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With the current advancement of technology and its potential for better teaching and learning outcomes, this paper compares the use of peer review in face-to-face settings and online platforms. The study recruited 142 students and 20 instructors from an American public mid-southern university. Data were collected over two academic semesters and inc...
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TOEIC Certificate is becoming more and more popular all over the world in general and in particular, Vietnam. It is considered as one of the most compulsory demands for graduating university, especially at Tay Do university. Listening seems to be a skill that many students usually face difficulties in learning. Therefore, the survey research “Diffi...
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... In contrast, Double et al. (2020) found no significant effects on performance with regards to online versus offline modes. Some students find online assessment ineffective and the technology distracting (Ahmed & Al-Kadi, 2021), suggesting a need for flexibility in delivery modes. ...
The higher education shift to remote learning due to mobility restrictions imposed during the COVID-19 pandemic highlighted the need to improve the student learning experience using more active learning models. One model is peer assessment. Despite positively impacting student learning, peer assessment uptake remains low, partly because designing effective peer assessment processes is complex. Frameworks provide good coverage of the necessary design considerations; however, a systematic synthesis of the literature on how to design effective peer assessment processes is needed. We find strong evidence that peer assessment is most effective as formative peer feedback whereby students can apply feedback to support their performance and learning. Assessor training, multiple peer review iterations, assessment flexibility, collaborative assessment and providing resources to engage students and educators in peer assessment processes can also improve student experience and learning outcomes. Conversely, we find mixed evidence for the effectiveness of anonymity, online v offline settings and peer marking. Based on these findings, we provide guidance for educators in designing effective peer assessment processes, which, we hope, will drive greater uptake of peer assessment in higher education and support students to benefit from enhanced learning opportunities.
... Other studies have pointed to the students' preference to enrol in online classes for individual tasks (Krasnova and Vanushin, 2016). As an instructional approach which combines technology and a face-to-face teaching environment (Poon, 2013;Torrisi-Steele and Drew, 2013;Ahmed and Abdu, 2021;etc.), investigation of the degree that the students engage in a blended learning course using VIRI classroom technology, how they perform and whether they are satisfied has shown that the VIRI course may increase the level of engagement by capturing features from both online and face-to-face instruction (Francescucci and Foster, 2013). ...
Evidence is steadily mounting on the prominence of online and technology-enabled learning in higher education. The present study intended to investigate whether virtual, interactive, real-time, instructor-led (VIRI) online learning has the potential to yield comparable student performance and engagement results to that of a traditional face-to-face (F2F) course. This is of great significance since the study delves into the possibilities of synchronous online learning in environments where resources are scarce and provide valuable insights into how technology can contribute to improving medical education and accessibility to educational resources in Iran and other comparable educational contexts. The participants were 18–30-year-old male (n = 16) and female (n = 24) students of nursing (n = 20) and operating room (n = 20) who enrolled in synchronous online and face-to-face courses as the requisite for the fulfilment of a bachelor’s degree. T-tests and descriptive statistics were the study employed T-tests and descriptive statistics to assess variations in both student performance and engagement results. The results revealed that a synchronous course conducted through VIRI classroom technology yields equivalent student performance outcomes to a traditional face-to-face (F2F) learning environment. The findings further showed that while the students did not appear to differ in terms of the levels of expected interest in the course and paying attention in class for the F2F and VIRI courses, they perceived themselves as displaying a different behaviour in the two courses in terms of attending class, participating in class, academic workload and instructor interactions. In fact, the post-semester findings showed that despite the students’ earlier expectations, they displayed different behaviour on all six student engagement factors. The findings of this study could have direct implications for the creation, development, and delivery of synchronous online courses in higher education, including medical ones.
... It has been demonstrated that students also tend to perceive the use of technology-supported feedback as beneficial and comforting as well as able to strengthen relationships and promote active learning regardless of whether the feedback is provided using social media or via screencast (Ko 2019; Thompson and Lee 2012;Warnock 2008;Anson et al. 2016). However, other studies have found that traditional face-to-face peer feedback tends to be more helpful and of higher quality compared to online feedback because of the pressure of immediacy and the clues given by peers' body language and facial expressions (Ahmed and Abdu 2021;Liu and Sadler 2003;Ho 2015). In addition, according to these findings, the extra steps needed when using digital tools can be seen as cumbersome and discriminating against students who lack access outside of the class (Cunningham 2019). ...
Research on the efficiency of technology-supported peer feedback activities in the ESL/EFL writing classroom has led to contradictory results. Some studies claim that it improves learners’ motivation and attitudes toward writing while others mention technical difficulties or a lack of training as drawbacks affecting learners’ experiences and thus learning. This ongoing debate calls for a meta-synthesis of studies published between 2011 and 2022. Replicating Chen’s study, the authors identified 20 primary studies and analyzed them under the lens of Glaser and Strauss’s grounded theory constant comparison method. The findings revealed that students’ preferences, capabilities, and attitudes regarding the features of the technology used in classes; the contextual factors, suitable online platforms, and training on the provision of proper feedback; and the use of the selected technologies can determine the extent to which implementing technology-supported peer feedback activities would be successful.
... Indeed, online learning is an appropriate option for teaching different courses because it has been developing for years and has provided new chances for students, instructors, educational planners, and institutions Mayadas et al., 2009). Online learning, created and evolved with the advent of the Internet and the development of technology, involves designing, compiling, presenting, and evaluating students' learning and uses e-learning capabilities to facilitate it (Ahmed & Al-Kadi, 2021;Shafiee Rad et al., 2022;Moore & Kearsley, 2011). However, to make the way for efficient learning of students, it is necessary to transcend emergency online practices and create quality online learning activities that stem from meticulous instructional designs and plans (Hodges et al., 2020). ...
With the emergence and dissemination of the COVID-19 pandemic and the transformation of education to online classes, it is important to explore the effects of online learning on EFL learners' psychological factors in the Iranian EFL learners. Hence, this study aims to explore the effects of online learning on EFL learners' motivation, anxiety, and attitude. For this purpose, using a convenience sampling method, a total of 293 upper-intermediate EFL learners at Iran Language Institute in Ahvaz, Iran, took the Oxford Quick Placement Test, and 200 EFL learners whose scores fell around the mean were selected and assigned randomly to an experimental group and a control group. The participants' motivation, anxiety, and attitudes were measured before and after the treatments (lasting 10 one-hour sessions held once a week) using validated questionnaires. The collected data were analyzed through a one-way MANOVA test and a one-sample t-test. The findings evidenced that online learning positively affected the participants' motivation, anxiety, and attitudes. That is, due to the online learning, their motivation increased, their anxiety lowered, and positive attitudes were shaped toward L2 learning. Finally, based on the findings, some implications are proposed.
... Lustyantie et al, 2022;Budianto "Developing a Comprehensive Plagiarism Assessment Rubric" contributes to the advancement of a new approach to plagiarism assessment in higher education and is a candidate for publication in the Education and Information Technologies. & Nguyen, 2021;Solikhah, Tarman, and Budiharso, 2022;Al-Sharah et al, 2021;Ahmed and Abdu, 2021). Different cultural norms and second language writing pose serious challenges, which accounts for efforts to help students understand the nature and norms of "plagiarism" as commonly understood within academic writing. ...
Developing a Comprehensive Plagiarism Assessment Rubric: Defining “plagiarism” is not simple, and its complexity is too seldom appreciated. This article offers a comprehensive plagiarism assessment rubric from a four-year study of analyzing students’ plagiarism. From qualitative analyses of 120 students’ paraphrase samples, we identified seven plagiarism dimensions and employed a five-point Likert-scale to rank each dimension’s severity. Then, we enlisted editors, reviewers, and research supervisors to refine the severity of the plagiarism dimensions to articulate a plagiarism
spectrum. We produced a Plagiarism Scoring Rubric to categorize 127 plagiarism combinations out of the seven plagiarism dimensions’ composites. Finally, we described how the Plagiarism Scoring Rubric, accompanied by the severity indices, supports instructors in scoring students’ plagiarism and enables students to understand proper crediting of prior work better when citing and paraphrasing.
... Peer feedback in ESL/EFL writing is subdivided into two types, offline and online types in terms of modality (Peeters, 2018;Ahmed and Abdu, 2021). Offline peer feedback refers to the traditional modes like face-to-face peer feedback (FFPF). ...
Peer feedback is essential in writing English as a Second/Foreign Language (ESL/EFL). Traditionally, offline PF was more widely favored but nowadays online peer feedback (OPF) has become frequent in ESL/EFL learners’ daily writing. This study is undertaken to probe into the gains of using OPF in ESL/EFL writing on the basis of 37 research articles published in core journals from 2012 till 2022. In order to accurately cover the previous researches, we capitalize on three methods to evaluate and analyze the data, i.e., database search, citation search and manual search. Results show that from the perspective of the ESL/EFL learners’ gains, the OPF is basically divided into two categories (cognitive OPF and affective OPF), involving eight aspects in all: face-based strategies, revision-based comments, writing performance, learning environment, reflection/critical thinking/responsibility, writing emotion, motivation, and attitudes; and OPF can be well supported by a set of theories like Process-oriented Writing Theory, Collaborative Learning Theory, Interactionist Theory of L2 Acquisition and Vygotsky’s sociocultural theory. By comparison, the gains from OPF outperform those from offline PF in many dimensions (e.g., face-based strategies), despite some overlaps (e.g., the shift of the role) that were revealed in several investigations. Based on the past studies, we propose some pedagogical implications on OPF from ESL/EFL writing, including accenting the “student-centered” teaching strategy, providing students with OPF on the basis of incremental knowledge, adopting OPF regularly in ESL/EFL writing activities to shape personalities and outlooks and putting OPF into its full play with recourse to abundant internet-based vehicles. This review is desired to provide a guideline for both the peer feedback practice and the upcoming scholarly researches with respect to EFL/ESL writing.
... Therefore, the specific footing-shift techniques can be utilized by journalists for maintaining a naturalistic posture as well as performing adversarialness, for example, distance of the interviewer from contentious matters and providing the possibility of refraining from associating himself/herself with or dissociating himself/herself from comments. However, as far as designing questions are at stake, they are never neutral but include statements about the present subjects which are frequently constructed to facilitate one type of reply over another (e.g., yes/no questions) [11,[21][22][23]. ...
With the point of departure in discourse analysis (DA), this corpus comparative study concentrated on sequences with adversarial questions in political press conferences to investigate the differences in the use of adversarial questioning between two contexts, namely, English and Persian political press conferences, and particularly highlight the strategies which were used by journalists in such sequences of talk journalists and politicians so as to show the importance of improving linguistic proficiency in EFL context. For this reason, this study analyzed a corpus of data from some political press conferences with American and Iranian Government which is randomly selected from appropriate websites between 2007 and 2021. The study applied Clayman, Heritage, and McDonald (2006) for quantifying adversarial questions as exhibited by the press to the questions addressed the Presidents of Iran and the United States. Questions from selected conferences were coded according to adversarialness. Frequency and chi-square tests were used for analysis. The results showed significant difference across the 2 corpora in some journalists’ questions. In terms of question design, accountability questions in Iranian journalists’ questions as Persian corpus indicated higher frequency. In addition, in referencing frames, higher frequency was observed in declarative questions in Persian corpus. However, English corpus displayed higher frequency in other-referencing frames. Finally, in content adversarialness, global adversarialness indicated higher frequency in Persian corpus. Consequently, the results showed that adversarial questions were used in Persian corpus more significantly than English corpus. The results of the study not only will help the students gain linguistic competence, but it will also improve their overall language proficiency.
... One of the aspects of face-to-face classes that was particularly impacted by the sudden switch to remote or online learning was the creation and completion of pair or group work in the academic writing skills classes or in other subjects of various majors. As the studies by Li et.al [15]; Hysaj and Hamam [16] and Ahmed and Abdu [17], emphasize students prefer to complete the group work while meeting in person in class or outside the class, with most if not all tasks completed in the presence of all group members. This process is generally stretched throughout the semester and the assessment tasks are chosen based on the progressively developed process of conducting research and writing pair and group reports. ...
... Division of work amongst members when working in pairs or in groups is a complex but highly needed process which can facilitate the process of brainstorming for ideas, searching for journal articles, creating and compiling questionnaires as well as analyzing data and presenting results in an appropriate academic format [3]. For most universities who practiced face-to-face lessons until the forced adaptation to the remote or online learning due to the unprecedented outbreak of Covid-19, the process of pair or group work experienced a major shift and undergraduate students, were faced with a variety of challenges and opportunities [1]; [11]; [17]. Challenges experienced in the online platform mainly derive due to the lack of physical presence in the same geographical space which at times can be translated as lack of interest to complete the work to the extent of expression of procrastination [44]. ...
Completion of group reports in multicultural classes in remote learning can be daunting for students and instructors. Although the needs and responsibilities of both parties differ, they effectively meet in the designing of appropriate assessment tasks and in the successful completion of the same. The process of group work in the online platform, as well as the challenges and possibilities presented to students and instructors differ from those of the face-to-face platform. The goal of the instructors and students is the completion of group tasks to achieve the intended learning outcomes and the successful academic satisfaction of undergraduate students. This paper addresses the efficacy of conducting research and completing group reports in academic study skills classes in the online platform, and it aims to explore the perception of undergraduate students towards the experience conducting research and completing questionnaires with the help of online tools. A sample size of fifty-eight undergraduate students were surveyed using a Likert-scale survey and the same students participated in completing reflective tasks, explaining their experience of conducting research and completing group reports using online tools. The findings revealed a set of positive and negative aspects of online collaboration; however, the benefits outweighed the drawbacks. The study findings can be useful for practitioners and curriculum designers of a variety of subjects and especially those of academic writing classes as it sheds light on the benefits and challenges of collaborative learning for completion of group reports in the online platform.
... It is common practice to offer training or computer-enhanced learning in the context of e-learning via the use of a personal computer [3]. Other forms of communication technology, such as tutorials, learning support systems, and online lectures, are offered to be used in learning [4][5][6]. According to Ahmed and Al-Kadi [5], it is built on technology to improve classroom engagement via a positive atmosphere, in which learners are consciously involved in online tutorials to complete a work that has been set to them. ...
... Other forms of communication technology, such as tutorials, learning support systems, and online lectures, are offered to be used in learning [4][5][6]. According to Ahmed and Al-Kadi [5], it is built on technology to improve classroom engagement via a positive atmosphere, in which learners are consciously involved in online tutorials to complete a work that has been set to them. ...
This research is aimed at examining high school students' attitudes towards e-learning. Also, the current study investigated the effects of online learning on high school students' general English. To achieve these objectives, the Oxford Quick Placement Test (OQPT) was administered to 73 students, and 50 of them who were at the intermediate level were selected as the study participants. Then, the selected participants were randomly divided into two groups: one experimental group (EG) (n = 25) and one control group (CG) (n = 25). After that, a general English pretest was administered to both groups, and then, the participants of the EG received the treatment through an online instruction (WhatsApp). Three lessons of their course book (Vision book 3) were taught to the participants via the WhatsApp application. On the other hand, the participants of the CG were deprived of online instruction. They were taught traditionally, through holding a face-to-face class. After teaching all three lessons, both groups took the posttest of general English. In addition, an attitude questionnaire was administered to the participants of the EG to examine their perspectives on e-learning, and ten students were interviewed. The study results indicated that the EG outperformed the CG on the posttest. In addition, the results of one-sample t-test showed that EFL students held positive perspectives on e-learning in teaching English. The interview results indicated that digital literacy, inability to focus on the screen for a long time, and lack of accessibility to high-speed Internet were the problems of e-learning.
... e relationship between culture and language has been studied by scholars [1,2]. Different viewpoints are against or integrating culture in L2 teaching [3][4][5][6]. Scovel [7] and Makhmudov [8] agreed that culture and language are inseparable. As Duan [9] and Grossberg [10] suggest, the requisite for cultural literacy in ELT is primary because language learners will face significant obstacles in getting themselves across to local speakers. ...
One of the most significant current discussions in language learning is cultural intelligence. is research aims to study cultural learning determinants in EFL and ESP learners concerning their metacognitive, cognitive, motivational, and behavioral knowledge toward cultural intelligence in Iran. e studies so far indicate that cultural intelligence in EFL and ESP learners has not received as much attention as warranted. Moreover, rare studies have been done in this regard in the Iranian context. In this descriptive study, a nonrandom sampling method was applied to 323 university students who were 116 EFL learners (M.A and B.A English language students of Zanjan and Islamic Azad University) and 207 ESP (from the Zanjan University of Medical Sciences). e questionnaire was valid because it was standardized, and its reliability was checked via Cronbach's alpha (p < 0.000). e result of data analysis showed that EFL students have more cultural intelligence compared to medical students. us, based on the results, the teachers should consider the importance of cultural factors in their classes. Regarding pedagogical implications, the findings of this study can be of great help to book designers, schoolteachers, and university lecturers.
