Shaghyegh Shirzad; Hamed Barjesteh; Mahmood Dehqan; Mahboubeh Zare
Abstract
Examining learners' beliefs about the essence of knowledge, how they are conceptualized, and the ways they influence the learning process have gained attention in the second language (L2) learning. This study employed a multivariate statistical framework to model complex relationships among three constructs, ...
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Examining learners' beliefs about the essence of knowledge, how they are conceptualized, and the ways they influence the learning process have gained attention in the second language (L2) learning. This study employed a multivariate statistical framework to model complex relationships among three constructs, i.e., epistemic beliefs (EB), language learning strategies (LLSs), L2 motivational self-system (L2MSS), and their sub-factors (N = 12). The data were collected in two phases. At the preliminary stage, the structural equation modeling (SEM) was conducted to visualize a hypothesized model and to map the conceptual framework of the study. At the secondary step, three questionnaires, EB, LLSs, and L2MSS, were distributed among junior high school students (N = 300). The questionnaires were collected over four months. The collected data were screened for incomplete responses and sample attrition. Notably, 774 questionnaires met a valid response rate of 95 percent. Correlational and SEM analyses were utilized to probe the causal relationships among the constructs. The findings revealed that there was a significant positive relationship between the subscales of L2MSS and LLSs. However, there was a significant negative relationship between EB and LLSs. Besides, confirmatory factor analysis underpinned the fitness of the hypothesized model after two stepwise corrections. The findings revealed that the path coefficient for EB had a significant impact on the LLSs with the mediating role of L2MSS. In particular, the path analysis revealed that 48% of LLSs might be explained through EB and L2MSS. This paper suggests that the more EB students experience, the less likely they adopt learning strategies, and the more L2MSS they hold, the more LLS students employ.
Marjan Abtahi; Shirin Abadikhah; Mahmood Dehqan
Abstract
The present study investigated the accuracy of writing, amount of feedback and comment category (global and local comments) of twenty-eight intermediate EFL students providing peer-peer feedback on writing in a computer-based and collaborative handwritten based format. Following administration of a proficiency ...
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The present study investigated the accuracy of writing, amount of feedback and comment category (global and local comments) of twenty-eight intermediate EFL students providing peer-peer feedback on writing in a computer-based and collaborative handwritten based format. Following administration of a proficiency test, the participants wrote a composition on a topic for the pretest, completed three writing tasks, and wrote on the same topic for the posttest (as in the pretest). During the treatment sessions, students in the computer-based group provided peer-peer feedback using word processor tools and the students in the handwritten group provided collaborative handwritten peer feedback to each other. The results indicated that the accuracy of the collaborative handwritten group significantly improved from pretest to posttest; however, no significant difference was found in the writing accuracy between the two groups. The qualitative analyses of the data collected during the treatment sessions indicated that the amount of feedback in the collaborative handwritten group was considerably higher than that of the computer-based group. Moreover, considering the comment category, it was revealed that the students of both groups predominantly focused on providing local comments. It can be concluded that applying collaborative handwritten peer feedback might be beneficial in providing more elaborated feedback, conducive to L2 writing development.
