Written Corrective Feedback in Online Writing Classrooms: EFL Students’ Perceptions and Preferences (Published)
Citation: Fatten Ahmed Salami and Hanadi Abdulrhamn Khadawardi (2022) Written Corrective Feedback in Online Writing Classrooms: EFL Students’ Perceptions and Preferences, International Journal of English Language Teaching, Vol.10, No.2, pp., 12-35
Abstract: This article contributes to the existing body of research on written corrective feedback (WCF) in foreign language (L2) writing classrooms by focusing on online learning environments. The study offers insight into the effective use of different WCF strategies in a Saudi context. This was achieved by investigating students’ perceptions of WCF and exploring the WCF strategies that students preferred in online writing classrooms. Data was collected through an online survey modified and administered for this study. SPSS version 26 was used to analyze the data. Descriptive statistics were used to describe the students’ responses. Results for the first research question indicate that Saudi students felt positive about using WCF in their EFL online writing classrooms as they found it a helpful tool to improve their writing. For the second research question, findings suggest that students found some WCF strategies to be more helpful than others. Electronic feedback was the strategy that students most preferred, while unfocused feedback was the second most favorable strategy. The study has pedagogical implications for EFL teachers regarding the integration of different WCF strategies to improve EFL online writing classrooms
Keywords: Classroom, Saudi EFL students, online writing, written corrective feedback
Skills, Teaching in ESL, Classroom, Discrete, Integrated (Published)
This paper reviews skills teaching in ESL classroom which can be discrete or integrated. It includes a brief history of discrete skills teaching according to different methods of English language teaching, and the shift towards integrated approach in more recent years. The researcher also analyses the classroom implications of discrete and integrated skills teaching in order to find out which one is more successful in ESL classroom. Therefore, the purpose of this article is firstly, to evaluate the methodological approaches towards skills teaching; secondly,to explore discrete skills approach in class; thirdly, to analyse integration of skills to make a learner a competent user of language; and finally, to propose the various ways of integration and recommend the teachers for the successful development of the integration of language skills
Keywords: Classroom, Discrete, Integrated, Skills, Teaching in ESL
Teacher as Mediator in the EFL Classroom: A Role to Promote Students’ Level of Interaction, Activeness, and Learning (Published)
Versus to old, traditional approaches and methods of teaching a language, recent and new approaches of teaching and learning a foreign language have focused on providing a learner-centred environment in which learners can have more control over their learning process and more autonomy on how to accomplish tasks and activities. This article highlights the position and role of the teacher as a mediator and the types of responsibilities he/she should take to successfully play this role and guarantee an interactive and interesting learning to the students.
Keywords: Classroom, Learning, Students, Teacher
THE INFLUENCE OF THE ENGLISH LANGUAGE IN A MULTILINGUAL AND A MONOLINGUAL ENVIRONMET – A COMPARATIVE APPROACH” (Published)
The study focuses on the influence of English language in Macedonia, which is a multilingual, multicultural, and multiethnic country, situated in Southeast Europe. More precisely, the study investigates and compares the role of English inside and outside the classroom in two different environments. Firstly, in Tetovo as a multilingual place where quite a lot of people very easily shift from the local languages in use (Albanian, Macedonian and Turkish) and English when necessary, and secondly, in Prilep, as a mainly monolingual place, where from the local languages, mostly Macedonian is used. The study uses both quantitative and qualitative methods. The quantitative data collection includes learners’ questionnaires. The qualitative data phase includes descriptive research by using interviews. Finally, the study identifies several important issues regarding the positive and negative influence of English and compares the participants’ attitudes towards the role and the influence of English in a multilingual vs. monolingual environment. The findings of the study are expected to be of use to policy makers in the country and wider, the local government, educational institutions, current and future English teachers and students.
Keywords: Classroom, English, Environment, Influence, monolingual, multilingual