Critical Peer Feedback For Business English Writing Through Qzone Blogs: A Mechanism Among Chinese Undergraduates

Xianwei, Gao; Asmawi, Adelina; Samuel, Moses

doi:10.17576/gema-2017-1701-03

Cited by 13 publications

(10 citation statements)

References 11 publications

(11 reference statements)

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“…This would inform English language researchers of other helpful frameworks in ELT settings. Furthermore, instructors wishing to flip English collocation classes can create a WebQuest active learning strategy (see Hung 2015) or invent Qzone Blogs (see Xianwei, Asmawi & Samuel 2017) as a learning tool to see its impact on language learners.…”

Section: Conclusion and Recommendations For Further Researchmentioning

confidence: 99%

Using the Flipped Model to Foster Thai Learners’ Second Language Collocation Knowledge

Suranakkharin

2017

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Section: Conclusion and Recommendations For Further Researchmentioning

confidence: 99%

Using the Flipped Model to Foster Thai Learners’ Second Language Collocation Knowledge

Suranakkharin

2017

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“…Facebook also increased autonomous, competence and social relationship among learners (Akbari, Pilot and Simons, 2015); involvement and engagement (Lai, Wang, Li & Hu, 2016); critical learning, vocabulary knowledge and confidence (Faryadi;; motivation, self-confidence and positive attitudes (Kasuma, 2017;Özdemir, 2017). Qzone had significant impact on peer feedback (Xianwei, Asmawi & Samuel, 2017). Reddit made learning English fun for children (York & Stiller, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Few studies have investigated the effect of Qzone on English language teaching and learning Xianwei, Asmawi and Samuel (2017), in their qualitative case study, investigated use of Qzone Blogs for critical peer feedback with critical thinking for business English writing. Six Chinese undergraduates participated in this study.…”

Section: Qzone (2005)mentioning

confidence: 99%

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

Jamshidian¹

2020

JCSLL

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This review sets out to summarize studies that consist of research-based evidence indicating the effect of social media on language teaching and learning .We probed Information and Communication Technology (ICT), social media, different social networks, and language teaching and learning in academic databases such as ERIC, Springer, Taylor and Francis, Sciencedirect, ProQuest, Elsevier, Scopus, Wiley, and Google Scholar. From 350 studies related to the effects of ICT and social networks on language teaching and learning in the literature, 9o Iranian and international core papers were reviewed. This meticulous review showed that SNSs positively influence the process of the teaching and learning foreign language.

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“…The use of Qzone in the teaching and learning of English has been reported in many studies where the application motivated peer feedback, fulfilled instructional feedback, stimulated in-depth communication, and accelerated learning resource sharing [27][28][29]. Qzone has no limitation of storage, words, and length, and fulfils the requirements of text editing and processing for various specific purposes [30].…”

Section: Literature Reviewmentioning

confidence: 99%

Selection of Social Media Applications for Ubiquitous Learning using Fuzzy TOPSIS

Sam¹

2021

Preprint

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The exponential advancements in Information and Communications Technology has led to its prevalence in education, especially with the arrival of COVID-19. Ubiquitous learning (u-learning) is everyday learning that happens irrespective of time and place and it is enabled by m-learning, elearning, and social computing such as social media. Due to its popularity, there has been an expansion of social media applications for u-learning. The aim of this research paper was to establish the most relevant social media applications for ulearning in schools. Data was collected from 260 respondents, which comprised learners, and instructors in high schools who were asked to rank 14 of the top social media applications for ubiquitous learning. Fuzzy TOPSIS (Technique for Order Preference by Similarity to Ideal Solution) was the method employed for the ranking of the 14 of the most popular social media applications using 15 education requirements, 15 technology criteria, and 260 decision makers. The simulation was implemented on MATLAB R2020a. The results showed that YouTube was the most likely social media application to be selected for u-learning with a closeness coefficient of 0.9188 and that Viber was the least likely selected social media application with a closeness coefficient of 0.0165. The inferences of this research study will advise researchers in the intelligent decision support systems field to reduce the time and effort made by instructors and learners to select the most beneficial social media application for u-learning

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Critical Peer Feedback For Business English Writing Through Qzone Blogs: A Mechanism Among Chinese Undergraduates

Cited by 13 publications

References 11 publications

Using the Flipped Model to Foster Thai Learners’ Second Language Collocation Knowledge

Using the Flipped Model to Foster Thai Learners’ Second Language Collocation Knowledge

Innovative Social Media for Foreign Language Learning: A Review of Social Media Types and Their Effects

Selection of Social Media Applications for Ubiquitous Learning using Fuzzy TOPSIS

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