The Effect of Individualized Technology-Mediated Feedback on EFL Learners’ Argumentative Essays

Soltanpour, Fatemeh; Valizadeh, Mohammadreza

doi:10.7575/aiac.ijalel.v.7n.3p.125

Cited by 6 publications

(3 citation statements)

References 93 publications

(200 reference statements)

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“…Another ICT tool that can be used is video, which can also be used for providing feedback. The students are required to watch videos and revise their work (Soltanpour & Valizadeh, 2018). Feedback from peers and instructors can also be given by using audio tracks or any audiovisual media (Kawinkoonlasate, 2021).…”

Section: Ict Tools For Providing Feedbackmentioning

confidence: 99%

Exploring Perceptions of Online Feedback in Teaching EFL Speaking and Writing Skills during the COVID-19 Pandemic

Gonzalez-Torres

Cabrera-Solano

Castillo-Cuesta

2022

IJLTER

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The purpose of this study was to analyze perceptions of how online feedback was provided in English as a Foreign Language (EFL) classes, particularly to enhance speaking and writing skills, during the COVID-19 pandemic. The participants were 102 teachers, 40 managers, 80 parents and 120 students from junior high school, senior high school, and higher education levels from 40 public and private educational institutions in southern Ecuador. The sample selection was based on purposeful sampling (voluntary participation). The instruments included questionnaires from students, teachers, parents and educational authorities. In addition, an interview was used to ascertain students’ views about the feedback received in speaking and writing activities. The instruments were designed to collect information about perceptions regarding online feedback in EFL remote teaching of speaking and writing skills. The questionnaires were designed to collect information about feedback for productive skills in EFL remote teaching. The collected data were tabulated and analyzed using descriptive statistics. The results indicate that online feedback is perceived as an aspect that seems to have a better quality in private institutions, especially in activities related to EFL speaking and writing skills. Another important finding was that technological tools in the EFL classroom are believed to be efficient since teachers in public and private institutions use a variety of technological resources for teaching speaking and writing skills. The fundamental aspects of feedback were time and teacher training.

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Section: Ict Tools For Providing Feedbackmentioning

confidence: 99%

Exploring Perceptions of Online Feedback in Teaching EFL Speaking and Writing Skills during the COVID-19 Pandemic

Gonzalez-Torres

Cabrera-Solano

Castillo-Cuesta

2022

IJLTER

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“…Quantitative studies (n = 28) demonstrated a positive impact or perceived positive impact of the use of digital technology-supported writing instruction on participants' overall writing skills. First, 11 studies indicated significant performance differences between students who used the technology for writing instruction and students in the control group (Adas & Bakir, 2013;Hung & Young, 2014;Khoshsima & Sayadi, 2016;Lin et al, 2018;Marleni, 2020;Soltanpour & Valizadeh, 2018a;Soltanpour & Valizadeh, 2018b;Sujannah et al, 2020;Yang et al, 2019;Yu & Wang, 2016;Zaini & Mazdayasna, 2015). Second, 10 studies found that instruction incorporating DVDs/videos to support writing instruction helped participants improve their writing skills (Adas & Bakir, 2013;Chen & Su, 2012;Damavandi et al, 2018;Hsu, 2013;Kumar & Sultana, 2016;Lin et al, 2018;Noyan & Kocoglu, 2019;Soltanpour & Valizadeh, 2018a;Soltanpour & Valizadeh, 2018b;Yu & Wang, 2016).…”

Section: Tablementioning

confidence: 99%

Youth English Language Learners’ Learning Outcomes and Experiences of Digital Technology-Based Writing Instruction: A Literature Review of Key Empirical Evidence

Belmahdi

Muirhead

2022

JDLL

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A growing body of research has revealed that the use of digital technology, including digital media, for writing instruction positively impacts English language learners’(ELLs’) learning and engagement; however, little is known about how this instruction impacts the development of ELLs’ writing skills. This scoping literature review is comprised of empirical evidence from 32 studies published between 2010 and 2020 that reported on the impact of digital technology-supported writing instruction on youth ELL’s writing skills. Although the types of digital technology media that were used varied across the studies, the results revealed that all 32 studies found a positive or perceived positive impact of digital technology-supported writing instruction on ELLs’ writing skills in areas of grammar, language mechanics, metalinguistic awareness, organization, sentence/paragraph structure, and/or word choice/language use. Specifically, 29 articles reported positive outcomes or perceived positive outcomes, while three showed mixed results in which certain areas improved but not others. Pedagogical implications, and recommendations are provided to language educators and youth ELLs.

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“…Using videos for teaching English as Foreign Language (EFL) is considered to be helpful in developing language skills (Ali, 2016;Chae, 2018;Crews & Wilkinson, 2010;Henderson & Phillips, 2015;Maru et al, 2020;Soltanpour & Valizadeh, 2018). The use of videos increases learners' interest and motivation to learn (Xhemaili, 2013) and stimulates skill acquisition; it is also effective for language practices (Maru et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Video-accompanied vs. handout-accompanied assignments: Effects on EFL learners’ descriptive paragraphs

Valizadeh

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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This study compared the effects of videos and handouts, accompanied by the paragraph assignments, on the quality of English language learners’ written descriptive paragraphs. The study was quasi-experimental and quantitative. It had a pretest-treatment-posttest design. As the treatments, either videos or handouts were accompanied by descriptive paragraph assignments which the participating students were required to write. The purpose of accompanying either videos or handouts was providing the learners with additional guides to help them write appropriate and accurate descriptive paragraphs. The study was conducted during the Covid-19 crisis. The participants were 56 Turkish learners of English as a Foreign Language (EFL) at pre-intermediate level of proficiency. They were receiving virtual education due to school closures because of the Covid-19 pandemic. The participants were assigned to two groups, each of which included 28 learners. One group was provided with educational videos, relevant to the given assignment. The other group was given similar information via handouts. The results of the independent samples t-test indicated that the group that received videos significantly outperformed the one that received handouts. Consequently, the study highly recommends EFL teachers utilize this technique in their classrooms.

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The Effect of Individualized Technology-Mediated Feedback on EFL Learners’ Argumentative Essays

Cited by 6 publications

References 93 publications

Exploring Perceptions of Online Feedback in Teaching EFL Speaking and Writing Skills during the COVID-19 Pandemic

Exploring Perceptions of Online Feedback in Teaching EFL Speaking and Writing Skills during the COVID-19 Pandemic

Youth English Language Learners’ Learning Outcomes and Experiences of Digital Technology-Based Writing Instruction: A Literature Review of Key Empirical Evidence

Video-accompanied vs. handout-accompanied assignments: Effects on EFL learners’ descriptive paragraphs

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