Improving student feedback literacy in academic writing: An evidence-based framework

Electronic peer feedback (e-PF) has offered a number of benefits to English as a foreign language (EFL) students’ academic writing competence and reflective thinking. However, little research has b...

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Electronic Peer Feedback, EFL Academic Writing and Reflective Thinking: Evidence From a Confucian Context:

Despite the importance of feedback uptake in higher education, there is still much to be learned about supporting it. Recent perspectives hold that guiding learners through feedback uptake-oriented...

A dialogic technology-mediated model of feedback uptake and literacy

Abstract This study provides an overview of research on teachers’ use of artificial intelligence (AI) applications and machine learning methods to analyze teachers’ data. Our analysis showed that AI offers teachers several opportunities for improved planning (e.g., by defining students’ needs and familiarizing teachers with such needs), implementation (e.g., through immediate feedback and teacher intervention), and assessment (e.g., through automated essay scoring) of their teaching. We also found that teachers have various roles in the development of AI technology. These roles include acting as models for training AI algorithms and participating in AI development by checking the accuracy of AI automated assessment systems. Our findings further underlined several challenges in AI implementation in teaching practice, which provide guidelines for developing the field. 

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The Promises and Challenges of Artificial Intelligence for Teachers: a Systematic Review of Research

In recent years, academic and practitioner attention to improving attainment as a result of feedback, as well as satisfaction with it, has led to a conceptualisation of feedback that considers lear...

Making peer feedback work: the contribution of technology-mediated dialogic peer feedback to feedback uptake and literacy

The aim of this study was to explore the potential of Google Docs in facilitating and supporting pedagogical practices in a writing course at a large Saudi university. As a qualitative case study, ...

Exploring the Potential of Google Doc in Facilitating Innovative Teaching and Learning Practices in an EFL Writing Course.

The present study aims to investigate the difficulties faced by 74 English as a foreign language (EFL) undergraduate students in developing a well-written paragraph in academic writing by designing a writing course based on the students’ voices. The self-report survey (5-point Likert scale) was used as the pre- and post-questionnaire, and pre- and the post-tests task was used to track students’ writing improvement before and after taking a writing course. Pre-questionnaire and pre-tests showed that participants had difficulties in using the mechanics of writing (punctuation, spelling, grammar, topic sentences, and supporting sentences). The majority of the students’ responses in the post-survey shows that they believed their writing improved and encountered fewer difficulties in writing as compared to their views in the pre-questionnaire. The result of the post-tests indicates improvements in students’ writing samples. The study concludes that EFL writing courses should be designed on the basis of challenges faced by the students in order to get the best outcome from the course.

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Saudi Arabia EFL university students’ voice on challenges and solution in learning academic writing

Although an important goal of learner peer feedback is promoting critical thinking, little attention has been paid to the nature of the topic, particularly whether it is controversial. In this article, we report on a study where 52 English majors were asked to comment on essays written by their peers using the PeerMark module of Turnitin. Half of the essays were about controversial topics in the Saudi society (e.g., women driving and banning cigarettes), whereas the other half were less controversial (e.g., importance of sleep and respecting parents). Our results showed that the participants provided significantly more critical, global comments on controversial essays. At the same time, this increase in global comments did not come at the expense of local, language-related comments—in that the participants did not provide significantly fewer language comments on controversial essays. The participants also reported favorable attitudes toward this task due to the convenience and anonymity of online feedback, thus allowing them to express their opinions more freely on controversial topics. We therefore concluded that utilizing an online platform that permits double-blind peer review on controversial essays seems to have to the potential to stimulate critical thinking among language learners.

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Turnitin peer feedback: controversial vs. non-controversial essays

Vocabulary, as important as it is, is largely relegated to the domain of memorization in the English as a foreign language (EFL) situations in the Kingdom of Saudi Arabia (KSA). Assessment and achi...

https://journals.sagepub.com/doi/pdf/10.1177/2158244021999062

MALL in Collaborative Learning as a Vocabulary-Enhancing Tool for EFL Learners: A Study Across Two Universities in Saudi Arabia:

Despite contemporary research calls for promoting learners’ feedback dialogue, how feedback dialogue occurs and contributes to learners’ uptake has been little addressed. This study on 28 pairs of ...

Mohammed Abdullah Alharbi

Papers

Exploring the Potential of Google Doc in Facilitating Innovative Teaching and Learning Practices in an EFL Writing Course.

Saudi Arabia EFL university students’ voice on challenges and solution in learning academic writing

Turnitin peer feedback: controversial vs. non-controversial essays

MALL in Collaborative Learning as a Vocabulary-Enhancing Tool for EFL Learners: A Study Across Two Universities in Saudi Arabia:

Cultivating learners’ technology-mediated dialogue of feedback in writing: processes, potentials and limitations