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ERIC Number: EJ1412954
Record Type: Journal
Publication Date: 2024
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2363-5169
A Step toward Effective Language Learning: An Insight into the Impacts of Feedback-Supported Tasks and Peer-Work Activities on Learners' Engagement, Self-Esteem, and Language Growth
Ali Ramadan Elbaioumi Shaddad; Biruk Jember
Asian-Pacific Journal of Second and Foreign Language Education, v9 Article 39 2024
This study explored the impact of feedback-supported tasks and peer-work activities on language learners' engagement, self-esteem, and language growth in a university setting in Saudi Arabia. Employing a sequential explanatory mixed-methods design, 45 participants in the experimental group and 43 in the control group underwent 15 sessions of treatment, while traditional instruction was provided to the control group. Pre- and posttests and semi-structured interviews were employed for data collection. Results indicated a significant increase in engagement and self-esteem among experimental participants compared to the control group. Language growth, assessed through a teacher-made test, also demonstrated a significant improvement in the experimental group. The findings align with Vygotsky's Socio-Cultural Theory and Long's Interaction Hypothesis, emphasizing the pivotal role of collaboration in language learning. However, limitations include the specific context and the absence of a delayed posttest. Implications for educators, syllabus designers, curriculum developers, and policymakers underscore the importance of integrating collaborative and feedback-oriented strategies into language instruction for enhanced learning outcomes. This research contributes valuable insights for shaping effective language education practices, while suggestions for future research encourage a more comprehensive exploration of long-term effects and contextual variations.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Grant or Contract Numbers: N/A