آمار
| تعداد نشریات | 23 |
| تعداد شمارهها | 383 |
| تعداد مقالات | 3,036 |
| تعداد مشاهده مقاله | 2,760,819 |
| تعداد دریافت فایل اصل مقاله | 1,950,059 |
A model for the Mediating Role of the Knowledge Sharing in the Relationship between EFL Learners’ Online Peer-Written Feedback and their Reflectivity in Writing | ||
| Technology Assisted Language Education | ||
| دوره 3، شماره 1، خرداد 2025، صفحه 24-43 اصل مقاله (455.47 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2025.11314.1072 | ||
| نویسندگان | ||
| Mina Farabi؛ Hamid Reza Khalaji* ؛ Abbas Bayat | ||
| Department of English, Mal.C., Islamic Azad University, Malayer, Iran. | ||
| چکیده | ||
| Collaborative learning and knowledge sharing are important concepts in academia that facilitate the process of teaching and learning to write. Educators are more adept at providing constructive feedback due to technology integration in writing courses. While collaborative learning has been examined in the EFL environment, the investigation of information sharing remains nascent. The correlation between online peer feedback and knowledge sharing remains unexamined. Considering the benefit above, the purpose of this study is twofold. The researchers examined the relationship between EFL learners’ online peer feedback, their knowledge sharing, and their reflections on writing. Moreover, they investigated if knowledge sharing mediated the relationship between EFL learners’ online peer feedback and reflection on writing. Based on convenience sampling, 183 EFL learners were recruited from different branches of a language school. The study used three questionnaires, including EFL learners’ attitudes toward online peer-written feedback, learners’ knowledge sharing, and reflection on writing. The Pearson Correlation coefficient was run to examine the relationship between EFL learners’ online peer feedback and their knowledge sharing and the relationship between EFL learners’ knowledge sharing and reflection on writing. A path analysis was employed to assess the mediating role of knowledge sharing. The study found a significant relationship between EFL learners’ online peer feedback and their knowledge sharing and EFL learners’ knowledge sharing and reflection on writing. It was revealed that knowledge sharing mediates the relationship between EFL learners’ online peer feedback and reflection on writing. Implications and further suggestions for researchers are discussed. | ||
| کلیدواژهها | ||
| Mediation؛ Knowledge sharing؛ Online Peer Feedback؛ Reflective Thinking | ||
| مراجع | ||
|
Alavi, M., & Leidner, D. E. (2001). Knowledge management system: issues, challenges, and benefits. Communications of the AIS, 1(7), 1-37.
Ansari, J. A. N., & Khan, A. N. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments,7(1), 1-16.
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education: Cengage Learning.
Avarzamani, F., & Farahian, M. (2019). An investigation into EFL learners’ reflection in writing and the inhibitors to their reflection. Cogent Psychology, 6(1), 1-13.
Boase-Jelinek, D., Parker, J., & Herrington, J. (2013). Learner reflection and learning through peer reviews. Issues in Educational Research, 23(2), 115-131.
Burden, K. J. (2012). Crossing the transformation horizon: Conceptualizing teachers’ learning and transformations with the affordances of Web 2.0. Doctoral dissertation, University of Hull.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston, MA: D. C. Heath & Co Publishers.
DeWitt, J., Archer, L., & Osborne, J. (2014). Science-related aspirations across the primary–secondary divide: Evidence from two surveys in England. International Journal of Science Education, 36(10), 1609-1629.
Dubé. L., Bourhis, A., & Jacob, R. (2006). Towards a typology of virtual communities of practice. Interdisciplinary Journal of Information, Knowledge, and Management, 1. Retrieved from http://www.ijikm.org/Volume1/IJIKMv1p069-093Dube.pdf
Ebadi, S., & Rahimi, M. (2017). Exploring the impact of online peer-editing using Google Docs on EFL learners’ academic writing skills: A mixed-methods study. Computer Assisted Language Learning, 30(8),787-815.
Ebadi, S., & Rahimi, M. (2018). An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study. Computer Assisted Language Learning, 31(5-6), 617-651.
Ekahitanond, V. (2013). Promoting university learners’ critical thinking skills through peer feedback activity in an online discussion forum. Alberta Journal of Educational Research, 59 (2), 247-265.
Farrah, M. (2012). The impact of peer feedback on improving the writing skills among Hebron University learners. An-Najah University Journal for Research, 26(1), 178-210.
Gold, D., Hobbs, C. L., & Berlin, J. A. (2012). Writing instruction in school and college English. In J. J. Murphy (Ed.), A short history of writing instruction: From ancient Greece to contemporary America (3rd ed.) (pp.232-272). New York: Routledge.
Hairston, M. (1982). The winds of change: Thomas Kuhn and the revolution in the teaching of writing. College Composition and Communication, 33, 76-88.
Larson-Hall, J. (2015). A guide to doing statistics in second language research using SPSS and R: Routledge.
Jahin, J. H., & Idrees, M. W. (2012). EFL major learner teachers’ writing proficiency and attitudes towards learning English. Journal of Taibah University, 4(1), 44-91.
Jeong, H., & Chi, M. (1997). Construction of shared knowledge during collaborative learning. Proceedings of Computer Support for Collaborative Learning: The Second International Conference on Computer Support for Collaborative Learning.
Kember, D., Leung, D. Y. P., Jones, A., Loke, A. Y., McKay, J., Sinclair, K., Tse, H., Webb, C., Wong, F. K. Y., Wong, M. W. L., & Yeung. E. (2000). Development of a questionnaire to measure the level of reflective thinking. Assessment and Evaluation in Higher Education 25(4), 381-395.
Krumova, M. Y., & Milanezi, B. D. (2014). Knowledge sharing and collaboration 2.0. Retrieved from https://www.tksi.org/JOURNAL-KSI/PAPER-PDF-2014/2014.4.08.pdf
Lee, I. (2017). Portfolios in classroom L2 writing assessment. In: Classroom writing assessment and feedback in L2 school contexts (pp. 105–122). Singapore: Springer.
Lee, P., Gillespie, N., Mann, L., & Wearing, A. (2010). Leadership and trust: Their effect on knowledge sharing and team performance, Management Learning, 41, 4, 473-491.
Lipman, M. (1991). Thinking in education. Cambridge: Cambridge University Press.
Loughran, J. J. (1996). Developing reflective practice: Learning about teaching and learning through meddling. New York: Routledge Falmer.
Malhotra, Y. (1998). Tools at work: Deciphering the knowledge management hype. The Journal of Quality and Participation, 21(4), 58-60.
McDermott, R. (1999). Why is information technology inspired but cannot deliver knowledge management? California Management Review, 41(4), 103-117.
Mohanty, S. B. (2007). Lifelong and adult education. New Delhi: Ashish Publishing House.
Nomass, B. B. (2013). The impact of using technology in teaching English as a second language, English language, and literature studies, 3, 1, 111-116.
Noroozi, O., & Hatami, J. (2019). The effects of online peer feedback and epistemic beliefs on learners’ argumentation-based learning. Innovations in Education and Teaching International, 56(5), 548–557, DOI: 10.1080/14703297.2018.1431143
Parthasarathy, R. (2014). Peer feedback in the ESL writing classroom. A Journal of Teaching English Language and Literature, 39, 1-6.
Pham, V. P. H. (2019). The effects of lecturer’s model e-comments on graduate learners’ peer e-comments and writing revision. Computer Assisted Language Learning, 34(3), 324-357. https://doi.org/10.1080/09588221.2019.1609521
Pallant, J. (2011). Survival manual. A step by step guide to data analysis using SPSS.
Ricci, A. F. (2009), Encouraging critical thinking in distance learning ensuring challenging intellectual programs. United States Distance Learning Association.
Runhaar, P., & Sanders, K. K. (2015). Promoting teachers’ knowledge sharing. The fostering roles of occupational self-efficacy and human resources management. Educational Management Administration and Leadership, 44(5), 1-20.
Schindler, L. A., Burkholder, G. J. Osama, A. M. Morad, A., & Marsh, C. (2017). Computer-based technology and learner engagement: A critical review of the literature, International Journal of Educational Technology in Higher Education, 14, 25, 2-28.
Sharafi-Nejad, M., Raftari,S., Ismail,S. A. M. M., & Eng, L. S. (2016). Iranian EFL learners’ writing problems: A move towards solution. Journal of Studies in Education, 6(4), 110-118.
Son, S. Y., Cho, D. H., & Kang, S. (2017). The impact of close monitoring on creativity and knowledge sharing: the mediating role of leader-member exchange, Creativity and Innovative Management, 26, 3, 256-265.
Sukirman, S. (2016). Using collaborative writing in teaching writing. Langkawi, 2(1), 33-46.
Veerman, A., & Veldhuis-Diermanse, E. (2001). Collaborative learning through computer-mediated communication in academic education: European Perspectives on Computer-Supported Collaborative Learning, in Dillenbourg, P. (Ed.), Proceedings of the 1st European Conference on Computer-Supported Collaborative Learning, Maastricht University, Maastricht, pp. 625-32.
Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press.
Wangpipatwong, S. (2009). Factors influencing knowledge sharing among university learners. 800-807.
Wei, C. C., Siong Choy, C., Geok Chew, G., & Yee Yen, Y. (2012). Knowledge sharing patterns of undergraduate learners. Library Review, 61, 5, 327-344.
| ||
|
آمار تعداد مشاهده مقاله: 72 تعداد دریافت فایل اصل مقاله: 97 |
||