With the current advancement of technology and its potential for better teaching and learning outcomes, this paper compares the use of peer review in face-to-face settings and online platforms. The study recruited 142 students and 20 instructors from an American public mid-southern university. Data were collected over two academic semesters and included three instruments: questionnaires, observations, and interviews. Findings indicated that the participants generally hold a positive stance towards peer evaluation. They found face-to-face peer assessment during writing class time to be the most common and effective mode for they preferred immediate feedback in person. Contrary to laudable prior research findings, the majority of participants considered online review ineffective. They found various forms of technology quite distracting. Analyzing the extent to which native English speakers, non-native speakers, and instructors find virtual and face-to-face types of review worthwhile makes the study a valuable factor for instructors who wish to incorporate peer editing into their teaching.
{"title":"Online and face-to-face peer review in academic writing: Frequency and preferences","authors":"Rashad Ali Ahmed, A. Al-Kadi","doi":"10.32601/EJAL.911245","DOIUrl":"https://doi.org/10.32601/EJAL.911245","url":null,"abstract":"With the current advancement of technology and its potential for better teaching and learning outcomes, this paper compares the use of peer review in face-to-face settings and online platforms. The study recruited 142 students and 20 instructors from an American public mid-southern university. Data were collected over two academic semesters and included three instruments: questionnaires, observations, and interviews. Findings indicated that the participants generally hold a positive stance towards peer evaluation. They found face-to-face peer assessment during writing class time to be the most common and effective mode for they preferred immediate feedback in person. Contrary to laudable prior research findings, the majority of participants considered online review ineffective. They found various forms of technology quite distracting. Analyzing the extent to which native English speakers, non-native speakers, and instructors find virtual and face-to-face types of review worthwhile makes the study a valuable factor for instructors who wish to incorporate peer editing into their teaching.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42634453","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}
{"title":"Fear of Statistics among TEFL Postgraduate Students","authors":"S. M. R. Amirian, Saeed Abbasi-Sosfadi","doi":"10.32601/EJAL.911253","DOIUrl":"https://doi.org/10.32601/EJAL.911253","url":null,"abstract":"","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46690057","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}
{"title":"Task-induced involvement load and working memory: Effects on active and passive vocabulary knowledge of EFL learners in a multimedia learning environment","authors":"A. Ansarin, Salva Kazemipour Khabbazi","doi":"10.32601/EJAL.911288","DOIUrl":"https://doi.org/10.32601/EJAL.911288","url":null,"abstract":"","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41373003","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}
{"title":"Problems in Foreign Language Education in the Turkish Education System: Pre-Service Teachers’ Accounts","authors":"Seyit Ahmet Çapan","doi":"10.32601/EJAL.911469","DOIUrl":"https://doi.org/10.32601/EJAL.911469","url":null,"abstract":"","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42839657","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}
The situation of spoken English in both formal and informal settings in Turkey seems to be far from satisfactory. Additionally, the legal arrangements devoted to ameliorate this predicament have proven unsuccessful as far as an acceptable level of competence is concerned. The present study aimed to investigate the situation of English speaking skills at the English Language Teaching (ELT) departments in Turkey, in attempts to attain a descriptive outline for the problems, perceptions, needs, and solutions proposed by lecturers and pre-service teachers. To achieve this, a questionnaire and semi-structured interview were administered to the lecturers and pre-service teachers at seven ELT departments across Turkey, with one department from each of the seven geographical regions. The results indicated that although they had been studying English for more than 6 years, a great majority of the participants could not speak English as proficiently as they were supposed to do. It was also revealed that the participants had difficulty achieving fluency and maintaining confidence when speaking English mainly because they had no appropriate contexts that would allow them to master English speaking skills. On the other hand, an extensive policy change in foreign language education was the most commonly proposed solution.
{"title":"Status of English speaking skills in Turkish ELT departments: A nationwide survey","authors":"Emrullah Dağtan, Neşe Cabaroğlu","doi":"10.32601/EJAL.911454","DOIUrl":"https://doi.org/10.32601/EJAL.911454","url":null,"abstract":"The situation of spoken English in both formal and informal settings in Turkey seems to be far from satisfactory. Additionally, the legal arrangements devoted to ameliorate this predicament have proven unsuccessful as far as an acceptable level of competence is concerned. The present study aimed to investigate the situation of English speaking skills at the English Language Teaching (ELT) departments in Turkey, in attempts to attain a descriptive outline for the problems, perceptions, needs, and solutions proposed by lecturers and pre-service teachers. To achieve this, a questionnaire and semi-structured interview were administered to the lecturers and pre-service teachers at seven ELT departments across Turkey, with one department from each of the seven geographical regions. The results indicated that although they had been studying English for more than 6 years, a great majority of the participants could not speak English as proficiently as they were supposed to do. It was also revealed that the participants had difficulty achieving fluency and maintaining confidence when speaking English mainly because they had no appropriate contexts that would allow them to master English speaking skills. On the other hand, an extensive policy change in foreign language education was the most commonly proposed solution.","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44232357","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}
{"title":"The underlying reasons for the difficulties in use of the English articles for EFL learners: an analysis based on the learners’ experiences","authors":"Khalil Ahmad, Abdul Qadir Khan","doi":"10.32601/EJAL.911479","DOIUrl":"https://doi.org/10.32601/EJAL.911479","url":null,"abstract":"","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48376961","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}
{"title":"Stancetaking in spoken ELF discourse in academic settings: interpersonal functions of I don’t know as a face-maintaining strategy","authors":"H. Çiftçi, Erdem Akbas","doi":"10.32601/EJAL.911499","DOIUrl":"https://doi.org/10.32601/EJAL.911499","url":null,"abstract":"","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46486775","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}
{"title":"Language Identities of Multilingual College English Learners in Indonesia","authors":"Emi Nursanti, E. Andriyanti","doi":"10.32601/EJAL.911403","DOIUrl":"https://doi.org/10.32601/EJAL.911403","url":null,"abstract":"","PeriodicalId":41913,"journal":{"name":"Eurasian Journal of Applied Linguistics","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2021-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49648766","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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