Sustaining EFL Learners’ Motivation in Writing Classrooms Via Computer-Based and Peer Feedback
In higher education, writing success is strongly related to writing motivation. Feedback on learners’ written texts significantly contributes to promoting motivation. While some studies have explored feedback sources beyond teachers, such as peer and computer-based feedback, few have examined the combined impact of these two sources on writing motivation. This study investigates whether the integration of peer and computer-based feedback enhances undergraduate students’ motivation to acquire English writing skills. In this quasi-experimental study, data were gathered from 40 Saudi English as a foreign language (EFL) learners enrolled in a bachelor’s degree in English programme. Participants were divided into two groups (experimental, n = 21; control, n = 19). Pre- and post-questionnaires comprising background information, 14 motivational statements (items), and an open-ended section were administered. The study spanned 12 weeks, during which participants received training in providing and receiving peer feedback and utilising a computer-based feedback tool. They engaged in four writing cycles, culminating in multi-draft essays. Wilcoxon signed-rank test assessed the statistical significance of pre- and post-test changes. The findings indicate a high level of motivation among Saudi EFL learners to develop writing skills. Additionally, no significant differences in responses in the post-test were observed. Notably, Saudi EFL learners maintain a close connection with their teachers, considering them the most reliable source of feedback. The study concludes with implications and recommendations for future studies.
In higher education, writing success is strongly related to writing motivation. Feedback on learners’ written texts significantly contributes to promoting motivation.
The interplay between language and thought has long been a subject of tense debate in the literature, particularly among linguists interested in investigating the impact of the first language on…
This study examines evolving language use within Arabic-speaking communities, focusing on Standard Arabic (SA) and Colloquial Arabic (CA) in written texts. It explores how social media, especially…