This study examined the effects of online peer review (OLPR) versus face-to-face peer review (FTFPR) on the argumentative writing achievement of English as a foreign language (EFL) university students in Lebanon. 122 students were divided into an experimental OLPR group and a control FTFPR group. Both groups received training on their respective peer review method and wrote two argumentative essays, receiving peer feedback between drafts. Quantitative analysis found the OLPR group significantly outperformed the FTFPR group in improving their writing. Qualitative analysis of peer reviews also found the OLPR group provided more systematic feedback focused on content, organization, and language. The study thus suggests OLPR may be more effective for argument
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
ENHANCING POST-PANDEMIC EFL EDUCATION BY LEVERAGING IMMERSIVE, NLP-DRIVEN, AI...ijejournal
This paper aims to improve post-pandemic English as a Foreign Language (EFL) education by leveraging
immersive, NLP-driven, AI-based tools that promote collaboration and interactivity in teaching. It is
because the COVID-19 pandemic has significantly disrupted conventional language education, leading to
a shift towards online instruction and requiring new language learning strategies. The study used a mixedmethods approach integrating quantitative and qualitative data collection and processing strategies to
examine the effectiveness of collaborative and interactive AI-powered natural language processing (NLP)
applications on EFL instruction in a post-pandemic online teaching environment. To collect data, teachers,
and students at the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed
during online language learning sessions. The data was analysed using both descriptive and inferential
statistical methods. The study used questionnaire surveys to analyze the quantitative data and the thematic
(content) analysis method to identify significant trends and themes in the qualitative data collected through
semi-structured interviews and online class observations. The results revealed the advantages and
disadvantages of using AI-supported collaborative and interactive language learning in EFL instruction,
the learning methodologies and assessment approaches used in AI-supported online collaborative
learning, the role of technology in supporting lifelong learning, and the impact of ICT teacher training on
the integration of AI-supported online collaborative learning in EFL instruction. The outcomes provide
new insights into the impact of AI-assisted collaborative and interactive language learning on EFL
instruction and its implications for EFL teachers and students in the post-COVID-19 era.
EXPLORING THE IMPACT OFAI-POWERED COLLABORATIVE AND INTERACTIVE NLP APPS ON E...IJCI JOURNAL
The COVID-19 pandemic has disrupted traditional language learning, leading to a shift towards online teaching and requiring new approaches to language education. This study examines the effectiveness of AIpowered collaborative and interactive Natural Language Processing (NLP) applications on English as a Foreign Language (EFL) instruction in a post-COVID-19 online education environment. The study used a mixed-methods approach, incorporating statistical and in-depth qualitative data gathering and processing strategies. EFL teachers and students from the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed during online language learning sessions. The data were analysed using both descriptive and inferential statistics. The study employed questionnaire surveys to analyse quantitative data and used the thematic (content) analysis method to isolate the most important trends and themes hidden within the qualitative data collected through semi-structured interviews and online class observations. Results showed the challenges and opportunities of using AI-powered collaborative and interactive language learning in EFL teaching, the learning methodologies and assessment approaches used in AI-enabled collaborative e-learning, the role of technology in supporting pervasive learning, and the impact of professional development for teachers in ICT on integrating AI-assisted collaborative elearning in EFL instruction. The findings offer new perspectives on the effects of AI-supported collaborative and interactive language learning on EFL teaching and its implications for EFL teachers and students in the post-pandemic era
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
ENHANCING POST-PANDEMIC EFL EDUCATION BY LEVERAGING IMMERSIVE, NLP-DRIVEN, AI...ijejournal
This paper aims to improve post-pandemic English as a Foreign Language (EFL) education by leveraging
immersive, NLP-driven, AI-based tools that promote collaboration and interactivity in teaching. It is
because the COVID-19 pandemic has significantly disrupted conventional language education, leading to
a shift towards online instruction and requiring new language learning strategies. The study used a mixedmethods approach integrating quantitative and qualitative data collection and processing strategies to
examine the effectiveness of collaborative and interactive AI-powered natural language processing (NLP)
applications on EFL instruction in a post-pandemic online teaching environment. To collect data, teachers,
and students at the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed
during online language learning sessions. The data was analysed using both descriptive and inferential
statistical methods. The study used questionnaire surveys to analyze the quantitative data and the thematic
(content) analysis method to identify significant trends and themes in the qualitative data collected through
semi-structured interviews and online class observations. The results revealed the advantages and
disadvantages of using AI-supported collaborative and interactive language learning in EFL instruction,
the learning methodologies and assessment approaches used in AI-supported online collaborative
learning, the role of technology in supporting lifelong learning, and the impact of ICT teacher training on
the integration of AI-supported online collaborative learning in EFL instruction. The outcomes provide
new insights into the impact of AI-assisted collaborative and interactive language learning on EFL
instruction and its implications for EFL teachers and students in the post-COVID-19 era.
EXPLORING THE IMPACT OFAI-POWERED COLLABORATIVE AND INTERACTIVE NLP APPS ON E...IJCI JOURNAL
The COVID-19 pandemic has disrupted traditional language learning, leading to a shift towards online teaching and requiring new approaches to language education. This study examines the effectiveness of AIpowered collaborative and interactive Natural Language Processing (NLP) applications on English as a Foreign Language (EFL) instruction in a post-COVID-19 online education environment. The study used a mixed-methods approach, incorporating statistical and in-depth qualitative data gathering and processing strategies. EFL teachers and students from the University of Abomey-Calavi (UAC) in Benin were surveyed, interviewed, and observed during online language learning sessions. The data were analysed using both descriptive and inferential statistics. The study employed questionnaire surveys to analyse quantitative data and used the thematic (content) analysis method to isolate the most important trends and themes hidden within the qualitative data collected through semi-structured interviews and online class observations. Results showed the challenges and opportunities of using AI-powered collaborative and interactive language learning in EFL teaching, the learning methodologies and assessment approaches used in AI-enabled collaborative e-learning, the role of technology in supporting pervasive learning, and the impact of professional development for teachers in ICT on integrating AI-assisted collaborative elearning in EFL instruction. The findings offer new perspectives on the effects of AI-supported collaborative and interactive language learning on EFL teaching and its implications for EFL teachers and students in the post-pandemic era
Safeya Habeeb Merza
Public Authority for Applied Education and Training
The Higher Institute for Administrative Services English Department
Abstract: Interest in promoting quality English language teaching in foreign countries has been a long-standing
government priority. English is considered the most important universal language in education and professional
work. However, English teaching is focused on professional teaching and language skills without much emphasis
on aspects of English as a culture and not merely a language. The relation between exposure to English-speaking
cultures, mainly western, and EFL’s competencies is a topic in EFL academic research that requires more
investigation, especially in the context of non-native speakers in Arab countries. In education, the present
advancements in the technology field have resulted in renewed interests to blend conventional teaching and
learning approaches with technologies that improve teaching and learning of language. This research aims to
examine the works regarding blended education challenges as a technology-improved pedagogical instrument that
combines face-to-face and e-learning instructional tasks to develop English skills, including its applications in
coaching English as a new language. Besides, this work explores how blended learning enables students to become
engaged and autonomous in knowledge development instead of acting as a passive observers. It is anticipated that
the article shall contribute to improving the knowledge body which exists in the blending learning area, mainly as
it applies to the experience acquisition issues in EFL. It can be argued that blended learning applications can
support EFL learning and maximize opportunities for EFL students to study English at their convenience freely.
Some challenges should be resolved or addressed, such as ensuring that the designs of blended learning methods
put into consideration learning approaches of learners and the workload needed to be effective, the library
facilities can deliver this kind of method, and e-learning materials are suitably supportive, and learners can easily
access them
Libyan Secondary School Students’ Metacognitive Online Reading Strategies and...inventionjournals
This study investigates the relationship between metacognitive online reading strategies and English language performance of EFL Libyan secondary school students. It explores the use of metacognitive online reading strategies by EFL Libyan secondary school students and identifies the problems that these students encounter while reading online. This study used mixed method design, both quantitative (questionnaire) and qualitative (interview). Data analysis was done using SPSS version 20.0 for quantitative data and Nvivo version 10 for qualitative data. The results showed that there is a positive significant relationship between metacognitive online reading strategies and English performance of EFL Libyan secondary school students. The study also found that the participants are moderate users of metacognitive online reading strategies and they face problems while reading online. The study suggests that teachers teach the metacognitive online reading strategies to students to improve their online reading process and help them to get the benefits of online sources in less time with less effort, which will be reflected positively in their English language performance.
Is online education an effective replacement for traditional classroom teaching?Dam Frank
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2).
Is online education an effective replacement for traditional classroom teaching?DamaineFranklinMScBE
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2). This implies that there is no face-to-face interaction with online learning, unlike traditional education. Due to its flexibility and convenience, online education has become one of the most popular teaching and learning methods. However, there appears to be substantial debate among researchers regarding the relevance and effectiveness of both online education and traditional classroom teaching. Some researchers argue that traditional classroom teaching is still relevant and, as such, is the most effective teaching and learning method, whereas others support online learning as the most effective method of teaching and learning in
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
Investigating the Effects of Variables of Gender, Locality, Computer Accessibility, and Computer Familiarity on Iranian High school Students’ Attitudes towards CALL
2The Effectiveness Of Performance Appraisal And Compensation In .docxtamicawaysmith
2
The Effectiveness Of Performance Appraisal And Compensation In The Workplace
5
Name: Terry J Freeman
ID#: 0576584
Course code: ENC-102
Course name: English Composition II
Instructor: Dr. Kathy J. Langston
Date sent: 08 May 2016
Date Due: 08 May 2016
Online Education
Introduction
The widespread embracement of technology and the innovation of the Internet have led to the development of online education as well as training in the academic arena by providing suitable alternatives to reach bigger audiences. Universities and colleges can now use the Internet and technology to provide online classes to long distance students who may have limited time to attend full time or part time studies. Online education is immensely valuable to students juggling with demanding jobs and family issues which necessitate the need to access learning in different forms. Online training also provides some value to business organizations with learners who face time and geographical constraints (Bartley & Golek, 2004).
Various views from different Articles
Bartley and Golek in an article titled, “Evaluating the cost effectiveness of online and face-to-face instruction,” observe that online training is continually gaining widespread acceptance due to its numerous benefits which include: the ability to synchronize training and education across time as well as geographical constraints, and the claim that it is cost effective (Bartley & Golek, 2004). The researchers identify numerous advantages of online education such as: first, online training saves organizations huge amount of money and time in providing training opportunities to the employees. “Economic and time benefits achieved from training are essential in the current environment; therefore, the creation of strategic alliances for the training function have become extremely popular” (Bartley & Golek, 2004, pg. 169). Secondly, it provides learners with sufficient time to complete the necessary technical training or degree programs. Finally, online education enables learners who may not have the opportunity, an avenue to improve their personal abilities as well as knowledge in order to empower themselves.
The full time brick and mortar education system is increasingly losing its status as the only means of learning. Nguyen through his article, “The effectiveness of online learning: Beyond no significant difference and future horizons” contends that the introduction of the Internet makes it easier to offer online learning, as researchers an academicians use online education to enhance as well as improve student learning while simultaneously combating the scarcity of resources in higher education. This calls for the need to compare the effectiveness of the face to face learning format and the online learning format as well as the factors influencing the online education (Nguyen, 2015). According to Nguyen, online education has gained enormous discussion because of its purported ...
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
Is online education an effective replacement for traditional classroom teaching?Dam Frank
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2).
Is online education an effective replacement for traditional classroom teaching?DamaineFranklinMScBE
The proliferation of information and communication technology (ICT) has created significant advancements in the way both teaching and learning take place. Among these advancements is the emergence of online learning, also known as e-learning, which is defined as the distribution of learning materials and resources online via the use of information and communication technology to facilitate the learning experience (Chitra & Raj, 2018, p. 2). This implies that there is no face-to-face interaction with online learning, unlike traditional education. Due to its flexibility and convenience, online education has become one of the most popular teaching and learning methods. However, there appears to be substantial debate among researchers regarding the relevance and effectiveness of both online education and traditional classroom teaching. Some researchers argue that traditional classroom teaching is still relevant and, as such, is the most effective teaching and learning method, whereas others support online learning as the most effective method of teaching and learning in
Abeer Thunayan Al Aradah
Abstract: It is vital to comprehend blended learning, also referred to as hybrid learning, because it is a format now
applied more frequently than ever in virtual classrooms, whether teachers are working as freelance online teachers
or teaching English online with established tutoring companies. The technological developments have allowed for
blended learning and teaching processes in education institutions among learners successfully. Teaching the
English language needs the right processes that would enable learners to effectively capture specific concepts and
ideas in English. This work explores the importance of hybrid teaching methods among English learners by
analyzing blended and hybrid learning and teaching processes. Hybrid coaching approaches are seen as blended
teaching that combines online experiences and one-on-one interaction during the education processes. Over the
years, various foreign language programs have been designed via online classrooms due to the dependence of
online support and educator preparation through substantial studies. Thus, hybrid learning approaches need
proper research and planning to be useful and effective for learners, particularly in learning English. They entail
the development processes of connected communication skills via the support and preparations of educators based
on literature studies. The teaching of the English language among learners is based on language program
directors, literature studies, and professional development in particular contexts as provided. The study examines
the processes and significance of hybrid teaching and learning approaches that allow professional development in
teaching and learning English language among learners. The objective of this work is to motivate foreign language
educators at schools to implement hybrid learning and teaching approaches in their classes to improve student
involvement with English as a foreign language and offer more prospects to practice English outside the
classrooms. I started by describing blended or hybrid learning and some of its strengths, differentiating this mixed
approach from the flipped classrooms.
Keywords: blended learning, virtual classrooms, blended teaching, hybrid learning, learning English.
Investigating the Effects of Variables of Gender, Locality, Computer Accessibility, and Computer Familiarity on Iranian High school Students’ Attitudes towards CALL
2The Effectiveness Of Performance Appraisal And Compensation In .docxtamicawaysmith
2
The Effectiveness Of Performance Appraisal And Compensation In The Workplace
5
Name: Terry J Freeman
ID#: 0576584
Course code: ENC-102
Course name: English Composition II
Instructor: Dr. Kathy J. Langston
Date sent: 08 May 2016
Date Due: 08 May 2016
Online Education
Introduction
The widespread embracement of technology and the innovation of the Internet have led to the development of online education as well as training in the academic arena by providing suitable alternatives to reach bigger audiences. Universities and colleges can now use the Internet and technology to provide online classes to long distance students who may have limited time to attend full time or part time studies. Online education is immensely valuable to students juggling with demanding jobs and family issues which necessitate the need to access learning in different forms. Online training also provides some value to business organizations with learners who face time and geographical constraints (Bartley & Golek, 2004).
Various views from different Articles
Bartley and Golek in an article titled, “Evaluating the cost effectiveness of online and face-to-face instruction,” observe that online training is continually gaining widespread acceptance due to its numerous benefits which include: the ability to synchronize training and education across time as well as geographical constraints, and the claim that it is cost effective (Bartley & Golek, 2004). The researchers identify numerous advantages of online education such as: first, online training saves organizations huge amount of money and time in providing training opportunities to the employees. “Economic and time benefits achieved from training are essential in the current environment; therefore, the creation of strategic alliances for the training function have become extremely popular” (Bartley & Golek, 2004, pg. 169). Secondly, it provides learners with sufficient time to complete the necessary technical training or degree programs. Finally, online education enables learners who may not have the opportunity, an avenue to improve their personal abilities as well as knowledge in order to empower themselves.
The full time brick and mortar education system is increasingly losing its status as the only means of learning. Nguyen through his article, “The effectiveness of online learning: Beyond no significant difference and future horizons” contends that the introduction of the Internet makes it easier to offer online learning, as researchers an academicians use online education to enhance as well as improve student learning while simultaneously combating the scarcity of resources in higher education. This calls for the need to compare the effectiveness of the face to face learning format and the online learning format as well as the factors influencing the online education (Nguyen, 2015). According to Nguyen, online education has gained enormous discussion because of its purported ...
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
The Effect of CALL on VocabularyLearning and Reading Comprehension of Iranian...iosrjce
This study aimed at investigating the effect of a computerized program on developing vocabulary and
reading comprehension of Iranian EFL learners. For this aim, the researcher chose a representative sample of
sixty first grade female high school students in Bushehr, south of Iran. The participants were divided into two
equivalent groups and each group consisted of 30 students. The researcher used three instruments: 1) an
achievement test for reading comprehension 2) vocabulary test 3) a computerized program for vocabulary and
reading texts included in the English book 1 of high school. The results of the study revealed that the
computerized program was effective to develop the vocabulary and reading comprehension skills for first
grade high school students. In the light of these findings, the researcher recommends that EFL Iranian teachers
should use CALL as a tool for enhancing students' vocabulary and reading comprehension in particular and
learning the language in general.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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Article Effect Of Online Peer Review Versus Face To Face Peer Review On Argumentative Writing Achievement Of EFL Learners
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Computer Assisted Language Learning
ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/ncal20
Effect of online peer review versus face-to-
Face peer review on argumentative writing
achievement of EFL learners
Ghada M. Awada & Nuwar Mawlawi Diab
To cite this article: Ghada M. Awada & Nuwar Mawlawi Diab (2021): Effect of online peer review
versus face-to-Face peer review on argumentative writing achievement of EFL learners, Computer
Assisted Language Learning, DOI: 10.1080/09588221.2021.1912104
To link to this article: https://doi.org/10.1080/09588221.2021.1912104
View supplementary material
Published online: 26 Jun 2021.
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3. 2 G. M. AWADA AND N. M. DIAB
and interaction, CALL should be integrated into L2 writing. CALL
integration into writing provides ideal learning opportunities due to its
word processing, collaborative and critical writing features (Awada,
Burston, & Ghannage, 2020). CALL also supports learning by allowing
students to apply learning strategies asynchronously at their own pace
and in comfortable non-threatening surroundings (Pham, 2021).
Furthermore, CALL can have a motivational effect on English as a
Foreign Language (EFL) writing classes (Ghufron & Nurdianingsih, 2019;
Zaghlool, 2020) as it gives students the chance to take learning into
their own hands and to become independent learners (Dina & Ciornei,
2013; Awada et al., 2020). To explicate, Lai, Yeung and Hu (2016) who
examined teachers’ perceptions of their roles in promoting autonomous
language learning reported that ‘out-of-class use of technology for lan-
guage learning can compensate for the limited time in class and was
needed to study or strengthen the areas that teachers are not able to
cover during class’ (p. 709). Moreover, CALL allows students to ‘access
the same material over and over again’ and provides ‘immediate and
nonjudgmental feed-back’ necessary for language learning (Dina &
Ciornei, 2013, p. 249). Although feedback has been the prerogative of
teachers, the paradigm shift in education from a teacher-centered to a
student-centered approach has encouraged EFL teachers to integrate peer
feed review into their writing classrooms. Thus, EFL teachers have been
training their students to review their peers’ writing and respond to
peer feedback when revising their own writing.
Peer review can be face-to-face peer review (FTFPR) or
computer-mediated peer review i.e. online peer review (OLPR). Both
types ‘have become a prominent line of inquiry’ (Pham, 2021, p. 2).
While FTFPR is given orally, OLPR is ‘a task involving the use of tech-
nology to reflect and give comments to another with the purpose of
improving the writing quality’ (Breuch, 2004). It is ‘a completely written
activity, with feedback taking place asynchronously with identifiable
peers’ (Hine, 2017, p. 41). However, there has been no conclusive answer
to the question of which method is more effective, computer-assisted,
or face-to-face peer review (Pham, 2021). To elaborate, some studies
(Law, Barny, & Poulin, 2020; Tai, 2016; Wu, Yang, Scott Chen Hsieh,
& Yamamoto, 2020) indicated that online discussion improved interaction
and engagement among peers. Moreover, these studies showed that more
teachers are adopting CALL in their writing classrooms since online
resources can increase interest, enhance the learning environment, and
accordingly, improve EFL learners’ writing proficiency. More importantly,
Ho and Savignon (2007) assert that FTFPR is more efficient than OLPR,
for it provides learners with opportunities to discuss and correct their
mistakes, thus improving their writing. In addition, FTFPR ensures
4. COMPUTER ASSISTED LANGUAGE LEARNING 3
student conversations and communications which OLPR denies
(DiGiovanni & Nagaswami, 2001). Furthermore, students favor FTFPR
over OLPR as shown in the findings of Ho and Savignon (2007) which
have reported that ‘responses to the Likert-scale items suggested that
although learners accepted both peer review modes, they had more
favorable attitudes toward FFPR than CMPR’ (p. 284).
Hence, many studies have investigated the advantages of OLPR or
those of FTFPR, but few studies have compared OLPR to FTFPR, par-
ticularly with respect to writing achievement (Hine, 2017) although
OLPR and FTFPR are commonly practiced in writing courses. Even
fewer studies have compared the different effects of OLPR and FTFPR
on the argumentative synthesis writing of university students. Conducting
a comparison of FTFPR and OLPR is much needed now due to the
spread of Corona pandemic, which imposed social distancing, and the
news that this virus may plague the world for a while (Alsop & Bencze,
2020) thus hindering students’ face-to face interaction. Accordingly, EFL
teachers need to know whether students may use OLPR to explain
writing components to each other, discuss editing rubrics, and provide
their colleagues with feedback that may help them in revising their
global and local errors and develop their argumentative writing.
More importantly is that online education including OLPR in Lebanon
may be impeded to a certain extent due to the dire circumstances
Lebanon has been mainly facing since October 2019. Such impediments
include ‘economic and political unrest’, ‘2 million displaced persons and
500,000 migrant workers, all within 10,452 km2
’ (Khoury, Azar, & Hitti,
2020, p. 549). Furthermore, unlike the American universities located in
Lebanon, the Lebanese public university that is accommodating 80,000
students, suffers from lack of computer facilities. Students of both
American and public universities suffer from power outages, which may
further hinder online learning (Rouadi & Anouti, 2020).
Thus, in an attempt to bridge the gap in the existing literature con-
cerning which peer review, OLPR or FTFPR, is more effective in improv-
ing argumentative synthesis writing performance of university learners
at an American university located in Beirut, the capital of Lebanon, this
study utilizes both the traditional face-to-face peer review (FTFPR) given
orally and the computer-assisted online peer review(OLPR) given in
writing.
Literature review
The review of over 350 studies have revealed that, ‘in spite of an
abundance of publications available on the topic of technology use in
EFL learning and teaching, evidence of efficacy is limited’ (Taghizadeh
5. 4 G. M. AWADA AND N. M. DIAB
& Hasani Yourdshahi, 2020, p. 982). Moreover, Golonka, Bowles, Frank,
Richardson, and Freynik (2014) have reported ‘moderate support for
claims that technology enhanced learners’ output and interaction, affect
and motivation, feedback, and metalinguistic knowledge’ (p. 70).These
findings apply to the learning situation in third world countries where
online learning is often impeded by lack of computer facilities and
teachers’ lack of technological skills. For example, in Lebanon, there
is a shortage of computer facilities in some universities and poor
Internet connectivity across some rural areas in the country, which
hinders the effective implementation of online learning (Rouadi &
Anouti, 2020). Moreover, some studies have compared conducting
face-to-face peer review to computer-mediated peer review and con-
cluded that face-to-face peer review provides better interaction between
students (DiGiovanni & Nagaswami, 2001; Ho & Savignon, 2007).
DiGiovanni and Nagaswami (2001) investigated whether online peer
review (OLPR) could be a good alternative to face-to-face peer review
(FFPR). Results revealed that FTFPR ensured students the conversations
and communications that OLPR denied. Another study conducted by
Ho and Savignon (2007) examined the attitudes of college students in
Taiwan regarding FFPR and CMPR [computer-mediated peer review].
Findings showed that students favored FFPR over CMPR. Moreover,
the study concluded that FTFPR is more efficient, for it provides
learners with opportunities to discuss and correct their mistakes, thus
improving their writing. Other studies have demonstrated that FTFPR
allowed interaction, improved writing and revision (de Guerrero
&Villamil, 2000; Donato, 1994) as well as developed students’ language
skills (Ohta, 2000). Moreover, Lundstrom and Baker (2009) compared
students who provided FTFPR to those who received it. They concluded
that students who reviewed their colleagues’ writing and those who
received peer review produced better writing. However, those who
provided peer reviews had better writing quality than those who
received the reviews.
Conversely, research has reported some disadvantages for FTFPR.
The first, disadvantage may be the students’ tendency to chat and
give face-saving praise. Furthermore, writing teachers cannot monitor
all students’ conversations during peer review. A third pitfall for
FTFPR is that students might be rushed to carry out peer review
and to give substantial comments (Yang, 2011). In addition, some
students may not feel at ease during FTFPR (Spear, 1987). Peer review
might also threaten and shake learners’ self-esteem (Scollon &
Scollon, 2000).
Other researchers asserted the effectiveness of OLPR and found that
it provides a forum for social learning, collaboration, and engagement
6. COMPUTER ASSISTED LANGUAGE LEARNING 5
(DiGiovanni & Nagaswami, 2001; Hsieh, 2020; Moloudi, 2011; Pritchard
& Morrow, 2017; Purchase & Hamer, 2018). Others (Taylor, Ryan, &
Pearce, 2015; Purchase &Hamer, 2018) asserted the effectiveness of
OLPR in significantly improving students’ writing performance.
Warschauer (1996) reported other advantages of OLPR. In a study
involving 16 English as a Second Language (ESL) writing students,
Warschauer (1996) concluded that OLPR forums allow students who
struggle with inhibition or poor social skills to contribute more than
they would in FTFPR writing sessions. OLPR could also help learners
to overcome socioemotional challenges as it enabled learners to decrease
anxiety (Warschauer, 1996). However, the OLPR environment denied
students the opportunity to have real life conversations. Similarly,
Breuch’s (2004) findings concluded that students, in general, preferred
OLPR over FTFPR as the online environment provided students with
more time and more comfort to give substantial comments in an
anxiety-reduced atmosphere. Another study (Hine, 2017) involved stu-
dents from two universities. Students of the first university received
OLPR while students of the second university received FTFPR. The
findings of the study stressed the effectiveness of OLPR compared to
FTFPR and argued that online environment helped students overcome
shyness and poor social skills. Hine concluded that ‘OLPR’s advantages
seem to outweigh its disadvantages’ (p. 31). Moreover, Ho and Savignon
(2007) showed that ‘the attitudes of 2-year college students in Taiwan
toward the use of FFPR [face-to-face peer review] and CMPR
[computer-mediated peer review] in composition classes’ (p. 269)
favored FFPR over CMPR.
The current study is framed by two theories, namely Vygotsky’s (1978)
sociocultural theory and the Writing Process Theory. Vygotsky’s (1978)
sociocultural theory (ST) involves reciprocal teaching and scaffolding
to develop the writing skills of first and second languages (Donato,
1994). In the present study, peer review exemplifies Vygotsky’s notion
of the Zone of Proximal Development (ZPD) where a learner can achieve
a task with the help of a more knowledgeable other. Moreover, ST builds
on Vygotsky’s Zone of Proximal Development (ZPD) as learning and
the acquisition of writing skills occur during social interaction. Hence,
the social traits of peer review can improve writing facilitated by social
interactions (Hawkins, 2004). Moreover, this study is framed within the
Writing Process Theory (WPT) which encompasses the following stages:
Prewriting, drafting, revising, editing, and publishing (Emig, 1983). The
tasks of the writing process differ, yet they build on each other (Hairston,
1982). Thus, peer review, whether it is online or face-to-face, demands
collaboration among peers as they carry out revisions on two drafts of
the argumentative essay.
7. 6 G. M. AWADA AND N. M. DIAB
Methodology
The purpose of the study is to examine the effect of OLPR and FTFPR
in improving the argumentative writing achievement of EFL university
learners. As such, the present study addressed the following research
question:
Which type of feedback, FTFPR or OLPR, is more effective in improv-
ing the overall argumentative synthesis writing achievement of EFL
university learners?
Participants
The participants in this study were Lebanese, Syrian, Kuwaiti, Sudanese,
Rwandese, Jordanian and Yemeni students registered in five intact classes
of a sophomore level writing course titled Advanced Writing and
Research Skills. The initial sample size was 129 students. Five outliers
were identified and dropped after looking at the standardized score (C)
of the remaining students. These 5 outliers were dropped as they had
passed their Academic English II with a D and D + while the other
students had already passed Academic English I and Academic English
II courses with a minimum score of 70 out of 100, which is equivalent
to a grade of ‘C’. The prerequisite for the Advanced Writing and Research
Skills course is ‘C’. In addition, inspection of multivariate probability
estimates (p < .00) through sorting cases by Mahalanobis Distance
resulted in the deletion of 2 additional multivariate outlier cases. As
such, the final sample size consisted of 122 cases with all skewness and
kurtosis values within acceptable ranges to ensure acceptable skewness
values as suggested by Brown (1996). Consequently, the two cases from
the initial sample who scored below 7.56 and the three cases who scored
above 16.54 of the population mean of 12. 05, SD 4.49 were excluded
from the final analysis. Students in the five classes were assigned to
two groups. One experimental group included three classes (74 partic-
ipants: 34 males and 40 females), while the control group comprised
two classes (48 participants: 21 males and 27 females).There was no
balance in terms of the number of participants in each group since only
five classes were available to serve as subjects for the present study.
Participants’ ages in the two groups ranged from 20–24. The native
language of all participants, excluding the Rwandese, is Arabic. Students
registered in the Advanced Writing and Research Skills course received
3 hours of EFL instruction each week at an American university in
Lebanon, where English is used as the medium of instruction.
Five instructors (none of whom is an author of this paper) facilitated
the Advanced Writing and Research Skills course offered to the two
groups. Four instructors had a Ph.D. in Applied Linguistics and one
8. COMPUTER ASSISTED LANGUAGE LEARNING 7
instructor had an M.A. degree in English Language. The experience of
the instructors ranged from 5 to 12years. Three instructors taught three
classes utilizing OLPR. The other two instructors taught two groups
using FTFPR. The treatment was randomly assigned to classes.
Research design
The study involved an experimental design. Participants were randomly
assigned to experimental and control groups that were tested on their
performance on two argumentative synthesis essays. Writing and review-
ing rubrics were used for assessment purposes to answer the study’s
research question. The argumentative writing rubric was adapted from
University of Colorado (Appendix A, supplementary material) while the
peer editing form (Appendix B, supplementary material) was prepared
by the second author of this paper.
Treatment
The treatment was given during the 12-week Advanced Writing and
Research Skills course which started in the second week of January
2020. The experimental group utilized OLPR and the control group
used FTFPR. Participants of both groups received training in argumen-
tative synthesis writing and peer review in the first four weeks.
Argumentative synthesis writing is part of participants’ course require-
ments which incorporated as well exploratory, personal response and
journal writing assignments. The argumentative synthesis essay was
selected since synthesis involves higher order thinking skills as explained
in Bloom’s taxonomy (Anderson & Bloom, 2001). Moreover, synthesis
analysis ‘provided a basis for moving curricula and tests toward objec-
tives that would be classified in the more complex categories’ (Krathwohl,
2002, p. 2).To write an argumentative synthesis, students were asked to
extract ideas from different sources, compare these ideas and use them
to develop and support their own arguments.
The instructors explained synthesis writing with the help of an essay
rubric (Appendix A, supplementary material). Next, the instructors
modeled for the experimental and control groups how to give construc-
tive feedback using former student argumentative essay writing and
discussed comments on content, organization, and language. In alignment
with Vygotsky’s notion of the Zone of Proximal Development (ZPD),
peer review required a learner to carry out revisions with the help of
a more knowledgeable peer who provided comments suggesting the
revisions. In this study, students worked in pairs, each editing the other’s
writing. Every student was considered more knowledgeable than his/her
9. 8 G. M. AWADA AND N. M. DIAB
partner in at least one aspect (content, organization, sentence structure,
vocabulary or grammar) as students do not have identical abilities. The
instructors of OLPR and FTFPR stressed the need to discuss the writing
with the student writer, whether online or face-to-face, depending on
the respective peer review. The FTFPR group conducted peer review in
class, while the OLPR group reviewed each other’s writing at home. The
argumentative essay prompts, the essay rubric and the graded peer
editing forms were common for all participants.
The instructors of both OLPR and FTFPR groups asked students to
understand the intended message, negotiate areas of ambiguity before
embarking on giving clear and respectful feedback, which students in
the two groups applied through FTFPR or OLPR. The instructors of
the two groups answered all students’ questions on the two essays and
on the utilization of the essay rubric but did not play any role in the
peer review process. During FTFPR, the instructors walked around the
room listening to the feedback students gave each other but could not
hear all discussions as all FTFPR pairs were giving feedback at the same
time. Thus, the instructors could not hear and follow all the discussions
that went on with each pair. Instructors counted on the recording done
in class, but the voice quality was not always clear as conversations were
being recorded at the same time.
In reference to the Writing Process Theory (WPT) which encompasses
prewriting, drafting, revising, editing, and publishing (Emig, 1983), OLPR
and FTFPR participants were asked to write two argumentative synthesis
essays guided by the essay rubric (Appendix A, supplementary material)
and written in two drafts each. Participants were asked to submit draft
2 of each essay after receiving the respective feedback on draft1. The
first argumentative synthesis essay of around 1800 words was written
on the topic ‘Argue with or against Jon Krakauer’s statement: Happiness
is only real when shared’. After writing draft 1 of the argumentative
synthesis essay in week 5, students in each group were asked to exchange
and peer review each other’s essays, then revise and rewrite their own
essays in response to the feedback they received. In their peer reviews,
both groups (OLPR and FTFPR) gave their peers directive feedback
(pointed out to writers the positive aspects of their writing, the parts
that needed improvement, and offered suggestions) and non-directive
feedback (posed questions to probe writers’ thoughts and indicated that
changes should be made) (Van den Bos & Tan, 2019). Students also
gave each other higher-order feedback (comments on content and logic)
as well as lower-order feedback (comments on language).
To assist participants in conducting their respective OLPR and FTFPR,
both groups used a peer editing form (Appendix B, supplementary
material) which served as guiding tool. To encourage participants to
10. COMPUTER ASSISTED LANGUAGE LEARNING 9
give peer review, they were given a completion grade upon filling out
the peer editing form that demanded participants to give scores to each
part of the argumentative essay as shown in Appendix C, supplementary
material. The editing form was filled after providing OLPR and FTFPR.
Students in the experimental group provided written peer feedback to
each other on draft 1 of their essay using Moodle from their homes
whereas the control group provided FTFPR to each other during a
75-minute class. MOODLE stands for ‘Modular Object-Oriented Dynamic
Learning Environment. It is a system used for online learning. The
design of Moodle is based on socio-constructivist pedagogy. This means
its goal is to provide a set of tools that support an inquiry- and
discovery-based approach to online learning’ (Brandl, 2005, p. 16). The
OLPR group used Moodle as a venue for receiving, submitting and
posting their essays and peer editing forms. They also used Moodle to
get the prompts of the two argumentative synthesis essays and to post
the two filled-out peer editing forms (Appendix C, supplementary mate-
rial). In contrast, students in the FTFPR group orally provided their
peers with FTF feedback on draft 1 and used the peer editing form as
a guide and to mark their peers’ essays.
Also, in week 5, participants depending on the group they belonged
to posted or submitted their final draft of essay 1 which they had written
in response to their received peer review (OLPR or FTFPR). Instructors
graded draft 2 of essay 1(immediate posttest) written immediately after
their training ended and graded the peer review. In week 11, students
were asked to write a second essay (around 1800 words) to argue with
or against the statement of Lindsay McKenzie: ‘Artificial intelligence
technology has foiled chess masters and Jeopardy! champions, but it
hasn’t won a debating competition against a human—yet’. The same
process applied in writing and revising argumentative synthesis essay 1
was also implemented in essay 2 (delayed posttest) written 6weeks after
the immediate posttest. The second argumentative essay (drafts 1 and
2) were written in week 11. Instructors graded draft 2 of essay two
(delayed posttest).
Each one of the two essays accounted for 35% of the final grade. In
each essay, the grade given by the teachers accounted for overall lan-
guage, accurate and appropriate information and evidence, sources’ valid-
ity and reliability, supporting arguments, supporting evidence, opposing
argument, evidence from two or more sources that might be used to
support the opposing argument and a brief conclusion summarizing the
supporting arguments. The teachers were better able to monitor OLPR
than FFPR feedback as they used the prints of OLPR but could not
hear much of FTFPR. To assess how well FTFPR helped student pairs
in revising their writing, the teachers depended on some comments the
11. 10 G. M. AWADA AND N. M. DIAB
student had written on the peer review form to remind them of the
feedback they had received. The argumentative essay prompts, the essay
rubric and the graded peer editing forms were common for all
participants.
Figure 1 below illustrates the procedure used in this study.
Data collection
The data collection tools used in this study were (a) draft 2 of essay
one written immediately after training in peer review; argumentative
synthesis essay 1 was written in drafts 1 and 2. Draft 2 was written
as a response to the respective feedback received, OLPR or FTFPR),
draft 2 of essay two written in week 11; argumentative synthesis essay
2 was also written in drafts 1 and 2; (b) draft two was also written
after receiving the respective feedback, FTFPR or OLPR; (c) each graded
using the argumentative writing rubric; a qualitative analysis of peer
editing forms was filled out by OLPR group and submitted online. As
such, the peer editing forms filled out by OLPR group were printed
Figure 1. Procedure of the study.
12. COMPUTER ASSISTED LANGUAGE LEARNING 11
out as they were posted to Moodle; (d) qualitative analysis of peer
editing forms used as a guide by FTFPR group because FTFPR was
given orally.
Data analysis
Two Multivariate Analysis of Covariance (MANCOVA) were used to
compare the groups’ argumentative writing achievement using results of
the two drafts of Essay 1) (immediate post-test) and the results of the
two drafts of Essay 2 (drafts 1 and 2) (delayed posttest). The researchers
in collaboration with the course instructors conducted the qualitative
analysis of both OLPR peer editing forms (see Appendix B, supplemen-
tary material). FTFPR was given orally, yet some students in the FTFPR
group wrote some comments while they were reading the peer editing
forms, which were typed to serve the purpose of the present study. The
qualitative analysis and grading of each peer editing form (OLPR or
FTFPR) was based on the peer editing forms (Appendix B, supplemen-
tary material). In order to encourage students of both OLPR and FTFPR
groups to be guided by the peer editing forms, the instructors told them
that the peer editing forms they fill out would be graded. As such, the
OLPR group used the peer editing forms to give the OLPR and to grade
each part of the reviewed essay whereas the FTFPR students were asked
to grade each part of the reviewed essay as part of that assignment
since the FTFPR was given orally. However, the scores given on the
peer editing forms were not used in this study, and only the quantitative
analysis of essay 1 and essay 2 scores was utilized in this study. The
students’ peer editing forms were sampled as mere examples forming
qualitative data. SPSS was used to yield descriptive statistics (means and
standard deviations) that were calculated for all the study variables.
Furthermore, Cronbach alpha reliability values were computed. The
inter-rater reliability value of Cohen K = .72, p < .00.
Results
Two Multivariate Analysis of Covariance (MANCOVA) tests along with
the qualitative analysis of OLPR graded peer editing forms were con-
ducted to address the study question of whether there were statistically
significant differences at the p < .05 probability level between the treat-
ment conditions in improving the overall argumentative writing achieve-
ment of the study participants. Specifically, the treatment conditions
with two levels (OLPR versus FTFPR) were used as an independent
variable, the immediate and delayed overall achievement scores as depen-
dent variables, and the pre-test overall achievement scores as a covariate.
13. 12 G. M. AWADA AND N. M. DIAB
Specifically, the study aimed at answering the following question: Which
type of peer review, OLPR or FTFPR, is more effective in improving
the overall argumentative writing achievement of EFL university learners?
The results of this study showed that there were statistically significant
differences between OLPR and FTFPR in favor of OLPR in improving
the overall argumentative writing achievement of EFL university learners.
Table D1 reports descriptive statistics on the overall immediate and
delayed writing achievement by treatment conditions.
Table D2 below reports the results of the MANCOVA analysis con-
ducted to address the question regarding the effect of the treatment
conditions on the overall immediate and delayed writing achievement
of the study participants.
Table D3 reveals that the overall multivariate F value was not signif-
icant for the pretest indicating that the online and face-to-face treatment
groups did not initially differ in terms of the writing achievement prior
to the treatment. F (2,188) = 2.82, p = .06, Ŋ2 = .04. Conversely, there
was an overall significant difference between the two groups in their
essay 1 (immediate post-test) achievement as well as an improvement
in essay 2 (delayed post-test) writing achievement in favor of the online
group: F (1,119) = 10,71, p = .00, Ŋ2 = .08 and F (1,119) = 30.75, p
= .00, Ŋ2 = .25, respectively.
Specifically, the OLPR group outperformed FTFPR group in immediate
writing achievement (Mean 11.45, SD 1.50) versus (Mean 10.46 (SD =
1.13). Likewise, the OLPR outperformed the FTFPR group in delayed
argumentative writing achievement (Mean 13.09, SD 1.61) versus (Mean
11.5 (SD = 1.33).
Table D4 below reports descriptive statistics on the immediate and
delayed argumentative writing achievement by treatment conditions.
These results indicate that OLPR had a more beneficial effect in
improving delayed achievement than FTFPR.
Qualitative analysis of OLPR peer editing forms
Although the quantitative data and the yielded SPSS descriptive statistics
were used to answer the study question, the qualitative analysis of peer
editing forms was also used to describe the OLPR or the peer review
given by the experimental group and the FTFPR given by the control
group (see Figures C1–C4, Appendix C, supplementary material). The
FTFPR group used the peer editing forms as only a guide to grade their
peer’s essay since the FTFPR was given orally. During FTFPR, the
instructors walked around the room listening to the feedback students
gave each other but could not hear all discussions as all FTFPR pairs
were giving feedback at the same time. Thus, the instructors counted
14. COMPUTER ASSISTED LANGUAGE LEARNING 13
on the recording done in class to examine qualitatively the FTFPR. The
argumentative essay rubric along with the peer editing form were given
to both experimental and control groups. The peer editing form encom-
passed the content of the essay including the introduction, body, orga-
nization, conclusions, logic, APA references and guidelines as well as
language component (see Appendix B, supplementary material). The
written comments given by the OLPR group regarding the language
component incorporated word choice, structure, subject-verb, adjectives
and adverbs, parallelism, modifiers, pronoun reference, pronoun case,
coordination and subordination, fragments, punctuation and capitaliza-
tion. The qualitative analysis of the peer editing forms and the transcript
of the FTFPR recordings revealed that OLPR was more detailed, thor-
ough and systematic than FTFPR. For example, OLPR samples 2, 3 and
4 (see Appendix C, supplementary material) showed how the students
commented on each part of the reviewed essay and gave constructive
feedback by suggesting as shown in ‘the prediction is stated as … but
it needs to be structured better … by making it less wordy…’. Moreover,
samples 2 and 3 (see Figures C2 and C3, Appendix C, supplementary
material) showed how the OLPR student identified the strengths and
the weaknesses of each part as shown in ‘strength is how … weakness
is how … suggestion is to…’. Moreover, 24 out of 74 students (25%)
gave exceptionally long OLPR (see Figures C2 and C3, Appendix C,
supplementary material). Also, 70 out of 74 (94.5%) delved deeply into
both the content and organization as well as the language components
of the reviewed essays. The qualitative analysis of the OLPR peer editing
forms showed that 70 out of 74 OLPR participants (94.5%) focused
equally on content, organization as well as on language whereas 4 OLPR
out of 74 (5.5%) focused more on language and mechanics as shown
in the three sampled examples (see Appendix C, supplementary material).
Discussion
Drawing on the findings of Sheen (2007) regarding the importance of a
large sample, the present study utilized a relatively large sample of EFL
learners to investigate the effectiveness of OLPR (a written peer review
integrated with CALL and given online) compared to FFTF (an oral peer
review given face to face). In the same vein of Hine’s (2017) study, the
results of the present study proved the effectiveness of OLPR in writing
classrooms including EFL learners. The present study proved that OLPR
is more effective than FTFPR in improving argumentative writing achieve-
ment of EFL university learners. Similarly, the present study proved that
peers could give rich OLPR using CALL models such as Moodle. The
statistical analysis of the present study’s data showed the relevance of
15. 14 G. M. AWADA AND N. M. DIAB
applying Vygotsky’s (1978) sociocultural theory (ST) which involves recip-
rocal teaching and scaffolding manifested in using both FFPR and OLPR
to develop students’ writing skills. Reciprocal teaching and scaffolding
took place as learners were randomly paired, each editing the other’s
writing. Participants learned from each other through OLPR and FTFPR,
which exemplifies Vygotsky’s (1978) notion of the Zone of Proximal
Development (ZPD) where a learner can achieve a task with help from
a more knowledgeable peer. These findings also corroborate Donato’s
(1994) and Hawkins (2004) arguments that social interactions can develop
writing. This study asserted the effectiveness of peer review, whether it
is online or face-to-face, as peer review makes writing go through stages.
More significantly, in contrast with the finding of Ruegg (2015) which
suggested that teachers should provide feedback on grammar and content,
while peers should only give feedback on organization and academic
style, the qualitative analysis of the OLPR proved the richness and the
depth of the EFL learners’ feedback on both content and organization.
However, the results of the present study corroborate Ruegg’s (2015)
finding that students’ feedback on grammar is not strong.
The statistical and qualitative data analyses of this study showed
alignment with those of Lai et al. (2016). To elaborate, OLPR showed
the effectiveness of integrating peer review with CALL to allow students
to compensate for the limited class time spent on giving feedback. Thus,
OLPR is needed to strengthen the essay parts that require more time
to evaluate. Furthermore, in alignment with the suggestions of Marcum
and Kim (2020) along with Alsop and Bencze (2020), the results of the
present study proved that the integration of CALL models and peer
review can address the challenges imposed by the spread of Corona
pandemic which forced social distancing on students and rendered CALL
indispensable for education. Furthermore, the written OLPR form made
OLPR’s advantages seem to outweigh those of the oral FTFPR.
The researchers utilized the collected data to associate the theoretical
frameworks of this study with the elicited study results. In addition, in
alignment with the findings of Awada et al. (2020), the findings of this
study showed that online applications can improve the writing of EFL
learners due to their motivational features, including flexible commu-
nication and the relaxing effect of online applications. Thus, Moodle,
being the venue utilized by the OLPR group, facilitated OLPR. Moreover,
this study’s finding that OLPR is more effective than FTFPR is endorsed
by DiGiovanni and Nagaswami (2001). Moreover, both OLPR and FTFPR
showed the effectiveness of peer review in improving the writing achieve-
ment of EFL learners, a finding justified by the writing process approach
of Emig (1983) and Hairston (1982) and corroborated by the results of
Diab (2016), Purchase and Hamer (2018) and Taylor et al. (2015).
16. COMPUTER ASSISTED LANGUAGE LEARNING 15
Furthermore, the OLPR group resulted in more improved writing
than that of FTFPR. This finding might be explained by the finding
of Warschauer’s (1996) study, which showed that students who struggle
with inhibition or poor social skills contributed more to OLPR than
to FTFPR. Students in the OLPR group were asked to use Moodle and
emails in order to provide OLPR, which may have been responsible
for more significant improvement than that yielded by FTFPR group.
In addition to the above findings, this study showed that training in
using effective peer review can help improve the writing of students
(Hine, 2017), a finding corroborated by Storch and Wigglesworth (2010)
and Van Beuningen, De Jong, and Kuiken (2012). Finally, in alignment
with Hsieh (2020), the study findings showed that the students who
applied OLPR outperformed their counter classmates in FTFPR group
perhaps because they were not limited by class time and could use
Moodle outside class, which contributed to making their peer review
stronger.
Conversely, the findings of this study do not align with those of
Mulder, Pearce, and Baik (2014), who asserted the ineffectiveness of peer
review since peers might provide poor feedback. Moreover, contrary to
the findings of Yang (2011), the present study showed that the FTFPR
is effective, though less effective than OLPR. More importantly, the dis-
tortions, chatting and praise comments did not render FTFPR ineffective.
Limitations
One limitation of this study might be the fact that the instructors could
not hear all FFPR as they walked around the classroom while the stu-
dents were engaged in giving FTFPR; hence, the instructors could not
monitor the feedback effectively though they had provided the FTFPR
group with editing forms to guide the feedback they gave. Instructors
counted on the recording done in class, but the voice quality was not
always clear as all conversations were being recorded at the same time.
Thus, the inability of the instructors to strictly monitor the FTFPR
could have affected the FTFPR participants and the results of the study.
Accordingly, it is recommended that researchers in future have FTFPR
students write their essays in the lab using computers that record their
interactions.
Implications and conclusion
This study investigated the effect of OLPR and FTFPR on improving
the argumentative synthesis writing of EFL learners. In fact, this study
has yielded three findings. First, it showed that OLPR resulted in the
17. 16 G. M. AWADA AND N. M. DIAB
OLPR group’s significant improvement of overall delayed post-test. The
results of this study showed that OLPR is more effective than FTFPR
in improving the argumentative synthesis writing achievement of the
study participants. Second, the performance of the OLPR group may be
due to online collaboration practice. Third, both OLPR and FTFPR
groups improved the overall argumentative writing achievement at the
delayed post-test, though not equally. The statistical analysis showed
that the two types of peer review under study, OLPR and FTFPR have
succeeded in drawing students’ attention to their errors as students were
able to revise and improve their scores.
The study findings have several pedagogical implications. They point
out the importance of raising teachers’ awareness by providing them
‘with the knowledge and skills to advise and support students in making
use of technological resources outside the classroom for language learning’
(Lai et al., 2016, p. 703). Moreover, teachers are advised to use both
OLPR and FTFPR but to focus more on implementing OLPR given that
it proved to be more effective both at the immediate and delayed argu-
mentative writing. It would be interesting for future researchers to rep-
licate the present study in other contexts to examine the generalizability
of the findings of the present study. It is also important to develop a
more comprehensive perspective on the interplay between the effectiveness
of face-to-face and online feedback and argumentative writing achieve-
ment. It is also recommended that future studies use larger samples of
learners of different proficiency levels, cultures and learning styles.
Furthermore, teachers are encouraged to apply peer review in order to
transform the writing class into a student-centered one instead of being
teacher centered. This recommendation is endorsed by Breuch (2004)
and Nicol, Thomson, and Breslin (2014), who showed the advantages of
peer feedback in developing students’ writing by shifting the control of
feedback into students’ hands and reducing the need for teacher feedback.
Notes on contributors
Ghada M. Awada, A Fulbright Scholar at North Carolina State University (NCSU-2016).
The first female recipient of the American University of Beirut (AUB) Excellence Service
Award (2018–2019), and a recipient of Lebanese American University-CEP excellence
award (2014). A holder of a PhD in Applied Linguistics and a PhD in Public
International Law and International Relations and Diplomacy. A faculty and researcher
at Lebanese American University. Designer of a curriculum framework for the inte-
gration of cooperative learning in training materials related to English as a foreign
language. An UNESCO and WB curriculum and textbooks consultant. An author and
co-author of English textbooks and publications related to curriculum reform, CALL
integration into writing and reading, CALL and cooperative learning, human rights
education, global citizenship, intercultural communication, differentiated instruction,
inclusive environments, CALL and literacy, and special education interventions based
on ICT and cooperative learning
18. COMPUTER ASSISTED LANGUAGE LEARNING 17
Nuwar Mawlawi Diab, Associate Professor of English and Applied Linguistics,
Coordinator of the B.A. in Translation Program, School of Arts and Sciences, Lebanese
American University, Beirut, Lebanon. http://sas.lau.edu.lb/english/people/nuwar-diab.php.
ORCID
Ghada M. Awada http://orcid.org/0000-0001-8486-1630
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