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Enhancing Writing Ability of Iranian EFL Learners through Learning-Oriented Assessment: Peer and Teacher Feedback Implementation

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Samaneh Ghaneiarani; Sayyed Mohammad Alavi; Shiva Kaivanpanah – Language Testing in Asia, 2024

Despite the widespread use of Learner-Oriented Assessment (LOA) in (English as a Foreign Language EFL classes, concerns persist regarding its suitability for contexts such as Iran. Drawing on Carless's (SHE, 31:219-233, 2006) criteria for LOA, the present study examined the effectiveness of peer and teacher feedback in an academic writing course.…

Descriptors: Writing Ability, Student Centered Learning, Second Language Learning, English (Second Language)

'Take Me to a Virtual Trip if You Want Me to Write Better!': The Impact of Google Expeditions on EFL Learners' Writing Motivation and Performance

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Marjan Ebadijalal; Nouroddin Yousofi – Computer Assisted Language Learning, 2024

The current mixed-methods study aimed at incorporating a virtual reality (VR) tool (i.e. Google Expeditions) into the writing process of Iranian English as a foreign language (EFL) learners, examining its impact on their writing motivation and performance. To that end, 42 EFL learners were randomly assigned to experimental and control groups,…

Descriptors: Computer Software, Maps, Geography, English (Second Language)

Effects of Using Mobile-Assisted Digital Context in Classroom on Student Achievement

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Ayyüce Kurt Dizbay; Füsun Gülderen Alacapinar – Journal of Educators Online, 2024

This research investigated the effect of the use of mobile-assisted digital content on students' English lesson achievement. This study employed a quasi-experimental design with a pretest and posttest given to both an experimental group and a control group. The study consisted of 29 9th Grade students at a public school in Turkey. The pretest was…

Descriptors: Handheld Devices, Telecommunications, High School Students, Public Schools