Understanding Help-Seeking Avoidance among EFL Students and the Social Climate of EFL Classrooms in Thailand

Waluyo, Budi; Tuan, Dacedille Tanco

doi:10.18823/asiatefl.2021.18.3.4.800

Cited by 6 publications

(4 citation statements)

References 42 publications

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“…Studies employing different types of samples may or may not yield similar results. The students in the study were taught by foreigners who may have had different situations than those who studied English with local teachers [ [72] , [73] , [74] , [75] ]. Finally, although qualitative data was used, it appears that qualitative data gathered through interviews would be more insightful and thorough.…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Apridayani

Han

Waluyo

2023

Heliyon

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Section: Conclusion and Limitationsmentioning

confidence: 99%

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Apridayani

Han

Waluyo

2023

Heliyon

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“…The provision of an assessment rubric as review guidelines to students during the OPF activities may have facilitated their understanding of evaluation criteria and fostered the development of critical evaluation skills. However, it is acknowledged in this study that individual differences could potentially influence students' performance and their inclination to accept peer feedback (Daweli, 2018;Waluyo & Tuan, 2021).…”

Section: St Findings: Efl Students' Engagements In Online Peer Feedba...mentioning

confidence: 90%

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Waluyo,

Panmei

2024

J. Technol. Sci. Educ.

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Despite the extensive research on peer feedback in recent years, there is limited understanding of how students engage in peer feedback activities within online English courses and their expectations during these activities. Hence, using a sequential explanatory mixed methods design with a phenomenological approach, this study integrated online peer feedback (OPF) activities into a 12-week online English writing course involving 30 second-year students (16.7% male, 83.3% female) facilitated by a Facebook group. Data were collected through survey questionnaires, written reflections, and task scores. Descriptive statistics and bivariate correlations were used to analyze the quantitative data, while thematic analysis was employed for the qualitative data. Three findings emerged: 1) EFL students exhibited positive engagements in OPF activities, 2) Students' engagements were not significantly correlated with their writing outcomes, and 3) Students provided recommendations for improving the quality and quantity of feedback, incorporating teacher feedback and guidance, and enhancing the overall process and experience. Based on these findings, integrating OPF activities into the academic curriculum is suggested, with a focus on providing guidance to students for delivering descriptive and constructive feedback, offering scaffolding to enhance their comprehension, and writing skills, and addressing concerns related to language proficiency and grammar.

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“…This insight is vital for teachers, as it suggests that despite the challenges, self-assessment can be a powerful tool in language learning, particularly when combined with teacher feedback. The students' unanimous appreciation for teacher feedback in improving their writing skills emphasizes the value of teacher involvement in the learning process (Waluyo & Tuan, 2021).…”

Section: Discussionmentioning

confidence: 99%

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

Apridayani,

Han,

Sakkanayok

2024

Asian. J. Second. Foreign. Lang. Educ.

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Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative impact of teacher-led and student-involved assessments on writing outcomes. To address the research gap, this study aimed to evaluate the effectiveness of 'Teacher-Only Assessment' compared to 'Combined Teacher and Student Self-Assessment' in English writing at a university in southern Thailand. Additionally, the study examined the viewpoints of students regarding the implementation of these approaches. It utilized a sequential explanatory research design in conjunction with a quasi-experimental design. The research instruments included a series of writing tasks, a teacher assessment rubric, a self-assessment form, and a questionnaire with open-ended questions. A group of 62 first-year English majors was divided into two groups: a control group and an experimental group, consisting of 31 students each. Both groups were taking an English Composition I course for 12 weeks and were assigned the same writing tasks. The experimental group was provided with both self-assessments and teacher evaluations, whereas the control group solely received teacher evaluations. The quantitative data was analyzed using an independent sample, while the qualitative data was examined through a thematic analysis. Quantitatively, the independent t-test results indicated that there was no statistically significant distinction in overall writing performance between both groups, except for narrative paragraphs. Moreover, the qualitative findings emphasized the merits of incorporating teacher-led and student-involved assessments. This study suggests various implications for English as a Foreign Language (EFL) instruction and assessment practices.

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Understanding Help-Seeking Avoidance among EFL Students and the Social Climate of EFL Classrooms in Thailand

Cited by 6 publications

References 42 publications

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Students’ peer feedback engagements in online English courses facilitated by a social network in Thailand

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

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