Feedback can improve or impair students' learning performance, depending on its timing and constructiveness. Given the diversity of students' study goals and overall performance in the assessment tasks within most classes, a group of students can experience a deteriorated performance from delayed corrective feedback, and another group can suffer…

This study investigated the effects of different feedback types and English achievement levels on students' oral presentation performance in an English as a foreign language (EFL) context. Specifically, the research aims were four-fold: 1) to compare the effects of oral teacher feedback, oral peer feedback, and online written peer feedback on…

Aiming to investigate how English as a Foreign Language (EFL) college students developed learning strategies to improve oral presentation, this study involved fifty participants in negotiation of meaning (NoM) with peer feedback and assessment through telecollaboration. The participants were randomly assigned to the control (28 students) and…

This paper reports on the use of feedback as part of a tuition strategy applied in a distance design course at The Open University in the United Kingdom. A blended feedback model (audio and summary text) was compared to the existing written-only feedback model in terms of student attainment, use, and perception. Comparison of feedback models…

This study developed a structural path model that explained economics students' academic adjustments using teachers' feedback and students' engagement, taking cognisance of the moderating effects of students' gender. This study used a correlational research design. Through random sampling, 150 participants were recruited for this study. The data…

The paramount objective of English language teaching and learning is to achieve language competence in communicative purposes with the minimal learners' errors. To attain that goal, corrective feedback plays an important role due to its efficiency in developing learners' English capacity. However, the correlation between language students' and…

The purpose of this work was to address the overarching questions of how EFL Thai learners preferred corrective feedback strategies and whether there were any significant differences in preferences across learners' language ability levels. The quantitative study collected 418 Thai EFL learners' preferences for corrective feedback via a…

Generating an increasingly skilled and numerous workforces of science, technology, engineering, and mathematics (STEM) professionals is a national priority. Central to this goal is improving the ability of STEM graduates to apply scientific inquiry within oral communication, a necessary skill for STEM professionals. In this case study of an…

In this paper, we assess the pedagogical approaches we employ in our US-based undergraduate mathematics courses during the COVID-19 pandemic. Our goal is to share anecdotal evidence on the use of math journals, oral exams, and learning portfolios in the synchronous online mathematics classroom. We reflect on our experience using artifacts of…

Previous studies compare quantitative feedback ratings of student peers and instructors, but new presentation-feedback technologies enable qualitative-feedback comparison. This study extends previous research by comparing qualitative feedback and business professionals' feedback. Compared to the professionals, the instructors provided similar…

The aim of this exploratory practice research was to gain a better understanding of how tertiary education English as a foreign language (EFL) learners perceive oral presentations (OPs) in the formative assessment of their speaking skills. Participants were 150 pre-service teachers of primary education from the Higher Institute of Social Sciences…

The present study draws on earlier research on learner-learner dyadic interactions in an e-tandem virtual exchange and examines negotiation of meaning episodes based on the qualitative data. These data come from learner-learner interactions during oral tasks carried out using a video conferencing tool. The aim is to unveil the interactional…

Prior research has underscored the advantages of online peer feedback in language learning. However, there is a paucity of research that specifically investigates the use of mobile technologies for providing peer feedback for English as a foreign language (EFL) speakers' oral presentation performances. The present study aims to examine the types…

Reflective writing as a key component is one of the foundational object in Kolb's experiential learning process; concrete experience, reflective observation, abstract conceptualization, and active experimentation. The current qualitative study using single-case study design, explored the role of reflective writing in making learning effective and…

This study examines the role of recast frequency and its effectiveness in the acquisition of English articles in a computer-mediated context. Sixty-one preintermediate university language learners in Turkey were randomly divided into four main groups: high frequency recast (HF), low frequency recast (LF), test control, and task control groups. The…