Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study

Rahimi, Masoud; Fathi, Jalil

doi:10.1080/09588221.2021.1888753

Cited by 80 publications

(74 citation statements)

References 55 publications

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“…In recent years, several meta-analyses have established the benefits of peer feedback on learner's writing/task performance (Double et al, 2019;Huisman et al, 2019), including in ESL and EFL classrooms (Thirakunkovit and Chamcharatsri, 2019). Prior findings in both ESL and EFL writing contexts have shown that peer feedback leads to improvements in self-efficacy (Chaudron, 1984;Tsui and Ng, 2000;Ruegg, 2018;Lee and Evans, 2019), similar to benefits of related pedagogical techniques like student blogging (Yousefifard and Fathi, 2021) and wiki writing (Rahimi and Fathi, 2021). Such benefits of peer feedback are likely the result of the combined effect of the training on peer feedback and the opportunities to practice peer feedback.…”

Section: Discussionmentioning

confidence: 73%

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Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation

et al. 2021

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This study investigated the longer-term impacts (i.e., into the next semester) of trained peer feedback in comparison with teacher feedback on students’ writing development and writing motivation. Sections of an EFL writing course were randomly assigned to either teacher feedback or trained peer feedback conditions across two semesters. In the first semester, during their writing class, students either received training in how to implement peer feedback or simply studied models of writing (that were also used in the training work). In the second semester, students either received teacher or peer feedback across multiple assignments. Writing competence, writing self-efficacy, and writing self-regulated learning were assessed at the beginning and end of the second semester. Trained peer feedback and teacher feedback had similar positive effects on the improvement of writing competence and writing self-efficacy. However, trained peer feedback led to a significant enhancement of students’ autonomous motivation relative to no such growth from teacher feedback.

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Section: Discussionmentioning

confidence: 73%

“…Thus, peer feedback could improve student self-efficacy in a number of ways. Further, other forms of peer interaction have been found to improve self-efficacy (e.g., Rahimi and Fathi, 2021 ; Shin and Johnson, 2021 ). However, studies on the effect of peer feedback on writing self-efficacy have obtained mixed results.…”

Section: Introductionmentioning

confidence: 99%

Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation

et al. 2021

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“…Among other dimensions of selfefficacy, in this study we decomposed self-efficacy into vocabulary self-efficacy. As far as EFL context is concerned, skill-specific self-efficacy has recently received some attention in empirical studies (e.g., Fathi et al, 2019Fathi and Soleimani, 2020;Rahimi and Fathi, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context

2022

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The purpose of the current study was to investigate the effect of two types of repeated reading (i.e., assisted and unassisted) on incidental vocabulary learning of Iranian English as a Foreign Language (EFL) learners. In so doing, a sample of 45 intermediate EFL students from two intact classes of a language institute were selected as the participants. The two classes were randomly assigned to an unassisted group (N = 21) who were required to just read and an assisted group (N = 24) who were asked to read and listen to 24 short texts several times. The assisted group employed their smartphones to listen to the audio files of the short stories. The data were gathered via a researcher-made vocabulary test and vocabulary learning self-efficacy scale. The results of ANCOVA revealed that although both types of repeated reading contributed to enhancing vocabulary learning of the participants, assisted repeated reading led to significantly greater EFL vocabulary gains. Additionally, the findings revealed that both assisted and unassisted repeated reading improved vocabulary learning self-efficacy of the participants and there was not a significant difference between the two types of interventions. The findings of the present study have implications for EFL researchers and practitioners.

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“…As far as L2 writing is concerned, various scholars have corroborated the usefulness of blogs for enhancing writing competencies (Armstrong & Retterer, 2008;Dizon & Thanyawatpokin, 2018;Fathi & Nourzadeh, 2019;Nguyen, 2012;among others). The effectiveness of blogs in L2 writing is usually associated to their potentials in providing the users with access to the links of other online resources, encouraging further writing practice, providing a real audience to write for, increasing cooperation, fostering autonomous learning, shaping a sense of ownership, building a sense of community, improving learner engagement, and promoting further feedback (Campbell, 2003(Campbell, , 2005Chen, 2016;Fathi & Nourzadeh, 2019;Fathi & Rahimi, 2020;Fellner & Apple, 2006;Nguyen, 2012;Kusumaningrum, Cahyono, & Prayogo, 2019;Rahimi & Fathi, 2021;.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners

Yousefifard¹,

Fathi²

2021

INT J INSTRUCTION

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In order to contribute to the line of inquiry on the use of Web 2.0 technology in Second Language (L2) learning, the current research employed a quantitative research method to probe the contribution of blog-mediated writing instruction to developing the writing skill and the ideal writing self of Iranian English-as-a-Foreign Language (EFL) learners. In so doing, a sample of 47 Iranian EFL learners in a private language institute were recruited as the subjects of this research. These students were then divided into two classes and were randomly assigned to an experimental class (N = 24) and a control class (N = 23). Concerning the research intervention, the students of the blog group used blogs in their writing instruction while those in the control group received the conventional, inside-the-class writing instruction. The Ideal L2 Writing Self Scale was given before and after the intervention as the pre-test and the post-test, respectively. The results from ANCOVA analysis indicated that although both groups progressed in both writing performance and ideal writing self scores, the learners of the blog group outperformed those of control group, suggesting that the blog-mediated instruction significantly contributed to improving the writing performance (F= 9.78, p = 0.003, partial eta squared = 0.18) and ideal L2 writing self of the EFL students (F= 11.678, p = 0.001, partial eta squared = 0.210). These results may offer important implications for EFL writing research and pedagogy. Overall, the integration of blogs in L2 pedagogy might be effective type of blended learning approach which can result in better linguistic and affective outcomes.

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Exploring the impact of wiki-mediated collaborative writing on EFL students’ writing performance, writing self-regulation, and writing self-efficacy: a mixed methods study

Cited by 80 publications

References 55 publications

Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation

Effects of Trained Peer vs. Teacher Feedback on EFL Students’ Writing Performance, Self-Efficacy, and Internalization of Motivation

Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context

Exploring the Impact of Blogging in English Classrooms: Focus on the Ideal Writing Self of EFL Learners

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