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Implementation of Self-Monitoring in Writing: Analyzing the Form and Content of EFL Learners’ Annotations

Estaji

2022

LRR

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The self-monitoring technique, using the learners" annotations and teacher"s response as its base, proved to be one of the beneficial alternatives for the traditional teacher feedback. Although some studies have been done on the effects of self-monitoring technique, more studies are still required to place this tactic at the forefront of educational practices. This study examined Iranian EFL learners" annotations in terms of their form and content. To this end, after homogenizing the participants, 30 university students were selected and received essay writing instruction employing the self-monitoring technique for eight sessions. The learners" annotations were gathered and classified in terms of their content and form based on the frameworks established by Sarabia, Nicolás, and Larioss (2012) and Storch and Tapper (1996) respectively. The research results, as for the content of the annotations, evinced that the largest number of annotations fell into the categories of lexis and syntax, and to a lesser extent the discourse organization. Regarding the form of the annotations, most of the learners" annotations fell into the category of "a demand for the correction of an L2 form". The results of the chisquare test also showed that the difference in the content and use of language forms of annotations used by students was significant. Hence, the use of self-monitoring technique in writing courses brings a wealth of information regarding the writing content and problematic areas for both the teacher and learners as they can have discussions over the written text, making the process of writing more interactive.

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Section: Discussionmentioning

confidence: 99%

The Implementation of Self-Monitoring in Writing: Analyzing the Form and Content of EFL Learners’ Annotations

Estaji

2022

LRR

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“…Feedback has long been used and given to students as it helps to improve their writing skills. It helps students to not only write better but also to develop their confidence, encouraging them to learn collaboratively (Rollinson, 2005;Weerathai, 2019;Yu & Hu, 2016). However, under some circumstances, teachers may limit to give feedback only on particular writing aspects such as language use and mechanics to save time due to their heavy teaching loads and large class sizes (Changpueng, 2009;Chinnawongs, 2001;Honsa, Jr., 2013) and leave out writing aspects that students may need, i.e., content and organization.…”

Section: Introductionmentioning

confidence: 99%

Teacher and Peer Feedback in an Efl Writing Course: What Do Students Need?

Weerathai¹,

Belardo²

2020

Education and New Developments 2020

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Although teacher and peer feedback is essential in aiding students to progress in their writing skills and is encouraged in any writing class, some classroom circumstances may act to limit the feedback teachers and peers give or may make giving feedback impossible. Conditions that may limit feedback can include heavy teaching loads of teachers, large class sizes, insufficient language knowledge of peers, and cultural limits such as fear of causing loss-of-face or having a "kreng jai" attitude (fear of offending others). Taken together, these factors hinder straightforward feedback from both teachers and peers, impacting growth in student writing skills. This study aimed at finding out students' needs towards teacher and peer feedback in an English Writing for Daily Life course. Research instruments utilized were a four-point Likert scale questionnaire and semi-structured interview. Participants were 119 mixed-ability third and fourth-year undergraduate students majoring in Business Administration (Management), Accounting, and Mechanical Engineering at a university in the northeastern region of Thailand. Findings revealed that the majority of students had problems with content (59.66%), vocabulary (53.78%), and organization (50.42%). Although these three aspects were their major problems in English writing, teachers emphasized giving feedback on mechanics (54.62%), language use (50.42%), and organization (48.74%), while peers gave feedback more on surface-level features, i.e., vocabulary (44.54%) and language use (41.18%), despite their limitation of language knowledge. Based on the findings, this paper concluded that there was a mismatch between students' needs and feedback given by teachers and peers, where students needed sufficient feedback to improve their deep-level features, i.e., content and organization. Although students needed to receive more feedback to improve their content and organization, they also needed feedback on vocabulary, language use, and mechanics to improve the quality of their writing. Therefore, it is suggested that teachers give feedback focused on syntax to help students in terms of their language limitation, whereas peers should be trained to give feedback on content and organization to develop their critiquing skills.

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Education and New Developments 2020

Carmo¹

2020

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2020), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic.Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings.The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge.We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development.

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Self-Monitoring and Peer Feedback Strategies: Challenges and Opportunities in the Efl Writing Class

Cited by 3 publications

References 10 publications

The Implementation of Self-Monitoring in Writing: Analyzing the Form and Content of EFL Learners’ Annotations

The Implementation of Self-Monitoring in Writing: Analyzing the Form and Content of EFL Learners’ Annotations

Teacher and Peer Feedback in an Efl Writing Course: What Do Students Need?

Education and New Developments 2020

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