Murad Abdu Saeed Mohammed

Bio: Murad Abdu Saeed Mohammed is an academic researcher from Qassim University. The author has contributed to research in topics: Academic writing & Word processing. The author has an hindex of 1, co-authored 2 publications receiving 2 citations.

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

Abstract: 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 ...

ESL/EFL Learners' Responses to Teacher Written Feedback: Reviewing a Recent Decade of Empirical Studies.

Abstract: Teacher written feedback (TWF) has long been regarded as a necessary pedagogical tool for improving the writing proficiency of ESL/EFL learners, while student responses to this feedback can often reflect its effectiveness. This paper reviews 64 articles appearing in high-ranking journals during 2010-2021 in terms of research methodology, theoretical framework and main findings. Analysis of these articles reveals few studies adopted any theoretical frameworks to examine learner responses to TWF and suggests a need for longitudinal naturalistic studies adopting mixed methods and some theoretical framework such as sociocultural theory of mind (SCT) to better explain learners' dynamic engagement in response to TWF. The main findings of these previous studies reveal the diverse responses among learners at different language proficiency levels and in various sociocultural contexts. The results of the review indicate that future research could take classroom-based mixed-method research design to investigate learner variables.

The Impact of Teacher Feedback Via Google Doc in L2 Learners’ Writing

Abstract: Academic writing of assignments is challenging for many undergraduate students of English, and therefore, instructors' written evaluative comments are needed to help students obtain information about their performance in such academic written tasks. As a qualitative case study, this study was carried out on one undergraduate course, specifically on the instructor's written comments on 10 learners' peer academic writing of article reports, how students revise their texts in responding to written comments and how they view such comments and academic writing via Google Docs. The data was collected from the written comments, students’ text revisions and a focus group interview. The findings show that the instructor commented on issues and errors at the global and local levels of academic texts directly and indirectly. Quantification of the data illustrated that the instructor provided the five pairs of learners with an overall number of 1440 which targeted 373 (25%) global issues and 1067 (75%) local issues in the writing of the five pairs. In terms of direction, 977 (68%) accounted for direct feedback, while 463 (32%) accounted for indirect feedback. Distribution of the feedback received by the learners varied across the five pairs of students. The findings indicate that most of the learners’ text revisions were made based on teacher feedback (1187/93%), while only 95 (7%) revisions were self-made revisions. The thematic analysis of the follow-up interview underlies students’ perceived value of teacher feedback in improving their writing, their preference for direct feedback on their writing, their perceived role of Google doc in editing their written assignments. Yet, a few students reported a few restrictions of Google Dos-peer writing and editing. The current study implied that teachers should act as mediators, be aware of the role of feedback in facilitating their students’ development of writing and misinterpretation and confusion their feedback can cause to our students in the process of writing revision, and decide what issues their feedback needs to target, focus on what issues actually challenge their learners in writing. Finally, feedback practices should be made innovative through integration of technological tools. https://doi.org/10.26803/ijlter.20.11.10

An alternative digital feedback through screencast: blended learning practices on academic writing

Abstract: Aiming at elucidating screencast use as alternative digital feedback in the academic writing class throughout blended learning, screencast was investigated in classroom action research with three cycles. The results discovered that screencast feedback was successfully implemented and evidenced to enhance students' writing skills. The success was proved by the higher number of students who passed the passing score as competent writers. Given screencast feedback, students found it was helpful, clear, and easy. Also, they felt an increased teacher-student interpersonal relation, improved teacher praise, and a conversation-like atmosphere during screencast feedback with an additional teacher’s visual presence. Several teachers’ reflections from each cycle were also discussed further. In short, screencast was implemented successfully in academic writing courses and was able to enhance students’ scientific article writing.