Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written…

The increasing use of digital platforms in education has opened new avenues for peer interaction, particularly in the realm of language learning. This study explores the role of informal peer feedback on reflective blog posts in the context of English as a Foreign Language (EFL) learning. Drawing on sociocultural theory and the concept of dialogic…

This study is centered on investigating students' preferences and measuring the level of their virtual remote learning experience satisfaction in a university-level language course within the framework of Social Constructivism. Using mixed methods, data collection was made primarily through a survey and focus group discussions of college students'…

With the rapid advance in educational technology, electronic feedback (e-feedback) has found its way to EFL writing process. The aim of this study is to investigate the effects of three e-feedback modes, that is, automated written corrective feedback (AWCF), asynchronous computer-mediated communication (ACMC), and their combination on EFL…

The study presented herein situates and examines the face-to-face and digital modes of peer feedback regarding emotional effects within the ELT context. Based on a convergent mixed-methods design, this study combines quantitative data obtained from surveys about emotional responses and qualitative perspectives gained through focus group…

From a sociocultural perspective, this case study explored two intermediate-level Chinese university EFL students' multi-dimensional engagement with asynchronous computer-mediated mode of peer feedback. Data sources included student drafts, peer feedback, think-aloud protocols, stimulated recall, and semi-structured interviews. The two students…

While multi-peer feedback has been increasingly implemented in the academic writing classroom in English as a foreign language (EFL) contexts, scant attention has been paid to the development of culturally-situated student feedback literacy arising from the provider-provider interaction in teacher-centered EFL classroom contexts. This study…

This study aimed to determine non-native speakers of English academics' knowledge and awareness of conventions and norms of academic writing (AW), to develop an online professional development model addressing all disciplines, and to evaluate the effect of this model on their AW performances with their views on the model. The study was based on…

This is the first edited volume dedicated to both teachers and learners of second/foreign language (L2) pragmatics. It comprises a collection of studies that explore how teachers background and practices, and individual learners differences contribute to the teaching and learning of L2 pragmatics. Also included are chapters that present…

Flipped Learning is an alternative model for an online learning which combines asynchronous video lectures and synchronous practice problems. The purpose of this study was to investigate the effect of Flipped Learning through Repeated Instruction and Direct Feedback on the students' behavioural, cognitive, and emotional engagement. A qualitative…

This study set out to examine which peer review, face-to-face given orally or online given in writing, is more effective in improving the overall argumentative writing achievement of English as a foreign language (EFL) university learners. The study utilized an experimental design and reported on one experiment including online peer review (OLPR)…

This study investigates the roles of indirect asynchronous electronic feedback (e-feedback) and direct corrective feedback (CF) on calque and collocation errors produced by Thai undergraduate students. The study also explores the factors influencing their ability to benefit from the feedback. Six cases were divided into two groups (Group 1: direct…

The purpose of this study is to investigate the effects of conducting asynchronous online discussion forums on low-achieving EFL students in Taiwan. 124 non-English program students from a technological university participated. Based on a textbook, one to three questions were assigned every other week. An asynchronous learning mode was implemented…

Pronunciation learners can benefit from peer feedback in a Computermediated Communication (CMC) environment that allows them to notice segmentals and suprasegmentals. This paper explores the intelligibility judgments of same-L1 peers using P-Check (Version2, https://ver2.jp), a Learning Management System (LMS) plug-in that aggregates peer feedback…

It is widely believed that digitally-driven changes are not welcomed amongst academic staff in higher education. However, when in March 2020, the University of Nottingham went online in response to the UK government's COVID-19 lockdown, a different picture started to emerge. This contribution reflects on the initial steps taken to respond to the…