The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: does language make a difference?

Ebadijalal, Marjan; Yousofi, Nouroddin

doi:10.1080/09571736.2021.1957990

Cited by 14 publications

(6 citation statements)

References 86 publications

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“…They have immensely affected our lifestyles in general, and our learning styles, in particular (Viberg et al, 2020). They can provide abundant effective uses in L2 education (Ebadijalal and Yousofi, 2021). In this regard, rather than stopping L2 learners from applying their smartphones in the classrooms, L2 teachers may want to find ways to accommodate and prepare them for real-world learning experiences in and outside of the classrooms (Ahmed and Ganapathy, 2021;Bashori et al, 2021).…”

Section: Review Of Literaturementioning

confidence: 99%

Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions

et al. 2022

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In the literature, a mass of studies have inspected the effects of computer-assisted language learning (CALL) and mobile-assisted language learning (MALL) on Iranian English as a Foreign Language (EFL) learners’ achievement. However, the effects of CALL and MALL on psychological factors, such as motivation, anxiety, and self-efficacy, have largely remained unexplored. Thus, this study explored the effects of CALL and MALL, and face-to-face (FTF) learning environments on Iranian EFL learners’ motivation, anxiety, and self-efficacy. To this aim, using a random sampling method, a total of 137 male EFL intermediate learners were selected and homogenized using the Oxford Quick Placement Test (OQPT). Based on the test scores, a total of 90 EFL learners were selected and randomly assigned to three groups, namely, CALL (n = 30), MALL (n = 30), and FTF (n = 30). Then, the participants’ motivation, anxiety, and self-efficacy were gauged prior to the instructions. Afterward, they received CALL-based, MALL-based, and conventional instructions which lasted 25 1-h sessions held twice a week. At the end of the instructions, the participants’ motivation, anxiety, and self-efficacy were measured again. The collected data were analyzed through a one-way MANOVA. Findings evidenced that the experimental groups’ motivation, anxiety, and self-efficacy were positively affected by the CALL-based and MALL-based instructions. However, there was not a statistically significant difference between the CALL group and MALL group concerning the gains of motivation, anxiety, and self-efficacy. In light of the findings, a range of implications is suggested for relevant stakeholders.

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Section: Review Of Literaturementioning

confidence: 99%

Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions

et al. 2022

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“…Especially in speaking courses, existing studies have tackled general concerns about how to encourage speaking as well as mitigate or ease speaking anxiety by providing students' preferred CF or by teachers' facilitation. The existing studies support the idea that decreasing the level of learner's anxiety contributes to speaking improvement [24], [25]. Some studies aimed to understand the learner's preferred type of CF for speaking improvement.…”

Section: Synchronous Computer-mediated Feedback In Sflmentioning

confidence: 92%

“…Speaking Classes Although CF is beneficial for language learning [14], the number of CF studies in the CALL environment for speaking courses is much smaller than for writing courses [24]. Based on the systematic survey [15], most research focuses on investigating the effect of synchronous computer-mediated communication (CMC) for speaking courses.…”

Section: Synchronous Computer-mediated Feedback In Sflmentioning

confidence: 99%

“…The result showed that they prefer metalinguistic feedback for all error categories and explicit error corrections and recast for pragmatic errors (which are not grammatical errors but inappropriate in social and cultural contexts). Even using feedback from peers, accurate feedback by the learners' native language decreased the level of anxiety of Iranian learners in English as a foreign language (EFL) and contributed to the significant speaking improvement [24]. A study also shows the two groups of high and low speaking anxiety of advanced and intermediate learners prefer teachers' explicit error correction [25].…”

Section: Synchronous Computer-mediated Feedback In Sflmentioning

confidence: 99%

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The Effect of Teacher Electronic Feedback on Japanese SFL Basic Learners' Speaking Improvement

Kataoka,

Thamrin,

Van Meter

2024

Journal of Information Processing

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Generally, second or foreign language (SFL) classes are unable to provide sufficient opportunities for personalized speaking practice due to the time constraints of classroom hours. For decades, existing computer-mediated feedback (CMF) studies have proved that out-of-class speaking practice with audio recording effectively improves learners' speaking performance. Although such CMF studies have enabled language teachers to provide teacher electronic feedback (TEF) outside classroom hours, the best method of providing TEF had not been established and the effect of TEF had been unclear in speaking classes. This research proposes a practical method of providing TEF using an online oral repetition practice support system, 'ORP Gym'. To investigate the effect of TEF, the controlled experiment was conducted on an online Japanese SFL basic course at an Indian university. Six professional online evaluators were trained and employed to generate TEF. Sixty-seven Indian undergraduate students, all are beginners, participated in the experiment. As the result of the pretest and posttest analysis, the experimental group who practiced with TEF showed statistically significantly greater learning gain in grammar error categories than the control group who practiced without TEF. Since ORP Gym can be deployed for other language courses, the proposed method promotes the further investigation of TEF in different levels and language courses.

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“…Research on language anxiety generally emphasises that this frequently found emotion has several negative correlates, including worsened cognitive processing and achievement, negative attitudes towards the language, decisions to drop language studies, a decreased willingness to communicate, diminished self-confidence and a lack of personality in communication (Oxford, 2017). In the MALL context, scholars have shown that L2 learning anxiety can be mitigated through, for example, the use of a mobile video recording tool (Le & Nguen, 2021), and the inclusion of mobileassisted oral peer feedback (Ebadijalal & Yousofi, 2021). The findings of the latter study, in particular, illustrate that mobile-assisted oral feedback can also enhance EFL learners' self-directed performance, self-confidence and willingness to communicate.…”

Section: Affective Learning In Mallmentioning

confidence: 99%

Affective Support for Self-Regulation in Mobile-Assisted Language Learning

Viberg

Kukulska‐Hulme

Peeters

2023

International Journal of Mobile and Blended Learning

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Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs, attitudes, and emotions, has been shown to influence learners' cognitive processes, performance, and engagement considerably, and is therefore critical to promote and foster throughout the learning process. This paper defines the importance of supporting affect in MALL, sets out a theoretical perspective on supporting affective self-regulation in MALL, and elaborates on what designers and teachers can do to facilitate affective development through the use of mobile technology, learning analytics, and artificial intelligence. It examines and further delineates the role of affective computing and the role of the teacher in fully harnessing the affective affordances of MALL.

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The impact of mobile-assisted peer feedback on EFL learners’ speaking performance and anxiety: does language make a difference?

Cited by 14 publications

References 86 publications

Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions

Fostering EFL learners’ motivation, anxiety, and self-efficacy through computer-assisted language learning- and mobile-assisted language learning-based instructions

The Effect of Teacher Electronic Feedback on Japanese SFL Basic Learners' Speaking Improvement

Affective Support for Self-Regulation in Mobile-Assisted Language Learning

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