Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners

Diab, Nuwar Mawlawi

doi:10.33806/ijaes2000.22.1.6

Cited by 9 publications

(10 citation statements)

References 16 publications

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“…Before the treatment sessions, participants were notified about the informal words as unacceptable words in academic writings (Diab & Awada, 2022). Besides, they were taught frequent errors they committed after review of the drafts by the instructor.…”

Section: Methodsmentioning

confidence: 99%

“…DCF also affects development of specific grammatical features (Sheen, 2007) because such type of CF is straightforward and uncoded which explicitly resolve the problems (Stefanou & Ré vé sz, 2015). However, WCF can also be implemented to reduce lexical errors to write appropriately (Diab & Awada, 2022). Thus, even though researchers concur with the effectiveness of corrective feedback (CF) (Nassaji, 2015), there are incongruities in the value that these two types of CF and the sort of learning it yields.…”

Section: But Formality Of L2 Words Hasmentioning

confidence: 99%

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Use of L2 Appropriate Formal Written Words by EFL Learners: A Study of the Contribution of DCF and MCF

Alkhudiry¹

2022

WJEL

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Considering the significance of corrective feedback and its effect on L2 vocabulary building, this study aimed to investigate the extent to which direct corrective feedback (DCF) and metalinguistic corrective feedback (MCF) could contribute to the use of L2 appropriate formal written words among Arabic L2 learners of English. A writing test (IELTS writing Task 2) as a pre and post-test was administered to gauge the participants’ (N= 96) L2 lexical resources. The sample was randomly divided into 3 groups according to the teaching feedback strategy applied: direct, metalinguistic, and control groups. The first two groups were given feedback based on their condition but the control group was given the conventional, unfocused feedback. Ten tutorial sessions on how to write formal words accurately were delivered to boost the appropriate use of L2 formal words in the writing tests. The target components of essay writing measured in the study were word choice, and the correct use of L2 formal words in writing. Findings showed the positive effects of both feedback types but metalinguistic groups outperformed the direct and control groups in the posttest. Additionally, the qualitative dimension of the study demonstrated that those who received metalinguistic feedback had more positive attitude than those who received direct feedback.

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Section: Methodsmentioning

confidence: 99%

Section: But Formality Of L2 Words Hasmentioning

confidence: 99%

Use of L2 Appropriate Formal Written Words by EFL Learners: A Study of the Contribution of DCF and MCF

Alkhudiry¹

2022

WJEL

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“…Past studies show the different kinds of strategies such as sharing error sheets, using color codes to identify errors and having the students correct them as an appropriate strategy to avoid the usage of red markers (Azeez, 2021;De Oliveira et al, 2021;Núñez-Peña & Bono, 2022). Furthermore, Diab (2022) recommended the use of a peer corrective feedback approach to improve ESL students' writing and language skills instead of the instructor's direct feedback with red markers.…”

Section: Pedagogical Strategies In Pamentioning

confidence: 99%

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

Abdulhadi Abduljawad

2024

IJLTER

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Portfolio assessment is considered to be one of the more advanced approaches to enhancing the proficiency of English among second language (ESL) students. The research examines how ESL learners' writing processes involved in portfolio creation influence their overall writing performance, specifically focusing on electronic portfolios (EPs) and paper-based portfolios (PPs). The research also identifies the challenges that Saudi ESL learners face when using the writing portfolio. A mixed-method approach was adopted for the research. The quantitative method consists of ESL tests distributed among one hundred and twenty male ESL learners at Yanbu Industrial College in Saudi Arabia to determine the effect of various writing portfolios on students’ writing performance. A qualitative method, which consists of classroom observations, document analysis, and interviews with twelve ESL students and seven ESL teachers from different universities in Saudi Arabia, has also been utilized. The research highlights the fact that although there is no significant difference between paper-based (PPs) portfolios and electronic portfolios (EPs) in developing students' performance in writing, specific pedagogical approaches should be implemented in assessing the writing portfolios, such as the students’ reflections and their peers' assessments, to raise their awareness of language structures. ESL teachers should also adopt a correction method that only highlights common mistakes to help students notice their errors and avoid charging them with negative feelings of excessive corrections. The research’s outcome could raise ESL teachers’ awareness of the best pedagogical methods of evaluating the writing portfolio and provide some strategies to help students develop their writing performance.

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“…Finally, further research may apply the perceptual task to learners of second or foreign languages to see whether their level of musical orientation can enhance their learning and retrieval of vocabulary and thus reduce the occurrence of lexical errors that sometimes lead to a total breakdown of communication (cf. Diab & Awada, 2022).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

The Impact of Music on Verbal Memory: Evidence from Jordanian University Students

Al-Yasin,

Hamdan

2023

Psycholing.

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Purpose. Following the hypothesis of shared cognitive mechanisms between language and music, the present study investigates the interconnection between musical orientation and language processing operations in Broca’s area, namely verbal retrieval. The researchers replicated Taylor & Dewhurst’s (2017) study by applying a perceptual task of four types of words in Arabic to Jordanian university students spanning a wide range of musical orientations. Methods. The participants are musicians with different levels of musical training and non-musicians who vary in their musical interests. A T-test was applied to the results of musicians and non-musicians. Furthermore, a Kruskal-Wallis test was carried out to reveal significant differences within groups. Moreover, paired comparisons were conducted to find out significant differences between the four word types regardless of the participants’ musical background. Results. First, verbal memory was enhanced by musical training where musicians, despite their level of musical training, scored significantly better than non-musicians in the verbal recall test. Second, the level of musical training contributes to improving the ability to recall different types of words where advanced musicians scored higher than intermediates and beginners. Third, non-musicians who spend more time than others listening to music daily scored better in the given perceptual task than those who spend less time listening to music or do not listen to music at all. Finally, visual words appeared to be the easiest to recall since they are high in imagery. In contrast, abstract words are the hardest to recall given that they only have non-sensory features, unlike concrete words, such as visual, auditory and tactile words. Conclusions. This study supports the hypothesis of music impact on the retrieval process of words. Higher exposure to musical training or music in general leads to better word retrieval. However, word type can be a factor that might affect the retrieval process since certain word types are easier to recall than others.

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Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners

Cited by 9 publications

References 16 publications

Use of L2 Appropriate Formal Written Words by EFL Learners: A Study of the Contribution of DCF and MCF

Use of L2 Appropriate Formal Written Words by EFL Learners: A Study of the Contribution of DCF and MCF

Teachers to Learners: Portfolio, please! New Techniques of Portfolio Assessment in ESL Classrooms

The Impact of Music on Verbal Memory: Evidence from Jordanian University Students

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