The Triple Flip: Using Technology for Peer and Self-Editing of Writing

Abstract

Many teachers consider themselves digital immigrants who struggle to keep up with student digital natives. Whether or not this dichotomy still holds true, in a 21 st Century context of teaching and learning, is debatable not least of all because of the exponential development of apps and mobile learning technology. Nevertheless, it is sometimes difficult for educators to know where to begin and for students to know how best to use it to advance their studies and improve their writing.Focusing on university students at a pre-university English as Second Language (ESL) program in Dubai, this paper discusses how mobile learning and the use of a range of apps can foster peer and self-editing, aid noticing and enhance ownership of the writing process. It is argued that flipping corrective feedback helps students to notice their errors and spend more time developing their writing.Many teachers consider themselves digital immigrants who struggle to keep up with student digital natives. Whether or not this dichotomy still holds true, in a 21st Century context of teaching and learning, is debatable not least of all because of the exponential development of apps and mobile learning technology. Nevertheless, it is sometimes difficult for educators to know where to begin and for students to know how best to use it to advance their studies and improve their writing. Focusing on university students at a pre-university English as Second Language (ESL) program in Dubai, this paper discusses how mobile learning and the use of a range of apps can foster peer and self-editing, aid noticing and enhance ownership of the writing process. It is argued that flipping corrective feedback helps students to notice their errors and spend more time developing their writing.

Dialogic theorising of Emirati women’s technology enhanced learning in the United Arab Emirates

“…The dialogic framework offers analysis of how Ally (2013); Tubaishat and Lansari (2011);Cavanaugh et al, (2012) Santos (2017 and Hojeij and Hurley (2017), for example, offer neoliberal imaginaries of the UAE-TEL field, at macro-meso-micro levels, that sometimes literally writeout learners and educators from the learning narrative. However, the neoliberal visions conveyed in the articles are not necessarily representative or coherent with how the UAE government or local citizens, including Emirati women, position themselves.…”

“…However, it is also an example of cruel optimism suggesting that all social phenomena and actors are prospective commodities. Similarly, in an article that I co-authored, called 'The triple flip: Using technology for the peer and self-editing of writing' (Hojeij & Hurley, 2017), we offer some sweeping assumptions about TEL. In this article we claim:…”

“…Or, whether learners are equipped for learning technologies to move into the domestic sphere? Dialogism indicates that Hojeij and Hurley's (2017) article is indicative of the recent TEL zeitgeist, eager to keep up and "harness" technology's potential, while dazzled by the market and thrill of the 'new.' However, we are now beginning to realise how dehumanising costs of marketized TEL is subsuming the experiences of learners and educators.…”

Developing Nurse Educators’ Self-Editing Skills in English Writing through a Checklist

“…Kasule and Lunga (2010) showed that writers frown on self-editing, and this attitude is largely because they regard it as a complex and difficult task. Even educators of language occasionally take a dim view of it on the grounds that they do know where to start and how to take the best advantage of it (Hojeij & Hurley, 2017). The majority of studies frequently gather around the nursing profession and neglect NE who work at high education institutions to raise nurses.…”

Exploring the Effect of Peer Feedback and the Students’ Perceptions of the Feedback on Students’ Writing Skill

“…Teacher feedback has also been criticized for being product oriented as it generally occurs at the end of a writing assignment [8]. In addition, teacher feedback is a one-way passive process for the students and does not develop their autonomous output skills [9]. Therefore, it is important for the English writing teacher to consider an effective way to give feedback during the writing process.…”