The effect of personalized feedback on listening and reading skills in the learning of EFL

Pérez-Segura, José Jaime; Ruiz, Raquel Sánchez; González‐Calero, José Antonio; Gutiérrez, Ramón Cózar

doi:10.1080/09588221.2019.1705354

Cited by 29 publications

(18 citation statements)

References 54 publications

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“…Although students spend a lot of energy and time on daily listening practice, they are always worried that they will not be able to hear it, they will not be able to understand the content of the material correctly, and their listening ability will not be improved as they should. Teachers are also looking for various ways to improve students' English listening ability [6][7][8][9].…”

Section: Introductionmentioning

confidence: 99%

English Listening Prediction Strategy and Training Method with Data Mining

Duan

Qiu

2022

Security and Communication Networks

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Listening comprehension is very essential for English learners. Good listening comprehension helps learners to improve comprehensive language proficiency, and promotes the effective implementation of foreign language teaching. However, it is an important and difficult point for foreign language learners. Students cannot understand the listening materials in listening exercises, and they face difficulties in completing the listening exercises assigned by the teacher. This can lead to anxiety and stress for learners which can probably result in lack of interest in learning English. Therefore, the language teaching researchers focus on effective teaching in English listening classes. Recent studies have shown that the learning strategies are helpful for learners to master relevant learning content, and learners can use some listening learning strategies to help them better understand listening content. This research aims at the high school English listening classroom, and proposes the idea of combining predictive strategy training with high school English listening teaching to explore the following two questions. (1) What are the differences in the use of predictive strategies among students with a large degree of English listening performance? (2) What kind of influence does the training of predictive strategies have on the listening performance of high school students? This study comprehensively used the educational experiment method and the questionnaire survey method to investigate and study a high school student. With the help of data analysis software SPSS22.0, data mining is carried out on the results of the questionnaire in the experiment and the results of the students before and after the test, aiming to answer the relevant questions explored in this experiment.

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Section: Introductionmentioning

confidence: 99%

English Listening Prediction Strategy and Training Method with Data Mining

Duan

Qiu

2022

Security and Communication Networks

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“…Exploring the impact of anonymity on the use of cognitive, meta‐cognitive and affective peer feedback, Lin (2018) confirmed the affordances of anonymous peer feedback in terms of cognitive and pedagogical benefits. Pérez‐Segura et al (2020) confirmed the affordance of personalized feedback in terms of progressing receptive skills (i.e., listening and reading).…”

Section: Resultsmentioning

confidence: 94%

Computer‐mediated feedback for L2 learners: Challenges versus affordances

Bahari

2020

Computer Assisted Learning

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This paper reviews the theoretical and pedagogical affordances and challenges highlighted in studies on correcting second language (L2) learners' errors via computer-mediated feedback (CMF) in blended and distance learning. The study aimed at understanding and conveying the reported challenges and affordances of CMF to inform the computer-assisted language learning practitioners. To this end, 97 peer-reviewed articles published from 2012 to 2020 that discussed CMF with respect to receptive and productive language skills were systematically reviewed. The collected data were tabularized in terms of receptive and productive skills. To visualize the results, the obtained data were arranged in four hierarchical database formats with respect to four language skills. The implications of the study are twofold. Pedagogically, teachers are informed useful affordances that can be used to give feedback during teaching. Theoretically, researchers are informed about challenges that require further investigation.

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“…There have been studies on popular methods of OFA. Some of the most popular ones investigated by researchers are learning management system (Bogdanović et al, 2014), student response system (Pérez-Segura et al, 2020), e-portfolio (Namaziandost et al, 2020), social media (Allagui, 2014), web 2.0 tools like blogs (Mohamed, 2016), wikis (Wang, 2014), Google Forms (Haddad & Youakim, 2014), selfassessment (Ishikawa et al, 2014), and peer-assessment (Chien et al, 2020). Qualitative studies focusing on teachers' use of OFA and related feedback strategies are, however, rare (Chen et al, 2020).…”

Section: Online Famentioning

confidence: 99%

“…First, technology use helps in individualizing feedback which in turn propels learning (Ai, 2017 ). Secondly, it has ‘linguistic and procedural benefits’ (Pérez-Segura et al, 2020 , p. 5). Thirdly, after an OFA is carried out, the teacher can employ technology to analyze students’ performance, keep track of their progress and tweak their teaching to meet the specific needs of students (Spector et al, 2016 ).…”

Section: Review Of Literaturementioning

confidence: 99%

Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Mahapatra

2021

Asia-Pacific Edu Res

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ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is thefirst of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online.

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The effect of personalized feedback on listening and reading skills in the learning of EFL

Cited by 29 publications

References 54 publications

English Listening Prediction Strategy and Training Method with Data Mining

English Listening Prediction Strategy and Training Method with Data Mining

Computer‐mediated feedback for L2 learners: Challenges versus affordances

Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

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