The potentiality of computer-based feedback in fostering EFL learners’ writing performance, self-regulation ability, and self-efficacy beliefs

Sherafati, Narjis; Largani, Farzad Mahmoudi

doi:10.1007/s40692-022-00221-3

Cited by 11 publications

(8 citation statements)

References 65 publications

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“…Self-efficacy and interpersonal relationships may play a chain mediating role between subjective exercise experience and anxiety disorder. Researchers showed that self-efficacy refers to an individual’s belief and ability assessment of whether he can effectively complete a task ( Sherafati and Mahmoudi, 2023 ). A strong sense of self-efficacy can motivate individuals to respond positively to duress and challenges by increasing their awareness of their capabilities.…”

Section: Literature Review and Research Hypothesismentioning

confidence: 99%

The effect of subjective exercise experience on anxiety disorder in university freshmen: the chain-mediated role of self-efficacy and interpersonal relationship

Xiang,

Gao,

Gao

2024

Front. Psychol.

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BackgroundAnxiety disorder is a significant concern in the context of mental health among university students. This study aimed to examine the impact of subjective exercise experience on anxiety disorder in freshmen and verify the mediating role of self-efficacy and interpersonal relationships between them.MethodsA total of 1,308 Chinese freshmen underwent an investigation using the Subjective Exercise Experience Scale (SEES), Generalized Anxiety Disorder Scale (GAD-7), General Self-Efficacy Scale (GSES), and Interpersonal Relationship Comprehensive Diagnostic Scale (IRIDS).ResultsThe outcomes of this study are as follows: (1) Boys exhibited marginally greater performance in physical activity assessments compared to girls while displaying somewhat lower scores than girls in measures of anxiety disorders, self-efficacy, and interpersonal relationship tests. Of these, 63.39% were diagnosed with mild anxiety, 51.73% were diagnosed with moderate anxiety, and 10% were diagnosed with severe anxiety; (2) The subjective exercise experience had a significant negative correlation with an anxiety disorder (r = −0.36, p < 0.01), and the subjective exercise experience had a direct negative impact on anxiety disorder (β = −0.112, t = −11.776, p < 0.01). Furthermore, subjective exercise experience positively predicted self-efficacy (β = 0.125, t = 13.236, p < 0.01) and interpersonal relationship (β = 0.395, t = 12.359, p < 0.01). Self-efficacy had a substantial impact on interpersonal relationships (β = 0.724, t = 12.172, p < 0.01) and anxiety disorders (β = −0.148, t = −8.387, p < 0.01). Interpersonal relationships had a significant positive predictive effect on anxiety disorder (β = −0.081, t = −10.441, p < 0.01); (3) Self-efficacy and interpersonal relationships were identified as important mediators between subjective exercise experience and anxiety disorder. The intermediary effect accounted for 18.84% of the total effect. Specifically, subjective exercise had a direct impact on anxiety disorders through self-efficacy mediators (2.90%), interpersonal mediators (1.45%), and self-efficacy and interpersonal chain mediators (14.49%).ConclusionSubjective exercise experience has a significant positive predictive effect on university students’ self-efficacy, interpersonal relationships, and anxiety disorder. Moreover, self-efficacy and interpersonal interactions serve as intermediaries between subjective exercise experiences and anxiety disorders. These findings have immense importance in advancing the mental well-being of freshmen and serve as a theoretical foundation for formulating intervention strategies. However, the study had certain limitations, such as the specificity of the sample and the use of self-reported data. Further research could enhance the sample size and utilize various assessment techniques to validate these findings.

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Section: Literature Review and Research Hypothesismentioning

confidence: 99%

The effect of subjective exercise experience on anxiety disorder in university freshmen: the chain-mediated role of self-efficacy and interpersonal relationship

Xiang,

Gao,

Gao

2024

Front. Psychol.

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“…However, no improvement was detected in areas of spelling and capitalization. A recent study by Sherafati and Largani (2022) examined the impact of ACF on 42 Iranian male upper-intermediate EFL learners' writing performance, self-regulation, and self-efficacy. The study reported significant improvement in the above aspects of the students' writing competence.…”

Section: Impact Of Acf Supported Peer and Self-feedback On Writingmentioning

confidence: 99%

The Role of Automated Corrective Feedback in Improving EFL Learners' Mastery of the Writing Aspects

Muftah,

Al-Inbari,

Al-Wasy

et al. 2023

Psycholing.

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Purpose. Automated Corrective Feedback (ACF) is one of the techniques used in EFL writing instruction and assessment. This technique has been widely employed to improve students’ writing skills over the last few decades. Adopting a mixed-method design with data triangulation, this study was conducted to investigate the effect of utilizing WRITER, one of the ACF software, on critical writing aspects including use and mechanics, vocabulary, structural organization, and content. Methods and procedure. A pre-post quasi-experimental research design was arranged to collect data from 44 Arab EFL learners assigned to four groups: two peer and self-editing control groups and two automated peer and self-editing experimental groups. While the two control groups were required to perform conventional self- or peer-editing tasks, the two experimental groups used WRITER, an ACF software, to edit both their own essays and those written by peers. Statistical analysis was run to examine differences in the writing aspects across the groups. Findings. The analysisиindicated significant differences among these four groups. Students involved in the peer-editing experimental group outperformed all groups on mechanics and structural organization. In addition, the self-editing experimental group did better than other groups in improving their vocabulary. Nonetheless, students in the self-editing control group, who did not utilize any type of ACF to improve their writing, performed better than all other groups in terms of the content aspect. Overall results revealed that ACF could increase the productivity of class time; provide valuable feedback on grammar, word choice, structural organization, use and mechanics and enhance students’ self-confidence in their compositions. These results suggest that ACF has a significant effect on EFL writing and can be an effective tool for improving writing skills. Conclusions. This study examined the impact of ACF of WRITER, a type of computer-assisted language learning tool, on enhancing EFL learners’ knowledge of the writing aspects. The findings of the study have some practical implications in the EFL writing classroom, as they inspire educators to incorporate ACF in self- and peer-editing activities and help their students improve language competency.

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“…With the advent of computer technology and its integration into language classes, online feedback has been an alternative for teachers as they frequently prefer to use computer technology for receiving students' papers and providing feedback (Hyland & Hyland, 2006;Sherafati & Mahmoudi Largani, 2023). Studies related to the usage of online teacher feedback revealed that it improved learner uptake and success in writing, and was favored by students (Ene & Upton, 2014, 2018Han & Shin, 2017;Sherafati & Mahmoudi Largani, 2023).…”

Section: Teacher Feedbackmentioning

confidence: 99%

Yüksek Öğretimde Yazılı Öğretmen Dönütünü Anlama Üzerine Bir Çalışma: İngilizce Öğretmen Adaylarının Düşünce, Duygu ve Performansları

KAYA

2023

Cukurova University Faculty of Education Journal

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This study aimed to explore pre-service English language teacher’s performance in revising their writing assignments based on written teacher feedback. Moreover, the participants’ perceptions and emotions were investigated in addition to their writing self-efficacy levels. A total of 15 pre-service teachers took part in the study. Data were collected through teacher written feedback, students’ drafts, an open-ended survey and a semi-structured interview with the participants. Both qualitative and quantitative data analysis tools were employed in the study. Quantitative data analysis results revealed that the participants were more successful in revising direct teacher feedback compared to indirect teacher feedback, and there was not a positive correlation between the participants’ feedback revision success and self-efficacy levels. The results of qualitative data analysis showed that the pre-service teachers were in favor of written teacher feedback and considered it a necessity for the L2 writing class. Moreover, they opted for indirect feedback and feedback on all errors. Finally, they experienced both positive and negative emotions although negative emotions were more prevalent.

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The potentiality of computer-based feedback in fostering EFL learners’ writing performance, self-regulation ability, and self-efficacy beliefs

Cited by 11 publications

References 65 publications

The effect of subjective exercise experience on anxiety disorder in university freshmen: the chain-mediated role of self-efficacy and interpersonal relationship

The effect of subjective exercise experience on anxiety disorder in university freshmen: the chain-mediated role of self-efficacy and interpersonal relationship

The Role of Automated Corrective Feedback in Improving EFL Learners' Mastery of the Writing Aspects

Yüksek Öğretimde Yazılı Öğretmen Dönütünü Anlama Üzerine Bir Çalışma: İngilizce Öğretmen Adaylarının Düşünce, Duygu ve Performansları

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