Second‐language writing in university‐level basic language programs: A survey of student and instructor beliefs

Issa, Bernard I.; Koronkiewicz, Bryan; Faretta–Stutenberg, Mandy

doi:10.1111/flan.12609

Cited by 2 publications

(4 citation statements)

References 34 publications

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“…The literature has given some indications that EFL students favor dictionary use (Fogal, 2022;Issa et al, 2022;Kendall & Khuon, 2023;Saha, 2022;Staples et al, 2023;Stojanovska-Ilievska, 2023;Xu et al, 2023;Zhang & Zou, 2023), while teachers are less sanguine (Ahmed, 2019;Brockman, 2020;Cao et al, 2019;Graham, 2019;Iswandari & Jiang, 2020;Rassaei, 2021;Selvaraj & Aziz, 2019;Strobl et al, 2019;Tsuroyya, 2020). However, these findings are from different contexts.…”

Section: Discussionmentioning

confidence: 99%

“…However, there are various viewpoints on the pedagogical and assessment-related value of dictionaries. Students appear to be more enthusiastic about dictionary use because of the support (in terms of definitions and synonyms in particular) that dictionaries provide (Fogal, 2022;Issa et al, 2022;Kendall & Khuon, 2023;Saha, 2022;Staples et al, 2023;Stojanovska-Ilievska, 2023;Xu et al, 2023;Zhang & Zou, 2023). Teachers appear to have mixed views of the usefulness of dictionary usage (Ahmed, 2019;Brockman, 2020;Cao et al, 2019;Graham, 2019;Iswandari & Jiang, 2020;Rassaei, 2021;Selvaraj & Aziz, 2019;Strobl et al, 2019;Tsuroyya, 2020).…”

Section: Exploration Of the Problemmentioning

confidence: 99%

“…A third major theme in the literature is that dictionaries are properly used in certain contexts, often under teacher guidance, and cannot be uniformly described as either good or bad for improving the writing of EFL students (Abbasi et al, 2019;Ahmed, 2019;Al-Khresheh & Al-Ruwaili, 2020;Alahmadi & Foltz, 2020;Alhatmi, 2019;Duggan, 2019;El-Sawy, 2019;Lin & Lin, 2019;Lin, 2019;Rao, 2019). There is also evidence that students are more positively oriented than teachers toward dictionary use, often because students lack confidence in themselves (Fogal, 2022;Issa et al, 2022;Kendall & Khuon, 2023;Saha, 2022;Staples et al, 2023;Stojanovska-Ilievska, 2023;Xu et al, 2023;Zhang & Zou, 2023), and teachers wish to see students work harder to absorb vocabulary and spelling (Ahmed, 2019;Brockman, 2020;Cao et al, 2019;Graham, 2019;Iswandari & Jiang, 2020;Rassaei, 2021;Selvaraj & Aziz, 2019;Strobl et al, 2019;Tsuroyya, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

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Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment

Al-Harbi

2024

ELT

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In this mixed-methods study we investigated the attitudes of 32 students and 34 teachers from a Saudi Arabian university toward dictionary use in writing assessments in EFL settings. We aimed to discern their views on the role of dictionaries in writing assessments and overall language proficiency. We asked both students and instructors to answer a 4-point Likert-style questionnaire to investigate their perceptions about using dictionaries in writing assessments. We interviewed participants later for further investigation. After analyzing the data both quantitatively and qualitatively, we found that students generally perceived dictionary use as being beneficial by enhancing vocabulary acquisition, improving writing performance and accuracy, and fostering positive attitudes toward writing without significantly affecting comprehension or focus on content. In contrast, teachers were skeptical, doubting dictionaries’ contribution to vocabulary development, writing quality, and accuracy. They also raised concerns about dictionaries’ not promoting positive writing attitudes or independent learning and potentially slowing down the writing process due to ineffective usage. Our study highlights a notable discrepancy between students’ positive perceptions and teachers’ reservations about dictionary use in language assessments. It suggests a need for further research to understand dictionaries’ impact on language learning and assessment outcomes, acknowledging the limitations of the study and the need for broader exploration in diverse educational contexts to resolve these differing views.

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Section: Discussionmentioning

confidence: 99%

Section: Exploration Of the Problemmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment

Al-Harbi

2024

ELT

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“…In the classic approach to peer review, students exchange papers (which can be done anonymously), and then offer written feedback (Cao et al, 2019;Latifi et al, 2021;Xu et al, 2023;Zhang & Zou, 2023). One advantage of this approach is that, because it is anonymous, students can be franker in their critiques (Issa et al, 2022;Iswandari & Jiang, 2020). A potential disadvantage is that peer review only offers feedback from one peer or a few peers (Iswandari & Jiang, 2020).…”

mentioning

confidence: 99%

Enhancing Undergraduate Writing Proficiency: An Examination of Alternative Feedback Methods and Student Perceptions

Al-Harbi

2023

Egyptian Journal of English Language and Literature Studies

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This quantitative descriptive study carried out with 34 undergraduates studying English as a major in a public university in Riyadh, Saudi Arabia was designed to (a) explore undergraduate EFL students' perceptions of the effectiveness of each feedback method in enhancing their writing skills and (b) identify students' preferred and least preferred feedback methods for enhancing their writing skills as well as the underlying reasons for these preferences. The primary finding was that peer review is more useful than group review, self-review, and portfolio-based writing assessments. Peer review was preferred for reasons including exposure to diverse perspectives and writing styles, support of quality feedback, support of objective selfassessment, promotion of accountability, reduction of work in comparison to portfolios, and reduction of plagiarism risks. Therefore, ESL / EFL teachers should promote peer review where feasible.

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Second‐language writing in university‐level basic language programs: A survey of student and instructor beliefs

Cited by 2 publications

References 34 publications

Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment

Investigating EFL Students’ and Instructors’ Perceptions of Dictionary Usage in Writing Assessment

Enhancing Undergraduate Writing Proficiency: An Examination of Alternative Feedback Methods and Student Perceptions

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