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Cited by 28EFL/ESL Teaching and LearningSecond Language Acquisition and LearningStudent Assessment and Feedback

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A step toward effective language learning: an insight into the impacts of feedback-supported tasks and peer-work activities on learners’ engagement, self-esteem, and language growth

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Ramadan Elbaioumi Shaddad, Ali, Jember, Biruk·2024·Asian-Pacific Journal of Second and Foreign Language Education
DOI 10.1186/s40862-024-00261-5
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Abstract

This study explored the impact of feedback-supported tasks and peer-work activities on language learners’ engagement, self-esteem, and language growth in a university setting in Saudi Arabia. Employing a sequential explanatory mixed-methods design, 45 participants in the experimental group and 43 in the control group underwent 15 sessions of treatment, while traditional instruction was provided to the control group. Pre- and posttests and semi-structured interviews were employed for data collection. Results indicated a significant increase in engagement and self-esteem among experimental participants compared to the control group. Language growth, assessed through a teacher-made test, also demonstrated a significant improvement in the experimental group. The findings align with Vygotsky’s Socio-Cultural Theory and Long’s Interaction Hypothesis, emphasizing the pivotal role of collaboration in language learning. However, limitations include the specific context and the absence of a delayed posttest. Implications for educators, syllabus designers, curriculum developers, and policymakers underscore the importance of integrating collaborative and feedback-oriented strategies into language instruction for enhanced learning outcomes. This research contributes valuable insights for shaping effective language education practices, while suggestions for future research encourage a more comprehensive exploration of long-term effects and contextual variations.

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Metadata

Authors
Ramadan Elbaioumi Shaddad, A., & Jember, B.
Affiliations
University of Rajshahi (BD)
ORCID
Ramadan Elbaioumi Shaddad, Ali
Venue
Asian-Pacific Journal of Second and Foreign Language Education
Publisher
Springer Science and Business Media LLC
Published
2024-02-19
Volume
9
Issue
1
ISSN
2363-5169 (ISSN-L)
DOI
10.1186/s40862-024-00261-5
OpenAlex
W4391918688
Cited by
28
References
7
Citations by year
2026: 13 · 2025: 8 · 2024: 7
FWCI
44.16
Type
journal article
Language
en
Open access
Licence
Locations
  • Asian-Pacific Journal of Second and Foreign Language Education (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
  • Greater South Information System
Funders
Prince Sattam bin Abdulaziz University (PSAU/2023/02/25405)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Education › Student Assessment and Feedback
Keywords
student engagement, self-esteem, language growth, cooperative learning, Saudi Arabia

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