Pub Date : 2023-01-15DOI: 10.15575/call.v4i2.15587
Dedi Sulaeman, A. Hanifah
The aim of this research was to compare two movies that contain similar perceptions of psychological impact on war, disappointment and regret, from Dunkirk and 1917 movies. Disappointment and regretting arise between British soldiers in movies that were directed by Christopher Nolan and Sam Mendes, which coincidentally both of these films raised the setting in World War I and II. Therefore, this research uses literary criticism and comparative literature methods in examining Dunkirk (2017) and 1917 (2019), to produce both similarities and differences in the psychological and emotional impact on British soldiers. In addition, this research uses a descriptive method with a qualitative approach using Peirce’s sign semiotic analysis. The result of this research is that readers will be able to recognize the differences between the two movies from literary perspective and psychological review from the failures of war in Dunkirk (2017) and 1917 (2019). These two films ultimately interpret disappointment in almost the same way and regret in the form of the loss of a loved one. The behavior of people who experienced both psychological impacts also indicates similarities, sadness, annoyed, and angry. Keywords: disappointment, index, regretting, representations
{"title":"DISAPPOINTMENT AND REGRETTING REPSENTATIONS IN DUNKIRK AND 1917 MOVIES","authors":"Dedi Sulaeman, A. Hanifah","doi":"10.15575/call.v4i2.15587","DOIUrl":"https://doi.org/10.15575/call.v4i2.15587","url":null,"abstract":"The aim of this research was to compare two movies that contain similar perceptions of psychological impact on war, disappointment and regret, from Dunkirk and 1917 movies. Disappointment and regretting arise between British soldiers in movies that were directed by Christopher Nolan and Sam Mendes, which coincidentally both of these films raised the setting in World War I and II. Therefore, this research uses literary criticism and comparative literature methods in examining Dunkirk (2017) and 1917 (2019), to produce both similarities and differences in the psychological and emotional impact on British soldiers. In addition, this research uses a descriptive method with a qualitative approach using Peirce’s sign semiotic analysis. The result of this research is that readers will be able to recognize the differences between the two movies from literary perspective and psychological review from the failures of war in Dunkirk (2017) and 1917 (2019). These two films ultimately interpret disappointment in almost the same way and regret in the form of the loss of a loved one. The behavior of people who experienced both psychological impacts also indicates similarities, sadness, annoyed, and angry. Keywords: disappointment, index, regretting, representations","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77735564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.29140/jaltcall.v19n2.1083
David Imamyartha, Utami Widiati, Mirjam Anugerahwati
The extant literature on the integration of mobile instant messaging (MIM) into language pedagogy has documented its potential to leverage engagement and learning outcomes. Nevertheless, how individual differences in regard to emotional, sociocognitive, and motivational bearings contribute to language learning gains is hardly documented. This study is devoted to addressing this lacuna through an analysis of structural equation modeling (SEM) which explores the association between trait-emotional intelligence (TEI), online learning engagement (OLE), EFL learning motivation, and their grades in English for Academic Purposes (EAP) programs. Three-hundred-seventy-one freshmen in an Indonesian university were involved in EAP programs framed in team-based mobile language learning (TBML), mediated by Telegram as a complementary learning app. The students responded to an online survey eliciting their post-lesson perception of the abovementioned variables. Students’ course grades complemented the data collection. The results of our SEM analysis acknowledged the linear correlation from TEI, OLE, to EFL motivation as the drives to students’ learning achievement. This has also been supported by a robust correlation between the variables. The findings of the present study implicate the pedagogical potentials of TBML to scaffold self-regulated learning and satisfactory language learning gains, provided that students’ emotional intelligence, engagement, and motivation are intensively potentiated across different learning phases. Research limitations and recommendations are also explored.
{"title":"The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning","authors":"David Imamyartha, Utami Widiati, Mirjam Anugerahwati","doi":"10.29140/jaltcall.v19n2.1083","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n2.1083","url":null,"abstract":"The extant literature on the integration of mobile instant messaging (MIM) into language pedagogy has documented its potential to leverage engagement and learning outcomes. Nevertheless, how individual differences in regard to emotional, sociocognitive, and motivational bearings contribute to language learning gains is hardly documented. This study is devoted to addressing this lacuna through an analysis of structural equation modeling (SEM) which explores the association between trait-emotional intelligence (TEI), online learning engagement (OLE), EFL learning motivation, and their grades in English for Academic Purposes (EAP) programs. Three-hundred-seventy-one freshmen in an Indonesian university were involved in EAP programs framed in team-based mobile language learning (TBML), mediated by Telegram as a complementary learning app. The students responded to an online survey eliciting their post-lesson perception of the abovementioned variables. Students’ course grades complemented the data collection. The results of our SEM analysis acknowledged the linear correlation from TEI, OLE, to EFL motivation as the drives to students’ learning achievement. This has also been supported by a robust correlation between the variables. The findings of the present study implicate the pedagogical potentials of TBML to scaffold self-regulated learning and satisfactory language learning gains, provided that students’ emotional intelligence, engagement, and motivation are intensively potentiated across different learning phases. Research limitations and recommendations are also explored.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.29140/jaltcall.v19n2.1023
Al-Shaimaa M. Al-Rashidy, Marwa F. Hafour
The current study aimed at enhancing online reading speed and motivation of EFL learners through subtitled series as RSVP. For this purpose, 90 learners were divided into three groups: two experimental groups and one control group. The study follows a pre-post experimental mixed-method design. The results were statistically analyzed by using the one-way analysis of variance to compare the mean scores of the reading speed post-tests among groups and the t-test to compare the mean scores of the pre-post reading speed tests. To test online reading motivation, a 38-item questionnaire was prepared. Results revealed no significant differences between the two experimental groups on online reading speed tests and online reading motivation. However, there were significant differences between the pre and post online reading speed tests. A qualitative analysis was used to analyze learners’ attitudes toward using subtitled movies to enhance their online reading speed and motivation. Results showed that majority of students had positive attitudes toward subtitled movies. Accordingly, discussion and interpretation of these results were provided.
{"title":"The effect of Rapid Serial Visual Presentation Technology (RSVP) in the form of subtitles on enhancing EFL learners’ online reading speed, motivation, and attitudes","authors":"Al-Shaimaa M. Al-Rashidy, Marwa F. Hafour","doi":"10.29140/jaltcall.v19n2.1023","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n2.1023","url":null,"abstract":"The current study aimed at enhancing online reading speed and motivation of EFL learners through subtitled series as RSVP. For this purpose, 90 learners were divided into three groups: two experimental groups and one control group. The study follows a pre-post experimental mixed-method design. The results were statistically analyzed by using the one-way analysis of variance to compare the mean scores of the reading speed post-tests among groups and the t-test to compare the mean scores of the pre-post reading speed tests. To test online reading motivation, a 38-item questionnaire was prepared. Results revealed no significant differences between the two experimental groups on online reading speed tests and online reading motivation. However, there were significant differences between the pre and post online reading speed tests. A qualitative analysis was used to analyze learners’ attitudes toward using subtitled movies to enhance their online reading speed and motivation. Results showed that majority of students had positive attitudes toward subtitled movies. Accordingly, discussion and interpretation of these results were provided.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135213359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.29140/jaltcall.v19n2.1075
Tatyana Shelestova, Aizhan Nabiyeva, Anna Kalizhanova
The paper reports the results of an exploratory quantitative study investigating the potential of VoiceThread and Flipgrid as learning tools for the development of learners’ productive skills and enhancing learners’ performance to provide the basis for continuing independent practice. The study involved a total of 39 students in a four-week English course; 19 students used the VoiceThread and Flipgrid software, and 20 students in a control group followed the same curriculum but without these web applications. Students carried out a weekly extended speaking task (storytelling) on a topic related to the curriculum. To prepare for this, they used VoiceThread and Flipgrid software to record and rehearse their presentation for other students and for the teacher to listen to and provide individual feedback. The recordings were analyzed according to the Speaking Assessment Scale. Questionnaires were used to investigate learners’ perceptions of the task’s value and of their performance and confidence changes over time. The results showed that regular VoiceThread and Flipgrid tasks help learners develop their productive skills, performance, and confidence in spoken English. Such voice-recording activities have the potential to improve speaking and writing and thus tackle the limitations on time, practice, and feedback inherent in classroom based courses
{"title":"Implementing web applications in the English as a foreign language classroom to develop learners’ productive skills: The case of Kazakhstan","authors":"Tatyana Shelestova, Aizhan Nabiyeva, Anna Kalizhanova","doi":"10.29140/jaltcall.v19n2.1075","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n2.1075","url":null,"abstract":"The paper reports the results of an exploratory quantitative study investigating the potential of VoiceThread and Flipgrid as learning tools for the development of learners’ productive skills and enhancing learners’ performance to provide the basis for continuing independent practice. The study involved a total of 39 students in a four-week English course; 19 students used the VoiceThread and Flipgrid software, and 20 students in a control group followed the same curriculum but without these web applications. Students carried out a weekly extended speaking task (storytelling) on a topic related to the curriculum. To prepare for this, they used VoiceThread and Flipgrid software to record and rehearse their presentation for other students and for the teacher to listen to and provide individual feedback. The recordings were analyzed according to the Speaking Assessment Scale. Questionnaires were used to investigate learners’ perceptions of the task’s value and of their performance and confidence changes over time. The results showed that regular VoiceThread and Flipgrid tasks help learners develop their productive skills, performance, and confidence in spoken English. Such voice-recording activities have the potential to improve speaking and writing and thus tackle the limitations on time, practice, and feedback inherent in classroom based courses","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135056734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.29140/jaltcall.v19n2.1040
Amare Tesfie Birhan
This study aimed at examining the effects of corpus-based instruction on students’ critical skills in academic writing classes. It also endeavored to investigate the students’ perceptions towards corpus-based instruction. To conduct the research, a pretest-posttest quasi-experimental research design was employed. A total of 77 mechanical engineering students who took technical report writing course were selected using multi-stage sampling techniques. The data gathering instruments were academic writing tests, textual analyses, questionnaire, and semi-structured interviews. Independent and paired sample t-tests and thematic analyses were employed to analyze the data. Hence, the results indicated that the students who were instructed their academic writing skills through corpus-based instruction improved their critical thinking skills better than their counterparts who were instructed through the conventional instructional approach. Particularly, students who were instructed through corpus-based instruction employed appropriate lexical bundles and metadiscourse devices to express their argument and persuade their readers than the comparison group. Additionally, the data confirmed that students’ reacted positively towards the corpus-based instruction. Consequently, this research calls for EFL instructors to consider authentic linguistic features to enhance their students’ critical thinking skills in academic writing skills classes.
{"title":"Effects of using corpus-based instruction on students’ critical thinking skills and perceptions in academic writing classes","authors":"Amare Tesfie Birhan","doi":"10.29140/jaltcall.v19n2.1040","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n2.1040","url":null,"abstract":"This study aimed at examining the effects of corpus-based instruction on students’ critical skills in academic writing classes. It also endeavored to investigate the students’ perceptions towards corpus-based instruction. To conduct the research, a pretest-posttest quasi-experimental research design was employed. A total of 77 mechanical engineering students who took technical report writing course were selected using multi-stage sampling techniques. The data gathering instruments were academic writing tests, textual analyses, questionnaire, and semi-structured interviews. Independent and paired sample t-tests and thematic analyses were employed to analyze the data. Hence, the results indicated that the students who were instructed their academic writing skills through corpus-based instruction improved their critical thinking skills better than their counterparts who were instructed through the conventional instructional approach. Particularly, students who were instructed through corpus-based instruction employed appropriate lexical bundles and metadiscourse devices to express their argument and persuade their readers than the comparison group. Additionally, the data confirmed that students’ reacted positively towards the corpus-based instruction. Consequently, this research calls for EFL instructors to consider authentic linguistic features to enhance their students’ critical thinking skills in academic writing skills classes.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135104817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.29140/jaltcall.v19n2.1037
Ardalan Kaveh, Ehsan Hadipourfard, Mohammad Baval
Writing and its role in English as a foreign language (EFL) context has been one of the primary areas of focus for many years. The present study examined the effects of mobile-based concept mapping on EFL learners’ writing fluency and motivation. To fulfill the objective, 70 upper-intermediate level Persian EFL learners were assigned into one experimental and one control conditions, each including 35 participants. The experimental condition’s participants received instruction through mobile-based concept mapping while the students of the control condition did not receive any instruction and were just required to discuss the topics and write about them traditionally. The findings of the study revealed that mobile-mediated concept mapping was effective for EFL students’ writing fluency. Moreover, the results indicated that mobile-based concept mapping was beneficial for learners’ writing motivation.
{"title":"The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation","authors":"Ardalan Kaveh, Ehsan Hadipourfard, Mohammad Baval","doi":"10.29140/jaltcall.v19n2.1037","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n2.1037","url":null,"abstract":"Writing and its role in English as a foreign language (EFL) context has been one of the primary areas of focus for many years. The present study examined the effects of mobile-based concept mapping on EFL learners’ writing fluency and motivation. To fulfill the objective, 70 upper-intermediate level Persian EFL learners were assigned into one experimental and one control conditions, each including 35 participants. The experimental condition’s participants received instruction through mobile-based concept mapping while the students of the control condition did not receive any instruction and were just required to discuss the topics and write about them traditionally. The findings of the study revealed that mobile-mediated concept mapping was effective for EFL students’ writing fluency. Moreover, the results indicated that mobile-based concept mapping was beneficial for learners’ writing motivation.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135152654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.29140/jaltcall.v19n3.1049
Gilbert Dizon, Jason Gold
There is a rich body of literature that details the effects of automated writing evaluation (AWE) on second language (L2) students. However, these studies mostly focus on the impact that automated feedback has on writing performance, i.e.that is, there is a dearth of research on its influence on affective factors. Hence, this study was conducted to fill this gap in the literature. The study explored the impact of Grammarly, a popular AWE tool, on English as a foreign language (EFL) students’ foreign language anxiety (FLA) and learner autonomy (LA). EFL students in four separate academic writing courses (N = 58) taught by one of the researchers at a public Japanese university participated in the study. The students received training on Grammarly at the start of the Fall 2022 semester and were required to use the tool while editing their English writing during the 16-week course. Pre- and post-surveys were administered to measure the effects that Grammarly had on FLA and LA. Qualitative data in the form of written reflective reports was also collected from the participants to gain deeper insight into their perceptions of Grammarly to improve their writing. Results from the analyses indicated that Grammarly had a significant positive effect on both FLA and LA. The students also had largely positive perceptions toward Grammarly as an English writing tool. These findings have important implications for the L2 writing classroom and demonstrate that AWE can be used to reduce anxiety and promote autonomy among language learners.
{"title":"Exploring the effects of Grammarly on EFL students’ foreign language anxiety and learner autonomyGilbert Dizon","authors":"Gilbert Dizon, Jason Gold","doi":"10.29140/jaltcall.v19n3.1049","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n3.1049","url":null,"abstract":"There is a rich body of literature that details the effects of automated writing evaluation (AWE) on second language (L2) students. However, these studies mostly focus on the impact that automated feedback has on writing performance, i.e.that is, there is a dearth of research on its influence on affective factors. Hence, this study was conducted to fill this gap in the literature. The study explored the impact of Grammarly, a popular AWE tool, on English as a foreign language (EFL) students’ foreign language anxiety (FLA) and learner autonomy (LA). EFL students in four separate academic writing courses (N = 58) taught by one of the researchers at a public Japanese university participated in the study. The students received training on Grammarly at the start of the Fall 2022 semester and were required to use the tool while editing their English writing during the 16-week course. Pre- and post-surveys were administered to measure the effects that Grammarly had on FLA and LA. Qualitative data in the form of written reflective reports was also collected from the participants to gain deeper insight into their perceptions of Grammarly to improve their writing. Results from the analyses indicated that Grammarly had a significant positive effect on both FLA and LA. The students also had largely positive perceptions toward Grammarly as an English writing tool. These findings have important implications for the L2 writing classroom and demonstrate that AWE can be used to reduce anxiety and promote autonomy among language learners.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135710496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.29140/jaltcall.v19n3.1011
Barbara Muszyńska, Cristina A. Huertas Abril
The purpose of this research is to analyze whether university students would be willing to engage in distance foreign language (FL) course design, and if the knowledge of their preferences could be used to present guidelines for course designers. Student engagement is seen as crucial to graduates’ achievement in HE, especially in online courses, yet there are no studies examining student voice in distance FL course design or curriculum delivery in the context of HE in Poland and very few international ones. The study identified five dimensions and feedback as the basic constructs to analyze students’ preferences about learning design of distance foreign language courses. The research study design is quantitative with descriptive and correlational methods. Data were gathered from HE students (n = 626) studying in Poland. The results show statistically significant differences regarding students’ gender, age, and academic level. The findings suggest that the learning paths in a FL distance course in HE should be created by taking into account the language skills students want to practice, gender identity, educational stage, learning communities, and age. The latter can influence students’ willingness to co-design the course, the course content, and the type of interactions.
{"title":"Student voice in distance foreign language course design and its practical implications in higher education","authors":"Barbara Muszyńska, Cristina A. Huertas Abril","doi":"10.29140/jaltcall.v19n3.1011","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n3.1011","url":null,"abstract":"The purpose of this research is to analyze whether university students would be willing to engage in distance foreign language (FL) course design, and if the knowledge of their preferences could be used to present guidelines for course designers. Student engagement is seen as crucial to graduates’ achievement in HE, especially in online courses, yet there are no studies examining student voice in distance FL course design or curriculum delivery in the context of HE in Poland and very few international ones. The study identified five dimensions and feedback as the basic constructs to analyze students’ preferences about learning design of distance foreign language courses. The research study design is quantitative with descriptive and correlational methods. Data were gathered from HE students (n = 626) studying in Poland. The results show statistically significant differences regarding students’ gender, age, and academic level. The findings suggest that the learning paths in a FL distance course in HE should be created by taking into account the language skills students want to practice, gender identity, educational stage, learning communities, and age. The latter can influence students’ willingness to co-design the course, the course content, and the type of interactions.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134890582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.29140/jaltcall.v19n2.1041
Sara Afifi, Mohammad Rahimi, Joshua Wilson
The present multiple-case study, based on the multi-dimensional perspective on student engagement with Corrective Feedback (CF) proposed by Ellis (2010), set out to scrutinize students’ behavioral, cognitive, and affective engagement with written corrective feedback (WCF) provided by two different sources: teacher WCF and automated written corrective feedback (AWCF) provided by Writing Mentor. To this end, four Iranian EFL learners – two limited proficient and two modestly proficient writers – were selected purposefully from two sections of an academic writing course, one providing teacher WCF and the other AWCF. Participants in both sections wrote five argumentative essays during an academic term, received feedback on grammar, usage, and mechanics, and made revisions. The results demonstrated that the participants had different engagement levels and were categorized as highly engaged, moderately engaged, and minimally engaged students. In section 1, both participants who received teacher WCF were behaviorally and cognitively engaged with the feedback; however, one participant spent more time, used more resources, and showed more revision acts. Regardless of their behavioral and cognitive engagement level, they both demonstrated deep affective engagement with teacher feedback. In section 2, while one participant who received AWCF demonstrated deep and active engagement in all three dimensions, the other participant was reluctant to respond to the feedback and demonstrated a minimal level of engagement. Findings indicate that students’ engagement with WCF, whether provided by a teacher or automated writing evaluation system, is influenced by students’ beliefs and attitudes toward feedback and the sources of that feedback. Students’ writing proficiency was not clearly or consistently related to their degree of feedback engagement.
{"title":"Student engagement with teacher and automated written corrective feedback on L2 writing: A multiple case study","authors":"Sara Afifi, Mohammad Rahimi, Joshua Wilson","doi":"10.29140/jaltcall.v19n2.1041","DOIUrl":"https://doi.org/10.29140/jaltcall.v19n2.1041","url":null,"abstract":"The present multiple-case study, based on the multi-dimensional perspective on student engagement with Corrective Feedback (CF) proposed by Ellis (2010), set out to scrutinize students’ behavioral, cognitive, and affective engagement with written corrective feedback (WCF) provided by two different sources: teacher WCF and automated written corrective feedback (AWCF) provided by Writing Mentor. To this end, four Iranian EFL learners – two limited proficient and two modestly proficient writers – were selected purposefully from two sections of an academic writing course, one providing teacher WCF and the other AWCF. Participants in both sections wrote five argumentative essays during an academic term, received feedback on grammar, usage, and mechanics, and made revisions. The results demonstrated that the participants had different engagement levels and were categorized as highly engaged, moderately engaged, and minimally engaged students. In section 1, both participants who received teacher WCF were behaviorally and cognitively engaged with the feedback; however, one participant spent more time, used more resources, and showed more revision acts. Regardless of their behavioral and cognitive engagement level, they both demonstrated deep affective engagement with teacher feedback. In section 2, while one participant who received AWCF demonstrated deep and active engagement in all three dimensions, the other participant was reluctant to respond to the feedback and demonstrated a minimal level of engagement. Findings indicate that students’ engagement with WCF, whether provided by a teacher or automated writing evaluation system, is influenced by students’ beliefs and attitudes toward feedback and the sources of that feedback. Students’ writing proficiency was not clearly or consistently related to their degree of feedback engagement.","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135152620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.15575/call.v4i2.19264
Fatiha Nuur Fath
There are several aspects that influence the acquisition of English by third-grade children during online schooling. Respectfully, this research is eager to prove the psychological and social aspects that affect second language acquisition. This study uses qualitative descriptive method and the researcher as a participant observer. The data in this study are third-grade students of Sabilul Huda Islamic Primary school while online schooling. The data are collected through interviews, observation method, and documentation. Then, theory of second language acquisition is involved in analyzing data to answer the research problems. In the final result, several factors that impact third-grade students to acquire English verbs are psychological and social aspects; this influences online learning during the covid-19 pandemic. The process of learning and teaching English also influences the acquisition of English in third-grade students during online schooling. Learning English material appropriately and can be understood by third-grade students is a supporting factor for them to acquire English verbs. Keywords: second language acquisition, psychological and social factors
{"title":"FACTORS AFFECTING SECOND LANGUAGE ACQUISITION IN THIRD-GRADE STUDENTS IN SABILUL HUDA ISLAMIC PRIMARY SCHOOL","authors":"Fatiha Nuur Fath","doi":"10.15575/call.v4i2.19264","DOIUrl":"https://doi.org/10.15575/call.v4i2.19264","url":null,"abstract":"There are several aspects that influence the acquisition of English by third-grade children during online schooling. Respectfully, this research is eager to prove the psychological and social aspects that affect second language acquisition. This study uses qualitative descriptive method and the researcher as a participant observer. The data in this study are third-grade students of Sabilul Huda Islamic Primary school while online schooling. The data are collected through interviews, observation method, and documentation. Then, theory of second language acquisition is involved in analyzing data to answer the research problems. In the final result, several factors that impact third-grade students to acquire English verbs are psychological and social aspects; this influences online learning during the covid-19 pandemic. The process of learning and teaching English also influences the acquisition of English in third-grade students during online schooling. Learning English material appropriately and can be understood by third-grade students is a supporting factor for them to acquire English verbs. Keywords: second language acquisition, psychological and social factors","PeriodicalId":37946,"journal":{"name":"JALT CALL Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83071104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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