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Recent studies show limited research in the Algerian context on the development of learning multimedia that effectively addresses 21st century skills such as critical thinking, communication, cooperation, and creativity. However, with the continuous growth of digital multimedia and information technologies, there is an urge for utilizing 21st century skills and interacting with others through interactive multimedia tools. This study aims to investigate the effect of mobile-based interactive multimedia on developing students of English as a foreign language thinking engagement, cooperation, in higher education. A convenient sampling method was used to select one sample of students (n= 60) who received a posttreatment test. Data were analyzed through performing descriptive statistics and one sample t-test. Findings assured that mobile-based interactive multimedia has persistently shaped the education setting, and it can afford the potential to positively promote students' thinking engagement and cooperation. [ABSTRACT FROM AUTHOR]

Peer feedback is a topic frequently studied in the area of English as a second or foreign language (ESL/EFL) writing. Many studies focused on the effect of peer feedback on students’ writing ability. However, limited studies examined peer feedback uptakes and outcomes by considering sub-variables such as proficiency level. Therefore, this study aimed to investigate peer feedback uptakes and outcomes across proficiency levels. It involved 35 Indonesian EFL students who were divided into high and low proficiency students. These students attended three-session treatment in an Essay Writing class. The data were collected through essay writing tasks on the second and third sessions while in the first session, the students were trained to provide peer feedback. The results of the analysis by using Mann-Withney U test revealed that there was no significant difference in uptakes and outcomes performed by the students regardless of the different proficiency levels. The results also showed that between high and low proficiency students, there was a significant difference in the revision outcomes in which the low proficiency students produced more revision outcomes than the high proficiency students. In addition, there were significant differences in the attempted revisions and unsuccessful revisions between high and low proficiency students. [ABSTRACT FROM AUTHOR]

The purpose of the study is to discover the relationship between the use of reading strategies and reading achievement among EFL students in Indonesia. It involves 56 EFL university students majoring in English by providing questionnaire of Survey of Reading Strategies (SORS) in order to know the use of reading strategies; and Reading Comprehension Test (RCT) to measure their reading achievement or reading ability. The reading strategies were classified into Global, Problem Solving, and Supporting strategies. Meanwhile, the RCT was 35 multiple choice test items. The findings of the study reveal that (1) the EFL students are active strategies users; they prefer problem-solving strategies more than global and supporting strategies; (2) there is a significant correlation between the overall reading strategy use and the students reading achievement; (3) the problem-solving strategies are the predictive factors of the students' reading achievement. In conclusion, the more the students apply the problem-solving strategies in reading activities, the better their ability to understanding the texts. [ABSTRACT FROM AUTHOR]

This research was conducted to find the interactive influence between the teaching approach of writing and the type of cognitive style of students to the improvement of students writing ability. There are three teaching approaches applied in this research: product oriented, process oriented and multidimensional approach. Student cognitive style as a moderator variable is divided into three types: Field Independence (FI), Neutral (N) and Field Dependent (FD) cognitive style. The study yielded three findings. First, students who have FI cognitive style experience improved writing skills when they are given product-oriented writing teaching. Students who have N cognitive style have an increased ability to write higher if they are given multidimensional-oriented writing teaching. Students who have FD cognitive style have high writing skills if they are given process oriented writing teaching. In general, the study recommends the writing teachers use multidimensional-oriented teaching. Researchers also recommend to TEFL practitioners to consider students' cognitive style as one of the learning condition variables. These considerations should be used as a basis for determining teaching methods that are appropriate to the needs of students to produce student optimum achievement. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the relationship between Kolb’s learning styles and learning slang among Iranian EFL students with a gender-based focus. To this end, 63 EFL students of Tehran University were selected as the participants of the study out of 70 through the proficiency test by simple random sampling. The participants were both genders—27 males and 36 females aged between 18 and 25 in 2017-2018. Using descriptive statistics, correlation, regression and t-test, the data were analyzed. The results of the study indicated a high, significant and positive regression of Kolb’s learning style. The highest correlation between Kolb’s learning styles and learning American slang was related to the Concrete Experience (CE) and the weakest one was related to the Abstract Conceptualization (AC). The results of the correlation demonstrated positive, significant and high correlation between the Kolb’s (2005) learning styles and slang learning. Likewise, the study showed the highest correlation between the experiential learning styles (Concrete Experience, CE) and the slang learning. Meanwhile, the study showed non-significant correlation either between gender and slang learning or between gender and learning styles. The implication is that the teacher trainers may include fostering the beneficial learning styles in their lesson plan in order to improve the teachers’ teaching. [ABSTRACT FROM AUTHOR]

The improvement of the writing skill with the help of modern computer programmes has gained considerable attention in the English as a Foreign Language writing learning process and the better understanding about the contributions of these technological programmes are needed in the field of education. This paper sought to shed light on the effects of implementing free Automated Writing Evaluation tools on the writing performance of the students of an English Teacher Training Programme. Ecuadorian undergraduate learners were encouraged to use Grammark and Grammarly as free Automated Writing Evaluation tools in the improvement of the writing skill as part of the experimentation of this study. These AWE tools were used as complement of teacher´s feedback given to 28 learners on their writing performance during a semester of studies. Quantitative method was used to conduct this practical research by applying a t-test technique and a survey. A pre-test/post-test experimental research design was applied to examine students’ improvement on the writing skill. The results revealed positive effects on the improvement of the students writing. This study confirms the benefits of free Automated Writing Evaluation tools in the improvement of the writing skill as it is discussed in the conclusion of this paper followed by some recommendations. [ABSTRACT FROM AUTHOR]

This contribution was an attempt to study the impact of critical discourse-based instruction on Iranian English major language learners' in-depth reading. To this target, Fairclough's three-dimensional model of critical discourse analysis, with an emphasis on the 10-question model was used. To this end, all undergraduate foreign language students (n=146) including Teaching English as a Foreign Language, English Translation and English Literature at the University of Mazandaran, participated in the study as a sample of Iranian EFL classrooms. The procedure was designed according to the usual pre-test/post-test experimental studies. The experimental groups were taught to explore the masked and covered meanings of the texts in order to explore and discover interrelation of discourse structures and ideological structures of the texts, meanwhile the control groups were studying the same materials conventionally. A post reading ability test was conducted at the end of the course study. The post-test was designed according to the course materials they studied during the instruction. The given scores were analyzed by descriptive and inferential statistics and showed that CDA'based instruction significantly affects EFL learners' reading comprehension. And responses to the motivation-related questionnaire depicted that experimental EFL students became very motivated after being familiar with CDA skills. [ABSTRACT FROM AUTHOR]