استخدام تعليقات الأقران لتحسين إنتاج التعبير الكتابي لدى متعلمي اللغة الإنجليزية كلغة أجنبية عبر الخط
الكلمات المفتاحية:
متعلمي اللغة الانجليزية, التعلم عبر الخط, ملاحظات الأقران, مهارة التعبيرالكتابي
الملخص
التعبير الكتابي مهمة شاقة خاصة لمتعلمي اللغة الثانية أو الأجنبية، ولهذا هو فإن معظم متعلمي اللغة الإنجليزية كلغة أجنبية يعانون في اكتساب هذه المهارة. وبناء عليه فإن أي دعم نطوره لتحسين إنتاج كتابات متعلمي اللغة الإنجليزية كلغة أجنبية مرتبط بالتعلم التعاوني. ومما يساعد لبلوغ هذه الغاية، ظهور العديد من المناهج الإلكترونية التي تركز على المتعلم والتعلم التعاوني لتسهيل التعلم المتمحور حول الطالب. وهكذا فإنه في الدراسة الحالية، عمل الباحث على ملاحظات الأقران، كشكل من أشكال العمل العلاجي التعاوني للتكوين في مهارة التعبير الكتابي باستخدام تكنولوجيا المعلومات والاتصالات لتنفيذ أنشطة التعزيز التي من شأنها أن تحقق مساهمة الطلاب في تحسين أدائهم الكتابي. هذه الورقة لها طبيعة تجريبية. اعتمدت على مجموعة متنوعة من أدوات البحث. وفقًا للنتائج، كان هناك اتفاق عام على فائدة التجربة. بالنسبة للطلاب، فإن العمل بهوية مجهولة في مجموعة عبر الإنترنت يجعل الطالب يكتشف أشياء كثيرة ويقوده إلى مشاركة المعرفة مع الآخرين. قدمت النتائج دعمًا لفعالية تعليقات الأقران عبر الخط في تحسين جودة مقالات الطلاب المنقحة والجديدة، وبالتالي تشجيع المعلمين على استخدام هذه التقنية في فصول التعبير الكتابي الخاصة بهم.
المراجع
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Mangelsdorf, K. and Schlumberger, A.L. 1992. “ESL student response stances in a peer review task” Journal of Second Language Writing, 1(3), 235-254,
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Pol, J. Berg, B. A. M., Admiraal, W. F. and Simons, P. J. R. 2008. “The Nature, Reception and Use of Online Peer Feedback in Higher Education”, In Journal of Computer and Education, Vol. 51, pp 1804 – 1817,
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Rollinson, P. 2005. “Using Peer Feedback in the ESL Writing Class” In ELT Journal, Vol. 59 No. 1, pp 23 – 30,
Saito, H. and Fujita, T. 2004. “Characteristics and User Acceptance of Peer Rating in EFL Writing Classroom”, In Language Teaching Research, Vol. 8 No.1, pp 31 – 54,
Stevens, C. J., D’Angelo, B., Rennell, N., Muzyka, D., Pannabecker, V., & Maid, B. 2014. “Implementing a writing course in an online RN-BSN program,” Nurse Educator, 39(1), 17- 21,
Storch, N. 2004. “Writing: Product, Process, and Students’ Reflections”, In Journal of Second Language Writing, Vol. 14 No. 3, pp 153 – 173,
Swain, M. and Lapkin, S. 2002. “Talking it through: Two French immersion learners’ response to reformulation”, International Journal of Educational Research, 37, 285-304,
Tsui, A. B. M., & Ng, M. 2000. “Do secondary L2 writers benefit from peer comments?” Journal of Second Language Writing, 9(2), 147–170,
Watanabe, Y. & Swain, M. 2007. “Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners”, Language Teaching Research 11/2:121–142,
Yarrow, F. and Topping K. J. 2001. “Collaborative Learning: The Effects of Metacognitive Prompting and Structured Peer Interaction”, In British Journal of Educational Psychology, Vol. 71, pp 261 – 282,
Zhang, Di. 2009. “The application of blog in English writing” Journal of Cambridge Studies, 4(1), 64– 72
Asiri, I. M. 1997. University EFL Teachers' Written Feedback on Compositions and Students' Reactions. Unpublished Ph. D. Thesis, Essex, print
Bouyakoub N. 2011. Exploring Writing in Academic Context: The case of first year university students. Doctoral Thesis, University of Tlemcen, Algeria,
Charles, M. 1990. “Responding to problems in written English using a student self” Monitoring technique.E LT Journal 44/4: 286-293,
Felix, U. 2004. “E-Learning pedagogy in the third millennium: The need for combining social and cognitive constructivist approaches” ReCALL, 17 (1), 85–100,
Ferris, D. R. and Hedgcock, J. S. 2005. Teaching ESL Composition: Purpose, Process and Practice, 2nd Edition, New Jersey: Lawrence Erlbaum Associates Publishers,
Freedman, S. W. 1987. Response to student writing (Research Report No. 23), National Council of Teachers of English: Urbana, IL,
Graham L.,Jones, Rodney H., Garralda, Angel, Li, & David C. S. 2006. “Interactional dynamics in online and face-to-face peer-tutoring sessions for second language writers” Journal of Second Language Writing, 15, 1–23,
Guardado, Martin, & Shi, Ling. 2007. “ESL students’ experiences of online peer feedback” Computers and Composition, 24(4), 443–461,
Hacker D. & Sommers N. 2010. The Bedford Handbook.8th Edition. Bedford ST. Martin’s Boston–New York.
Hanson-Smith, E. 2001. Technology in the classroom: Practice and promise in the 21st century. TESOL professional paper 4. Retrieved on August 20, 2021
Hinkel, E. 2004. Teaching Academic ESL Writing: Practical Techniques in Vocabulary and Grammar. New Jersey, Lawrence Erlbaum Associates,
Hyland, F. 1998. “The Impact of Teacher Written Feedback on Individual Writers” Journal of Second Language Writing, 7/3:255–286,
Issroff, K. 1994. “Virtual Summer School Evaluation Questionnaires”. CALRG Report no. 144 Institute of Educational Technology, The Open Universi ty,
Jones, Rodney H., Garralda, Angel, Li, David C. S., & Lock, Graham. 2006. “Interactional dynamics in online and face-to-face peer-tutoring sessions for second language writers” Journal of Second Language Writing, 15, 1–23,
Kehagia, O. 2005. “A study of the revision practices of university students in an English as a foreign language context using word processing” Unpublished PhD Thesis, London, King's College, UK,
Kepner, C.G. 1991. “An experiment in the relationship of types of written feedback to the development of second-language writing skills” The Modern Language Journal, 75, 305-313,
Lamb, T. (2004). 2003. “Learning independently? Pedagogical and methodological implications of new learning environments” Paper presented at the Independent Learning Conference, University of Melbourne,
Lee, C. 2004. “Seeing is Understanding: Improving Coherence in Students' Writing” The Internet TESL Journal. X(7),
Lee, I. 2002. “Helping Students Develop Coherence in Writing” In English Teaching Forum. Vol 40. N°3 July 2002: 32-39,
Light, P. H. and Littleton, K. 1994. Cognitive approaches to group work. In Kutcnick, P. and Rogers, C. Groups in Schools. Cassell Publishers, Brighton,
Liu, J. & J. G. Hansen. 2002. Peer Response in Second Language Classrooms. Ann Arbor: University of Michigan Press,
Mabrito M. 1991. “Electronic Mail as a Vehicle for Peer Response: Conversations of High and Low-Apprehensive Writers” In Written Communication 8(4):509-532.
Mangelsdorf, K. and Schlumberger, A.L. 1992. “ESL student response stances in a peer review task” Journal of Second Language Writing, 1(3), 235-254,
Min, H. T.. 2005. “Training students to become successful peer reviewers” System, 33(2), 293–308,
Peterson, S. 2003. “Peer Response and Students’ Revisions of Their Narrative Writing”, In Educational Studies in Language and Literature, No. 3, pp 239 – 272,
Pol, J. Berg, B. A. M., Admiraal, W. F. and Simons, P. J. R. 2008. “The Nature, Reception and Use of Online Peer Feedback in Higher Education”, In Journal of Computer and Education, Vol. 51, pp 1804 – 1817,
Porter, P. A., L. M. Goldstein, J. Leatherman, & S. Conrad. 1990. An ongoing dialogue: learning logs for teacher preparation. In J. Richards. & D. Nunan (eds.). Second Language Teacher Education (pp. 227-240). New York: Cambridge University Press,
Rollinson, P. 2005. “Using Peer Feedback in the ESL Writing Class” In ELT Journal, Vol. 59 No. 1, pp 23 – 30,
Saito, H. and Fujita, T. 2004. “Characteristics and User Acceptance of Peer Rating in EFL Writing Classroom”, In Language Teaching Research, Vol. 8 No.1, pp 31 – 54,
Stevens, C. J., D’Angelo, B., Rennell, N., Muzyka, D., Pannabecker, V., & Maid, B. 2014. “Implementing a writing course in an online RN-BSN program,” Nurse Educator, 39(1), 17- 21,
Storch, N. 2004. “Writing: Product, Process, and Students’ Reflections”, In Journal of Second Language Writing, Vol. 14 No. 3, pp 153 – 173,
Swain, M. and Lapkin, S. 2002. “Talking it through: Two French immersion learners’ response to reformulation”, International Journal of Educational Research, 37, 285-304,
Tsui, A. B. M., & Ng, M. 2000. “Do secondary L2 writers benefit from peer comments?” Journal of Second Language Writing, 9(2), 147–170,
Watanabe, Y. & Swain, M. 2007. “Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners”, Language Teaching Research 11/2:121–142,
Yarrow, F. and Topping K. J. 2001. “Collaborative Learning: The Effects of Metacognitive Prompting and Structured Peer Interaction”, In British Journal of Educational Psychology, Vol. 71, pp 261 – 282,
Zhang, Di. 2009. “The application of blog in English writing” Journal of Cambridge Studies, 4(1), 64– 72
منشور
2023-03-31
كيفية الاقتباس
قاسميم. (2023). استخدام تعليقات الأقران لتحسين إنتاج التعبير الكتابي لدى متعلمي اللغة الإنجليزية كلغة أجنبية عبر الخط. مجلة العلوم الاجتماعية, 17(1), 601-615. https://doi.org/10.34118/ssj.v17i1.3221
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