Effect of video-based collaborative peer feedback on Turkish EFL learners’ motivation, writing enjoyment and anxiety

Year 2024, Volume: 12 Issue: 2, 569 - 584, 30.08.2024

Sabahattin Yeşilçınar , Gonca Ekşi

https://doi.org/10.18506/anemon.1461964

Abstract

Mevcut literatüre göre video geri bildirim kullanıldığında öğrenciler daha kapsamlı geri bildirim almaktadır. Ancak, özellikle yazma geri bildirim uygulamalarının öğrenenlerin duygusal faktörlerini nasıl etkilediği, özellikle de video geri bildiriminin, halen yeteri kadar araştırılmadığı ifade edilmektedir. Süreç yazma teorisi ve sosyal yapılandırmacı teoriden yola çıkarak, bu 14 haftalık araştırma, (i) İngilizceyi yabancı dil olarak öğrenen öğrencilerin yazma motivasyonu, kaygısı ve yazmada kayif alma üzerinde video temelli işbirlikçi akran geri bildiriminin (VCPF) etkisini, (ii) öğrencilerin VCPF sağlarken yüzey ve anlam düzeyinde geri bildirim tercihlerini, ve (iii) VCPF kullanımına ilişkin algılarını araştırmıştır. Bulgular, VCPF'nin öğrencilerin yazma motivasyonunu ve keyfini artırdığını ve kaygılarını azalttığını göstermektedir. Her iki geri bildirim türünün de tercih edildiği ancak öğrencilerin genellikle kavramsal akademik becerilere (örneğin, fikir geliştirme, analiz ve sentez) odaklandığı belirlenmiştir. VCPF, öğrencilere sadece hataları sıralamak yerine daha yapıcı öneriler ve yorumlar yapmalarını sağlayan faydalı ve keyifli bir uygulama olarak değerlendirilmektedir. Bu araştırma, VCPF'nin net, bilgilendirici, yapıcı, zaman kazandırıcı ve daha keyifli olduğunu savunmaktadır. Sonuçlar, VCPF'nin etkili bir yöntem olduğunu ve dolayısıyla sınıf uygulamaları ile gelecek araştırmalar için uygun olduğunu önermektedir.

Keywords

Yetişkin öğrenimi, İşbirlikçi öğrenme, Sınıf öğretimini geliştirme

Effect of video-based collaborative peer feedback on Turkish EFL learners’ motivation, writing enjoyment and anxiety

Abstract

The existing literature generally acknowledges that students receive more feedback and detail when video feedback is used, but how writing feedback practices, in particular video feedback, influence learner affective factors is still a gap to be filled. Being grounded on the process writing theory and the social constructivist theory, this 14-week research investigated (i) the effect of video-based collaborative peer feedback (VCPF) on English as a foreign language (EFL) students’ writing motivation, anxiety, and enjoyment, (ii) students’ preference of using surface- and meaning-level feedback while providing VCPF, and (iii) their perception of using VCPF. The findings show that the use of VCPF increases learners’ writing motivation and enjoyment and decreases their anxiety. Although both types of feedback are preferred, learners mostly focus on conceptual academic skills (e.g., idea development, analysis, and synthesis). VCPF is considered a useful and an enjoyable application, which enables learners to provide more constructive recommendations and comments, rather than simply itemizing mistakes. This research advocates that VCPF is clear, informative and constructive, time saving, and more enjoyable. The results imply that VCPF is an effective method and is, therefore, eligible for classroom practice and for future research.

Keywords

Adult learning, Cooperative/collaborative learning, Improving classroom teaching

References

• Balaman, U. (2021). The Interactional Organization of Video‐Mediated Collaborative Writing: Focus on Repair Practices. TESOL Quarterly, 55(3), 979-993.
• Bitchener, J., & Storch, N. (2016). Written corrective feedback for L2 development. Multilingual Matters.
• Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of educational psychology, 105(1), 25.
• Cahyono, B. Y., & Astuti, U. P. (2019). Effect of Process Writing Approach Combined with Video-Based Mobile Learning on Indonesian EFL Learners' Writing Skill across Creativity Levels. International Journal of Instruction, 12(3).
• Cheng, Y. S. (2002). Factors associated with foreign language writing anxiety. Foreign language annals, 35(6), 647-656.
• Cheng, Y. S. (2017). Development and preliminary validation of four brief measures of L2 language-skill-specific anxiety. System, 68, 15–25. https://doi.org/10.1016/j.system.2017.06.009
• Cheng, Y. S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language learning, 49(3), 417-446.
• Costino, K. A., & Hyon, S. (2011). Sidestepping our “scare words”: Genre as a possible bridge between L1 and L2 compositionists. Journal of Second Language Writing, 20(1), 24–44.
• Cresswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
• Cresswell, A. (2000). Self-monitoring in student writing: developing learner responsibility. ELT Journal, 54(3), 235-244.
• Dewaele, J. M., & Dewaele, L. (2018). Learner-internal and learner-external predictors of willingness to communicate in the FL classroom. Journal of the European Second Language Association, 2(1), 24-37. https://doi.org/10.22599/jesla.37
• Dewaele, J. M., & MacIntyre, P. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237–274.
• Dewaele, J. M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22(6), 676-697.
• Duijnhouwer, H., Prins, F., & Stokking, K. (2012). Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction, 22(3), 171–184.
• Flowerdew, J., & Miller, L. (2008). Social structure and individual agency in second language learning: Evidence from three life histories. Critical Inquiry in Language Studies, 5(4), 201–224.
• Ge, Z. G. (2019). Exploring the effect of video feedback from unknown peers on e-learners’ English-Chinese translation performance. Computer Assisted Language Learning, 1-21.
• Hashemian, M., & Heidari, A. (2013). The relationship between L2 learners’ motivation/attitude and success in L2 writing. Procedia-Social and Behavioral Sciences, 70, 476–489.
• Hayes, J. R. (2012). Modeling and remodeling writing. Written Communication, 29(3), 369-388.
• Henderson, M., & Phillips, M. (2015). Video-Based Feedback on Student Assessment: Scarily Personal. Australasian Journal of Educational Technology 31(1), 51–66.
• Ho, M-C. (2015). The effects of face-to-face and computer-mediated peer feedback on EFL writers’ comments and revisions. Australasian Journal of Educational Technology, 31(1), 1-15.
• Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
• Hu, G. (2005). Using peer review with Chinese ESL student writers. Language Teaching Research, 9(3), 321–342.
• Hyland, K. (2003). Second language writing. Cambridge University Press.
• Hyland, K., & Hyland, F. (2006). Feedback in second language writing: Contexts and issues. Cambridge University Press.
• Hyland, K., & Hyland, F. (2019). Contexts and issues in feedback on L2 writing: An introduction. In K. Hyland, & F. Hyland (Eds.). Feedback in second language writing: Contexts and issues (pp. 1–20). (2nd ed.). Cambridge: Cambridge University Press.
• Jiang, Y., & Dewaele, J. M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners?. System, 82, 13-25.
• Lantolf, J. P., Thorne, S. L., & Poehner, M. E. (2015). Sociocultural theory and second language learning. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (pp. 207–226). Erlbaum.
• Lamey, A. (2015). Video Feedback in Philosophy. Metaphilosophy 46(4-5), 691–702.
• Ling, G., Elliot, N., Burstein, J. C., McCaffrey, D. F., MacArthur, C. A., & Holtzman, S. (2021). Writing motivation: A validation study of self-judgment and performance. Assessing Writing, 48, 100509.
• MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1).
• Mahmoodzadeh, M., & Khajavy, G. H. (2019). Towards conceptualizing language learning curiosity in SLA: An empirical study. Journal of psycholinguistic research, 48(2), 333-351.
• Mayhew, E. (2017). Playback feedback: The impact of screen-captured video feedback on student satisfaction, learning and attainment. European Political Science, 16, 179-192.
• Moore, N. S., & Filling, M. L. (2012). iFeedback: Using video technology for improving student writing. Journal of College Literacy & Learning, 38, 3-14.
• Orlando, J. (2016). A Comparison of Text, Voice, and Screencasting Feedback to Online Students. American Journal of Distance Education, 30(3), 156–166.
• Oxford, R. (2017). Anxious language learners can change their minds: Ideas and strategies from traditional psychology and positive psychology. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New insights into language anxiety: Theory, research and educational implications (pp. 179-199). Multilingual Matters.
• Papi, M., Bondarenko, A. V., Wawire, B., Jiang, C., & Zhou, S. (2020). Feedback-seeking behavior in second language writing: Motivational mechanisms. Reading and Writing, 33(2), 485–505.
• Papi, M., & Khajavy, G. H. (2021). Motivational mechanisms underlying second language achievement: A regulatory focus perspective. Language Learning, 71(2), 537-572.
• Ruegg, R. (2018). The effect of peer and teacher feedback on changes in EFL students’ writing self-efficacy. Language Learning Journal, 46, 87–102.
• Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of second language writing, 14(3), 153-173.
• Tahmouresi, S., & Papi, M. (2021). Future selves, enjoyment and anxiety as predictors of L2 writing achievement. Journal of Second Language Writing, 53, 100837.
• Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement: A meta-analysis. Studies in Second Language Acquisition, 41, 363–387.
• Tian, L., & Li, L. (2018). Chinese EFL learners’ perception of peer oral and written feedback as providers, receivers and observers. Language Awareness, 27(4), 312–330.
• Tseng, S.-S., & Yeh, H.-C. (2019). The impact of video and written feedback on student preferences of English speaking practice. Language Learning & Technology, 23(2), 145–158.
• Tsao, J. J., Tseng, W. T., & Wang, C. (2017). The effects of writing anxiety and motivation on EFL college students’ self-evaluative judgments of corrective feedback. Psychological Reports, 120(2), 219–241.
• Waller, L., & Papi, M. (2017). Motivation and feedback: How implicit theories of intelligence predict L2 writers’ motivation and feedback orientation. Journal of Second Language Writing, 35, 54–65.
• Vygotsky, L. (1978). Mind in society. The development of higher psychological processes. Harvard University.
• Yesilcinar, S., & Cakir, A. (2020). Suggesting a Teacher Assessment and Evaluation Model for Improving the Quality of English Teachers. Egitim ve bilim-Education and science, 45(202), 363-392.
• Yu, S., Jiang, L., & Zhou, N. (2020). Investigating what feedback practices contribute to students’ writing motivation and engagement in Chinese EFL context: A large scale study. Assessing Writing, 44, 100451.