A MOBILE APPLICATION DEVELOPED FOR SCAFFOLDING ESL LEARNERS IN PROVIDING PEER FEEDBACK

IF 0.5 Q3 AREA STUDIES

Journal of Nusantara Studies (JONUS) Pub Date : 2022-06-30 DOI:10.24200/jonus.vol7iss2pp291-313

Catherine Nguoi Chui Lam, Hadina Habil, Siew Min Hui

{"title":"A MOBILE APPLICATION DEVELOPED FOR SCAFFOLDING ESL LEARNERS IN PROVIDING PEER FEEDBACK","authors":"Catherine Nguoi Chui Lam, Hadina Habil, Siew Min Hui","doi":"10.24200/jonus.vol7iss2pp291-313","DOIUrl":null,"url":null,"abstract":"Background and Purpose: Peer feedback has received significant research attention in teaching and learning of oral presentation skills. However, literature reveals a number of challenges concerning students’ provision of peer feedback. A mobile application was thus developed to scaffold students in this context. This study purports to evaluate the efficacy of the developed application by introducing it to the target users in an actual classroom setting. \n \nMethodology: Thirty-three (33) ESL learners from one of the polytechnics in Malaysia were involved in this descriptive study. Both the peer feedback records (pre- and post-) were analyzed for the differences in peer feedback before and after the implementation of mobile application. A 20-item questionnaire was later administered to the target group to examine their perceptions on the developed application. \n \nFindings: It was revealed that with the use of the newly developed application, students generally constructed more peer feedback with specific suggestions to improve oral presentation. Positive perceptions regarding the presentation, visual design, navigation and mobile app accessibility were also found. \nContributions: This study adds to the limited research on the use of mobile-assisted peer feedback, which can be a practical way to develop ESL learners’ oral presentation skills. The findings offer insights into how a mobile application can help scaffold students in peer feedback provision and could help inform that scaffolding is deemed necessary in building an effective classroom culture of feedback. The outcome could serve as a guide for instructors who wish to contemplate using similar approach. \n \nKeywords: ESL learners, mobile application, oral presentation, peer feedback, scaffolding. \n \nCite as: Nguoi, C. C. L., Habil, H., & Siew, M. H. (2022). A mobile application developed for scaffolding ESL learners in providing peer feedback. Journal of Nusantara Studies, 7(2), 291-313. http://dx.doi.org/10.24200/jonus.vol7iss2pp291-313","PeriodicalId":16687,"journal":{"name":"Journal of Nusantara Studies (JONUS)","volume":"26 1","pages":""},"PeriodicalIF":0.5000,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nusantara Studies (JONUS)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.24200/jonus.vol7iss2pp291-313","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"AREA STUDIES","Score":null,"Total":0}

引用次数: 0

Abstract

Background and Purpose: Peer feedback has received significant research attention in teaching and learning of oral presentation skills. However, literature reveals a number of challenges concerning students’ provision of peer feedback. A mobile application was thus developed to scaffold students in this context. This study purports to evaluate the efficacy of the developed application by introducing it to the target users in an actual classroom setting. Methodology: Thirty-three (33) ESL learners from one of the polytechnics in Malaysia were involved in this descriptive study. Both the peer feedback records (pre- and post-) were analyzed for the differences in peer feedback before and after the implementation of mobile application. A 20-item questionnaire was later administered to the target group to examine their perceptions on the developed application. Findings: It was revealed that with the use of the newly developed application, students generally constructed more peer feedback with specific suggestions to improve oral presentation. Positive perceptions regarding the presentation, visual design, navigation and mobile app accessibility were also found. Contributions: This study adds to the limited research on the use of mobile-assisted peer feedback, which can be a practical way to develop ESL learners’ oral presentation skills. The findings offer insights into how a mobile application can help scaffold students in peer feedback provision and could help inform that scaffolding is deemed necessary in building an effective classroom culture of feedback. The outcome could serve as a guide for instructors who wish to contemplate using similar approach. Keywords: ESL learners, mobile application, oral presentation, peer feedback, scaffolding. Cite as: Nguoi, C. C. L., Habil, H., & Siew, M. H. (2022). A mobile application developed for scaffolding ESL learners in providing peer feedback. Journal of Nusantara Studies, 7(2), 291-313. http://dx.doi.org/10.24200/jonus.vol7iss2pp291-313

查看原文本刊更多论文

一个移动应用程序开发为脚手架esl学习者提供同伴反馈

背景与目的:同伴反馈在口头表达技巧的教学和学习中受到了重要的研究关注。然而，文献揭示了一些关于学生提供同伴反馈的挑战。因此，开发了一个移动应用程序来帮助学生在这种情况下学习。本研究旨在通过在实际课堂环境中向目标用户介绍开发的应用程序来评估其有效性。方法:33(33)名来自马来西亚一所理工学院的ESL学习者参与了这项描述性研究。分析了移动应用实施前后的同伴反馈记录(前后)的差异。随后对目标群体进行了一份包含20个项目的问卷调查，以检查他们对开发的应用程序的看法。研究发现:使用新开发的应用程序，学生普遍构建了更多的同伴反馈，并提出了具体的建议，以改善口头报告。在展示、视觉设计、导航和移动应用可访问性方面也发现了积极的看法。贡献:本研究增加了对移动辅助同伴反馈使用的有限研究，这可以成为培养ESL学习者口头表达技能的实用方法。这些发现为手机应用程序如何帮助学生提供同伴反馈提供了见解，并可以帮助告知脚手架在建立有效的课堂反馈文化中是必要的。研究结果可以为希望考虑采用类似方法的教师提供指导。关键词:英语学习者，移动应用，口头报告，同伴反馈，脚手架。引用自:Nguoi, c.c.l, Habil, H.， & Siew, m.h .(2022)。一个移动应用程序开发为脚手架ESL学习者提供同伴反馈。自然科学学报，7(2)，291-313。http://dx.doi.org/10.24200/jonus.vol7iss2pp291-313

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Journal of Nusantara Studies (JONUS) AREA STUDIES-

自引率

20.00%

发文量