Investigating the Influence of Using Peer Feedback on EFL Students’ Speaking Achievement and Their Perceptions Towards Peer Feedback
Issue:
Volume 5, Issue 3, September 2020
Pages:
23-34
Received:
18 March 2020
Accepted:
30 June 2020
Published:
5 August 2020
Abstract: This quasi-experimental study aimed at finding out the influence of using peer feedback on EFL students’ speaking achievement and their perceptions towards peer feedback. One section of 39 grade eleven intact group students from nine sections at Injibara secondary school was taken as participants of the study. The data were collected using pre- and post-tests, questionnaire and interview. For the data which were gathered using pre- and post-tests, t-test was employed as a statistical tool of analysis using paired samples t- test in SPSS. The questionnaire items, on the other hand, were analyzed quantitatively using frequency and percentage. Finally, the data obtained from the open-ended questionnaire item and interview items were analyzed qualitatively. The results of the study showed that, there was a statistically significant improvement in the overall speaking achievement of the students following the 12 peer feedback sessions in six weeks. Moreover, the students showed significant improvements mainly on the three aspects of speaking (grammar, fluency and vocabulary), but these students didn’t show improvements on their pronunciation skills and their involvement in giving and receiving comments to and from their peers on their pronunciation skills was the least compared to the other aspects of speaking. Finally, the great majority i.e., 28 students (85.2%) of the respondents developed positive perception towards the peer feedback they involved for six weeks and wanted it to be considered as part of their learning. In general, it was concluded that regardless of the quality of the comments from peers, no one denies that the more the students get involved in giving and incorporating comments to and from their peers, the better improvements they showed. Finally, it is recommended that learners have to be oriented to the ‘new’ roles of a learner which is not one of a receiver but of an active participant. Both teachers and learners have to accept the idea that effective and meaningful learning take place only when students actively contribute to the learning and negotiate constantly in terms of creating meaning.
Abstract: This quasi-experimental study aimed at finding out the influence of using peer feedback on EFL students’ speaking achievement and their perceptions towards peer feedback. One section of 39 grade eleven intact group students from nine sections at Injibara secondary school was taken as participants of the study. The data were collected using pre- and...
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Arabic Handwriting Between Graphical Structural System and Aesthetic Reality
Issue:
Volume 5, Issue 3, September 2020
Pages:
35-43
Received:
29 July 2020
Accepted:
12 August 2020
Published:
31 August 2020
Abstract: The study aims at addressing -in esthetic approach- the Arabic calligraphy in its aesthetic and linguistic dimensions. The first dimension is highlighted in its distinctive aesthetic and cultural features within a set of propositions that achieve the concepts of pleasure and harmony. The second dimension appears in the nature of the patterns that control its graphical structure, to achieve linguistic/ communical and aesthetic/ artistic functions. The nature of the artistic and historical approach to the phenomenon of Arabic writing, and the considerations that it produces, which feed into the traditional archaeological and aesthetic aspect, characterize this phenomenon with typical, normative and historical features, all of which are considerations upon which modern scientific studies in the humanities and social sciences have arisen, through studies that dealt with language - with its various elements - as a subject Can be described, interpreted, and analyzed objectively, which usually translates into the absolute Through Saussure's famous phrase "in and for itself" Whatever the trend that addressed the phenomenon: structural, functional, systemic, behavioral, or cognitive. It is certain that it was able to highlight the topic clearly... and define the appropriate approach - or approaches - to reveal what the conceptual record is and to reach the desired goals. With the diversity of schools and the accumulation of knowledge - the phenomenon of Handwriting as one of the aspects of linguistic evidence has become a subject that we can approach with a systematic linguistic vision without removing from it the features of the aesthetic that performs its distinctive, cultural and cognitive functions. The research concluded that the Arabic calligraphy with its epistemological potential resulted from the deposits of aesthetic practices, which supplied it with aesthetic shipments that could not be decomposed. The research combines between linguistic and aesthetic concepts, thus allowing the connection of linguistic field to artistic and historical issues, which is what we refer to as cultural linguistics.
Abstract: The study aims at addressing -in esthetic approach- the Arabic calligraphy in its aesthetic and linguistic dimensions. The first dimension is highlighted in its distinctive aesthetic and cultural features within a set of propositions that achieve the concepts of pleasure and harmony. The second dimension appears in the nature of the patterns that c...
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