How supervisors provide and students react to EAL thesis supervision: Voices from Sweden and Indonesia DOI Creative Commons
Musrifatun Nangimah, Robert Walldén

Frontiers in Education, Journal Year: 2023, Volume and Issue: 8

Published: March 2, 2023

Introduction Thesis supervision is a critical part of students’ academic literacy development. Previous research has shown different dimensions this development with limited attention to cross-cultural aspects. In particular, there been little on how students and supervisors negotiate practices in non-anglophone contexts. This study aimed explore supervisors’ reported priorities experiences regarding the provision reception feedback English as an Additional Language thesis supervision. Method We conducted qualitative case illuminate supervisor’s Sweden Indonesia. It involved 39 participants (14 25 students) from one Swedish three Indonesian universities. One-on-one semi-structured interviews were analyzed thematically using Biesta’s functions education, Habermas’ communicative action theory, perspectives literacy. Findings Firstly, we found that had priorities. described prioritizing content-focused facilitate socialization into writing. Conversely, most expressed balancing content- form-focused greater emphasis qualifying teachers. Despite these differences, both contexts tended isolate language use discipline-specific values practices. Secondly, largely instrumental orientation achieving their goals frustrated by phrasing questions. Many unfamiliarity necessary methodologies theoretical frameworks, which made difficult decode. Discussion Since only few viewed support for process learning, calls clear communication about intention through However, cannot solely be responsibility but must embedded curriculum courses.

Language: Английский

Utilising artificial intelligence-enhanced writing mediation to develop academic writing skills in EFL learners: a qualitative study DOI

Jalil Fathi,

Masoud Rahimi

Computer Assisted Language Learning, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 40

Published: July 8, 2024

Language: Английский

Citations

16
ChatGPT Over My Friends: Japanese English-as-a-Foreign-Language Learners’ Preferences for Editing and Proofreading Strategies DOI
Todd J. Allen, Atsushi Mizumoto

RELC Journal, Journal Year: 2024, Volume and Issue: unknown

Published: July 26, 2024

This study contrasts 33 Japanese English-as-a-foreign-language learners’ experiences using writing groups and artificial intelligence technology (ChatGPT-3.5) for editing proofreading academic assignments. Recent advancements in have significantly influenced writing, teaching learning, prompting researchers to explore the practical application of these technologies educational settings. In this study, participants edited proofread their class by a group experimenting with ChatGPT. After each activity, answered questionnaire about experiences. final questionnaire, compared activity reported on which one they preferred. The results indicate that students mostly prefer proofreading. However, acknowledge some value groups. They assert provides effective feedback, improving clarity cohesion writing. Additionally, findings reveal preferences specific prompts enhance Overall, research demonstrates how teachers can use language classrooms improve practices, while emphasizing importance ethical implementation.

Language: Английский

Citations

14
The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners DOI Creative Commons
Yan Li

Frontiers in Psychology, Journal Year: 2023, Volume and Issue: 14

Published: June 27, 2023

This study investigates the influence of online collaborative writing instruction on performance, self-efficacy, and motivation Chinese English as a foreign language (EFL) learners. The research was conducted at school in mainland China with 58 participants divided into an experimental group (n=30) control (n=28).The utilized Tencent Docs, platform, for peer-editing activities outside classroom, while received traditional in-class instruction. spanned duration 13 weeks, during which tasks, scales, self-efficacy scales were employed to collect data.The findings revealed that exhibited significantly greater improvement motivation, compared group. These results indicate positive impact incorporating Docs instruction.The outcomes this provide valuable insights educators regarding benefits integrating tools EFL enhance skills. By leveraging platforms like writing, instructors can foster improved increased enhanced among Overall, highlights effectiveness its potential tool seeking optimize learners' abilities.

Language: Английский

Citations

16
Better learning and practice with teacher corrective feedback in higher education: a lesson from Thailand DOI
Budi Waluyo, Aisah Apridayani

Learning Research and Practice, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 18

Published: June 4, 2024

This study examined how the mindsets and feedback preferences of 91 Thai undergraduate students in an English composition course influence their writing skills. Using a mixed-methods approach, research gathered data on students' mindsets, preferences, outcomes. While most displayed fixed mindset were reluctant to accept feedback, qualitative results revealed they generally positive about believed it could enhance writing. However, no direct connection was found between overall Yet, suggested relationship attitudes towards written corrective (WCF) improvements. These findings suggest that teaching strategies should focus modifying EFL feedback.

Language: Английский

Citations

6
From traditional writing to digital multimodal composing: promoting high school EFL students’ writing self-regulation and self-efficacy DOI
Safaa M. Abdelhalim

Computer Assisted Language Learning, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 30

Published: Feb. 29, 2024

This empirical study sought to explore further affordances of digital multimodal composing (DMC) in EFL writing classrooms. It aimed determine whether collaborative (CDMC) could enhance self-regulated strategies use and self-efficacy among students. Additionally, it gain insights into students' perceptions this type within their coursework. The mainly examined the performance 50 Saudi high school students who actively engaged a nine-week intervention involving completion CDMC project task. Research data were gathered using questionnaire, scale, reflection survey semi-structured interviews. Quantitative analysis showed improvements overall strategies. However, effect differed across dimensions both self-regulation scales. Based on qualitative analysis, demonstrated positive attitudes towards CDMC, particularly terms increased motivation enjoyment, opportunity practise diverse developing self-confidence. regarding effectiveness improving skills mixed. also identified several mediators shaping perceptions. suggests that creating DMC space utilising scaffolding techniques can support self-efficacy. A discussion effective ways integrate classes is provided, along with directions for future research.

Language: Английский

Citations

5
Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement DOI Creative Commons
Han Zhang, Mik Fanguy, Matthew Courtney

et al.

Computer Assisted Language Learning, Journal Year: 2025, Volume and Issue: unknown, P. 1 - 31

Published: March 12, 2025

Language: Английский

Citations

0
Curriculum Innovations Integrating DOI
Mustafa Kayyali

IGI Global eBooks, Journal Year: 2025, Volume and Issue: unknown, P. 141 - 174

Published: May 8, 2025

In recent years, educational technology has altered how writing instruction is provided, and two innovations—augmented reality (AR) virtual (VR)—are emerging as significant tools for strengthening center programs. This chapter analyzes the incorporation of AR VR into pedagogy, analyzing potential these technologies offer to revolutionize process provide more immersive, interactive learning experiences students. The study highlights unique properties that make them perfect creative exercises, collaborative feedback sessions, tailored help writers at various phases their process. Ultimately, argues while integration centers requires thoughtful planning careful execution, benefits—such enhanced student motivation, a environment, deeper understanding process—make promising addition

Language: Английский

Citations

0
Investigating the impact of structured knowledge feedback on collaborative academic writing DOI
Xu Li, Shiyan Jiang, Yue Hu

et al.

Education and Information Technologies, Journal Year: 2024, Volume and Issue: 29(14), P. 19005 - 19033

Published: March 16, 2024

Language: Английский

Citations

3
Integrating Content and Language to Teach ESP Writing Online with the Assistance of Google Docs DOI Creative Commons
Susilawati Susilawati

Journal of Languages and Language Teaching, Journal Year: 2023, Volume and Issue: 11(1), P. 14 - 14

Published: Jan. 20, 2023

The present study aims to portray how teach writing in English for Specific Purposes (ESP) classes using remote Content and Language Integrated Learning (CLIL) combined with Google Docs as an online tool. employed a qualitative case study. 18 students from the Office Administration major at private Indonesian university Central Jakarta were involved Observations open-ended questionnaires used collect data. observations set non-participant observations, while arranged based on Uses Gratification Expectancy (UGE) model. findings revealed that all CLIL elements are applied ESP full learning setting; 4Cs (communication, culture, content, cognition) detected during either before or via Docs. Pertaining use of Docs, cognitive, affective, personal, perceived e-learning views UGE, most give positive after it their classes. In short, make good collaboration teaching recommended apply modes learning: online, offline, blended, hybrid.

Language: Английский

Citations

6
Digital literacy practices of novice English as a foreign language teacher in writing research articles for publication DOI Creative Commons
Much Deiniatur, Bambang Yudi Cahyono

Journal of Education and Learning (EduLearn), Journal Year: 2023, Volume and Issue: 18(1), P. 165 - 172

Published: Dec. 21, 2023

Digital literacy is essential in writing research articles for publication today's digital age, particularly novice english as a foreign language (EFL) teacher trying to publish their articles. This qualitative explores the practices of EFL teachers publication, including tools they use, purposes using these tools, and challenges face them. The data were collected questionnaire interview. study found that conceptualized ability search evaluate credible online sources, word processing editing collaborating online, publishing work digitally. Novice use various such software, reference management academic databases, improve process. They purposes, with peers, improving skills, online. However, limited technical issues, access, inadequate technology infrastructure, time management. It recommended institutions provide support help develop services, training programs.

Language: Английский

Citations

4