A mobile application developed for scaffolding ESL learners in providing peer feedback
DOI:
https://doi.org/10.24200/jonus.vol7iss2pp291-313Abstract
Background and Purpose: Peer feedback has received significant research attention in teaching and learning of oral presentation skills. However, literature reveals a number of challenges concerning students’ provision of peer feedback. A mobile application was thus developed to scaffold students in this context. This study purports to evaluate the efficacy of the developed application by introducing it to the target users in an actual classroom setting.
Methodology: Thirty-three (33) ESL learners from one of the polytechnics in Malaysia were involved in this descriptive study. Both the peer feedback records (pre- and post-) were analyzed for the differences in peer feedback before and after the implementation of mobile application. A 20-item questionnaire was later administered to the target group to examine their perceptions on the developed application.
Findings: It was revealed that with the use of the newly developed application, students generally constructed more peer feedback with specific suggestions to improve oral presentation. Positive perceptions regarding the presentation, visual design, navigation and mobile app accessibility were also found.
Contributions: This study adds to the limited research on the use of mobile-assisted peer feedback, which can be a practical way to develop ESL learners’ oral presentation skills. The findings offer insights into how a mobile application can help scaffold students in peer feedback provision and could help inform that scaffolding is deemed necessary in building an effective classroom culture of feedback. The outcome could serve as a guide for instructors who wish to contemplate using similar approach.
Keywords: ESL learners, mobile application, oral presentation, peer feedback, scaffolding.
References
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Altstaedter, L. L., & Doolittle, P. (2014). Students’ perceptions of peer feedback. Argentinian Journal of Applied Linguistics, 2(2), 60-76.
Amna, S. (2021). An analysis of syntactical errors and mistakes found in English oral presentation. Lesson Journal: Languange, Applied Linguistics, and Education Journal, 1(1), 9-12.
Amiruddin, A. (2019). Researching students’ oral performance: What’s wrong with their use of grammar, vocabulary and pronunciation? Englisia: Journal of Language, Education, and Humanities, 6(2), 88-101.
Ahmad Zaki, A., & Md Yunus, M. (2015). Potential of mobile learning in teaching of ESL academic writing. English Language Teaching, 8(6), 11-19.
Alkhezzi, F., & Al-Dousari, W. (2016). The impact of mobile learning on ESP learners' performance. Journal of Educators Online, 13(2), 73-101.
Ansari, M. S., & Tripathi, A. (2017). An investigation of effectiveness of mobile learning apps in higher education in India. International Journal of Information Studies and Libraries, 2(1), 33-41.
Azmi, A. S. (2016). Oral presentation errors of diploma students in an integrated language skills course. (Unpublished master thesis). School of Graduate Studies, University Putra Malaysia.
Ballantyne, M., Jha, A., Jacobsen, A., Hawker, J. S., & El-Glaly, Y. N. (2018). Study of accessibility guidelines of mobile applications. Proceedings of the 17th International Conference on Mobile and Ubiquitous Multimedia (pp. 305–315). ACM.
Beattie, M. (2020). Zooming out from the teacher-centred classroom. Literacies & Language Education: Research & Practice, 1(1), 63-65.
Boholano, H. B., Merin, J. A., & Dapat, L. C. (2021). Building online facilitating skills in the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(1), 13-24.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188.
Chew, S., Lai, P. S. M., & Ng, C. J. (2020). Usability and utility of a mobile app to improve medication adherence among ambulatory care patients in Malaysia: Qualitative study. JMIR mHealth and uHealth, 8(1), e15146.
Chew, S. Y., & Ng, L. L. (2021). The influence of personality and language proficiency on ESL learners’ word contributions in face-to-face and synchronous online forums. Journal of Nusantara Studies, 6(1), 199-221.
Chien, S.-Y., Hwang, G.-J., & Jong, M. S-Y. (2019). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-speaking performance and learning perceptions. Computers & Education, 146(C), 103751.
Ching, Y.-H., & Hsu, Y.-C. (2013). Peer feedback to facilitate project-based learning in an online environment. The International Review of Research in Open and Distributed Learning, 14(5), 258-276.
Demir, K., & Akpınar, E. (2018). The effect of mobile learning applications on students’ academic achievement and attitudes toward mobile learning. Malaysian Online Journal of Educational Technology, 6(2), 48-59.
Denton, A. W. (2017). Improving the quality of constructive peer feedback. College Teaching, 66(1), 22–23.
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56(1),
21-28.
Emaliana, I. (2017). Teacher-centered or student-centered learning approach to promote learning? Jurnal Sosial Humaniora, 10(2), 59-70.
Farrah, M., & Abu-Dawood, A. (2018). Using mobile phone applications in teaching and learning process. International Journal of Research in English Education, 3(2), 48-68.
Fester, A. M., & Gedera, D. S. P. (2018). Facilitating reflective and collaborative learning in EAP. Modern English Teacher, 27(3), 27–29.
Gaber, M. E. (2015). Utilizing Mobile Assisted Language Learning (MALL) to develop EFL listening skills and learner autonomy. (Unpublished master thesis). Faculty of Education, Mansoura University, Egypt.
Gong, J., & Tarasewich, P. (2004). Guidelines for handheld mobile device interface design. In Proceedings of DSI 2004 Annual Meeting (pp. 3751-3756). https://personal.cis.strath.ac.uk/sotirios.terzis/classes/52.504/2010/GuidelinesGongTarase.pdf
Hadi, M. S., & Emzir, E. (2016). Improving English speaking ability through Mobile Assisted Language Learning (Mall) learning model. International Journal of Language Education and Culture Review, 2(2), 71–74.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-11.
Hill, M., & Storey, A. (2003). SpeakEasy: Online support for oral presentation skills. ELT Journal, 57(4), 370-376.
Hsia, L.-H., Huang, I., & Hwang, G.-J. (2016). Effects of different online peer-feedback approaches on students’ performance skills, motivation and self-efficacy in a dance course. Computers & Education, 96(1), 55-71.
Huang, S. C. (2018). A GEARed peer feedback model and implications for learning facilitation. Assessment & Evaluation in Higher Education, 43(7), 1194-1210.
Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2),
175-193.
Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2018). Peer feedback on academic writing: Undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education,
43(6), 955-968.
Hung, H. T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16-27.
Jackson, C., & Ciolek, N. (2017). Digital design in action: Creative solutions for designers. CRC Press.
Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences, 9(2), 90-97.
Kuimova, M., Burleigh, D., Uzunboylu, H., & Bazhenov, R. (2018). Positive effects of mobile learning on foreign language learning. TEM Journal, 7(4), 837-841.
Kurniawati, A. (2013). Scaffolding for peer feedback session: What, why, and how? Indonesian Journal of English Language Teaching, 9(2), 119-126.
Lee, Y. J. (2017). Sharing peer feedback: How does it affect EFL learners’ oral presentation skills? Asia-Pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 7(12), 307–322.
Leijen, D. A. J. (2017). A novel approach to examine the impact of web-based peer review on the revisions of L2 writers. Computers and Composition, 43(1), 35–54.
Li, M., & Li, J. (2017). Online peer review using Turnitin in first-year writing classes. Computers and Composition, 46(1), 21-38.
Lin, G. Y. (2018). Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system. Computers and Education,
116(1), 81-92.
Lu, J., & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257-275.
Luo, T. (2016). Enabling microblogging-based peer feedback in face-to-face classrooms. STEMPS Faculty Publications, 16(1), 1-23.
Ma, H., & Shen, Y. (2018). An empirical study of peer assessment in public speaking class. In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017) (pp. 233-237). Atlantis Press.
McLain, T. R. (2018). Integration of the video response app Flipgrid in the business writing classroom. International Journal of Educational Technology and Learning, 4(2), 68–75.
Merizawati, H. (2019). An error analysis in paper presentations: A case study of Indonesian EFL learners. Linguists: Journal of Linguistics and Language Teaching, 4(2), 71-103.
Miskam, N. N., & Saidalvi, A. (2019). The use of Flipgrid for teaching oral presentation skills to engineering students. International Journal of Recent Technology and Engineering, 8(1C2), 536–541.
Muslimin, M. S., Nordin, N. M., Mansor, A. Z., & Yunus, M. M. (2017). The design and development of MobiEko: A mobile educational app for microeconomics module. Malaysian Journal of Learning and Instruction, 1(1), 221-255.
Nagaraju, Ch., Madhavaiah, G., & Peter, S. (2013). Teacher-centred learning and student-centred learning in English classroom: The teaching methods realizing the dreams of language learners. International Journal of Scientific Research and
Reviews, 2(3), 125- 131.
Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401.
Nguoi, C. C. L., & Habil, H. (2021). Bibliometric analysis of research on peer feedback in teaching and learning. Pertanika Journal of Social Sciences & Humanities, 29(3), 1957-1980.
Nguoi, C. C. L., & Habil, H. (2020). Peer feedback in technology-supported learning environment: A comprehensive review. Sciences, 10(9), 762-784.
Ozer, O., & Kılıç, F. (2018). The effect of mobile-assisted language learning environment on EFL students’ academic achievement, cognitive load and acceptance of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology
Education, 14(7), 2915-2928.
Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning (Structures, agency, practices). Springer.
Pane, T. F. B. (2017). University students’ grammatical errors in a classroom oral presentation (Unpublished doctoral dissertation). UNIMED.
Robles, H. (2016). Mobile learning to improve writing in ESL teaching. TEFLIN Journal, 27(2), 182–202.
Rodríguez-González, E., & Castañeda, M. E. (2018). The effects and perceptions of trained peer feedback in L2 speaking: Impact on revision and speaking quality. Innovation in Language Learning and Teaching, 12(2), 120-136.
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: A user evaluation of the Busuu app. Computer Assisted Language Learning, 31(8), 854-881.
Rozina, A. G., Tengku Nazatul Shima, T. P., Ahamad Shah, M. I., Rahmah, L. Y., & Hafiza, A. (2017). Mobile Assisted Language Learning (Mall) in developing second language learners’ understanding of grammar. Journal of Academia UiTM Negeri
Sembilan, 5(1), 187-208.
Ruminar, H. (2018). Grammatical errors in ESP students’ presentation across proficiency levels. English Journal of Merdeka: Culture, Language, and Teaching of English, 3(1), 15-22.
Sa’don, N. F., Ibrahim, A., Mohamed Dahlan, H., & Che Husin, A. R. (2015). Usage of mobile apps in Malaysian secondary education usage of mobile apps in Malaysian secondary education. International Journal of Arts and Science, 1(1), 1-9.
Safrida, S., & Kasim, U. (2016). Grammatical errors: An analysis in speaking produced by EFL undergraduate students. Research in English and Education Journal, 1(1), 71-80.
Schlatter, T., & Levinson, D. (2013). Visual usability: Principles and practices for designing digital applications. Newnes.
Segaran, M. K., & Hasim, Z. (2021). Teacher management of self-regulated learning through eportfolio. Journal of Nusantara Studies, 6(1), 373-393.
Shneiderman, B., Plaisant, C., Cohen, M. S., Jacobs, S., Elmqvist, N., & Diakopoulos, N. (2016). Designing the user interface: Strategies for effective human-computer interaction. Pearson.
Shuib, M., Azizan, S. N., & Ganapathy, M. (2018). Mobile learning readiness among English language learners in a public university in Malaysia. Pertanika Journal of Social Sciences & Humanities, 26(3), 1491-1504.
Smith, S. L., & Mosier, J. N. (1986). Guidelines for designing user interface software. Mitre Corporation.
Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers and Education, 94(1), 252–275.
Tsai, S. C. (2011). Courseware integration into task-based learning: A case study of multimedia courseware-supported oral presentations for non-English major students. ReCALL, 23(2), 117-134.
Van Ginkel, S., Gulikers, J., Biemans, H., Noroozi, O., Roozen, M., Bos, T., … & Mulder, M. (2019). Fostering oral presentation competence through a virtual reality-based task for delivering feedback. Computers & Education, 134(1), 78-97.
Vasodavan, V., DeWitt, D., & Alias, N. (2021). Framework for developing intellectual skills using collaborative learning tools: The experts’ consensus. Journal of Nusantara Studies, 6(1), 284-308.
Vygotsky, L. S. (1978). Interaction between learning and development. In L. S. Vygotsky, & M. Cole (Eds), Mind in society: The development of higher psychological processes (pp. 29-39). Harvard University Press.
Wong, C. Y., Khong, C. W., & Chu, K. (2012). Interface design practice and education towards mobile apps development. Procedia-Social and Behavioral Sciences, 51(1), 698-702.
Wu, J. G., & Miller, L. (2020). Improving English learners’ speaking through mobile-assisted peer feedback. RELC Journal, 51(1), 168-178.
Yu, F. Y., & Wu, C. P. (2013). Predictive effects of online peer feedback types on performance quality. Educational Technology & Society, 16(1), 332–341.
Zheng, L., Cui, P., Li, X., & Huang, R. (2017). Synchronous discussion between assessors and assessees in web-based peer assessment: impact on writing performance, feedback quality, meta-cognitive awareness and self-efficacy. Assessment &
Evaluation in Higher Education, 43(3), 500-514.
Altstaedter, L. L., & Doolittle, P. (2014). Students’ perceptions of peer feedback. Argentinian Journal of Applied Linguistics, 2(2), 60-76.
Amna, S. (2021). An analysis of syntactical errors and mistakes found in English oral presentation. Lesson Journal: Languange, Applied Linguistics, and Education Journal, 1(1), 9-12.
Amiruddin, A. (2019). Researching students’ oral performance: What’s wrong with their use of grammar, vocabulary and pronunciation? Englisia: Journal of Language, Education, and Humanities, 6(2), 88-101.
Ahmad Zaki, A., & Md Yunus, M. (2015). Potential of mobile learning in teaching of ESL academic writing. English Language Teaching, 8(6), 11-19.
Alkhezzi, F., & Al-Dousari, W. (2016). The impact of mobile learning on ESP learners' performance. Journal of Educators Online, 13(2), 73-101.
Ansari, M. S., & Tripathi, A. (2017). An investigation of effectiveness of mobile learning apps in higher education in India. International Journal of Information Studies and Libraries, 2(1), 33-41.
Azmi, A. S. (2016). Oral presentation errors of diploma students in an integrated language skills course. (Unpublished master thesis). School of Graduate Studies, University Putra Malaysia.
Ballantyne, M., Jha, A., Jacobsen, A., Hawker, J. S., & El-Glaly, Y. N. (2018). Study of accessibility guidelines of mobile applications. Proceedings of the 17th International Conference on Mobile and Ubiquitous Multimedia (pp. 305–315). ACM.
Beattie, M. (2020). Zooming out from the teacher-centred classroom. Literacies & Language Education: Research & Practice, 1(1), 63-65.
Boholano, H. B., Merin, J. A., & Dapat, L. C. (2021). Building online facilitating skills in the new normal. Journal of Research, Policy & Practice of Teachers and Teacher Education, 11(1), 13-24.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325.
Chen, C. M., Liu, H., & Huang, H. B. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170-188.
Chew, S., Lai, P. S. M., & Ng, C. J. (2020). Usability and utility of a mobile app to improve medication adherence among ambulatory care patients in Malaysia: Qualitative study. JMIR mHealth and uHealth, 8(1), e15146.
Chew, S. Y., & Ng, L. L. (2021). The influence of personality and language proficiency on ESL learners’ word contributions in face-to-face and synchronous online forums. Journal of Nusantara Studies, 6(1), 199-221.
Chien, S.-Y., Hwang, G.-J., & Jong, M. S-Y. (2019). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-speaking performance and learning perceptions. Computers & Education, 146(C), 103751.
Ching, Y.-H., & Hsu, Y.-C. (2013). Peer feedback to facilitate project-based learning in an online environment. The International Review of Research in Open and Distributed Learning, 14(5), 258-276.
Demir, K., & Akpınar, E. (2018). The effect of mobile learning applications on students’ academic achievement and attitudes toward mobile learning. Malaysian Online Journal of Educational Technology, 6(2), 48-59.
Denton, A. W. (2017). Improving the quality of constructive peer feedback. College Teaching, 66(1), 22–23.
Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56(1),
21-28.
Emaliana, I. (2017). Teacher-centered or student-centered learning approach to promote learning? Jurnal Sosial Humaniora, 10(2), 59-70.
Farrah, M., & Abu-Dawood, A. (2018). Using mobile phone applications in teaching and learning process. International Journal of Research in English Education, 3(2), 48-68.
Fester, A. M., & Gedera, D. S. P. (2018). Facilitating reflective and collaborative learning in EAP. Modern English Teacher, 27(3), 27–29.
Gaber, M. E. (2015). Utilizing Mobile Assisted Language Learning (MALL) to develop EFL listening skills and learner autonomy. (Unpublished master thesis). Faculty of Education, Mansoura University, Egypt.
Gong, J., & Tarasewich, P. (2004). Guidelines for handheld mobile device interface design. In Proceedings of DSI 2004 Annual Meeting (pp. 3751-3756). https://personal.cis.strath.ac.uk/sotirios.terzis/classes/52.504/2010/GuidelinesGongTarase.pdf
Hadi, M. S., & Emzir, E. (2016). Improving English speaking ability through Mobile Assisted Language Learning (Mall) learning model. International Journal of Language Education and Culture Review, 2(2), 71–74.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-11.
Hill, M., & Storey, A. (2003). SpeakEasy: Online support for oral presentation skills. ELT Journal, 57(4), 370-376.
Hsia, L.-H., Huang, I., & Hwang, G.-J. (2016). Effects of different online peer-feedback approaches on students’ performance skills, motivation and self-efficacy in a dance course. Computers & Education, 96(1), 55-71.
Huang, S. C. (2018). A GEARed peer feedback model and implications for learning facilitation. Assessment & Evaluation in Higher Education, 43(7), 1194-1210.
Huang, Y. N., & Hong, Z. R. (2016). The effects of a flipped English classroom intervention on students’ information and communication technology and English reading comprehension. Educational Technology Research and Development, 64(2),
175-193.
Huisman, B., Saab, N., Van Driel, J., & Van Den Broek, P. (2018). Peer feedback on academic writing: Undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment & Evaluation in Higher Education,
43(6), 955-968.
Hung, H. T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16-27.
Jackson, C., & Ciolek, N. (2017). Digital design in action: Creative solutions for designers. CRC Press.
Klimova, B. (2019). Impact of mobile learning on students’ achievement results. Education Sciences, 9(2), 90-97.
Kuimova, M., Burleigh, D., Uzunboylu, H., & Bazhenov, R. (2018). Positive effects of mobile learning on foreign language learning. TEM Journal, 7(4), 837-841.
Kurniawati, A. (2013). Scaffolding for peer feedback session: What, why, and how? Indonesian Journal of English Language Teaching, 9(2), 119-126.
Lee, Y. J. (2017). Sharing peer feedback: How does it affect EFL learners’ oral presentation skills? Asia-Pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology, 7(12), 307–322.
Leijen, D. A. J. (2017). A novel approach to examine the impact of web-based peer review on the revisions of L2 writers. Computers and Composition, 43(1), 35–54.
Li, M., & Li, J. (2017). Online peer review using Turnitin in first-year writing classes. Computers and Composition, 46(1), 21-38.
Lin, G. Y. (2018). Anonymous versus identified peer assessment via a Facebook-based learning application: Effects on quality of peer feedback, perceived learning, perceived fairness, and attitude toward the system. Computers and Education,
116(1), 81-92.
Lu, J., & Law, N. (2012). Online peer assessment: Effects of cognitive and affective feedback. Instructional Science, 40(2), 257-275.
Luo, T. (2016). Enabling microblogging-based peer feedback in face-to-face classrooms. STEMPS Faculty Publications, 16(1), 1-23.
Ma, H., & Shen, Y. (2018). An empirical study of peer assessment in public speaking class. In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017) (pp. 233-237). Atlantis Press.
McLain, T. R. (2018). Integration of the video response app Flipgrid in the business writing classroom. International Journal of Educational Technology and Learning, 4(2), 68–75.
Merizawati, H. (2019). An error analysis in paper presentations: A case study of Indonesian EFL learners. Linguists: Journal of Linguistics and Language Teaching, 4(2), 71-103.
Miskam, N. N., & Saidalvi, A. (2019). The use of Flipgrid for teaching oral presentation skills to engineering students. International Journal of Recent Technology and Engineering, 8(1C2), 536–541.
Muslimin, M. S., Nordin, N. M., Mansor, A. Z., & Yunus, M. M. (2017). The design and development of MobiEko: A mobile educational app for microeconomics module. Malaysian Journal of Learning and Instruction, 1(1), 221-255.
Nagaraju, Ch., Madhavaiah, G., & Peter, S. (2013). Teacher-centred learning and student-centred learning in English classroom: The teaching methods realizing the dreams of language learners. International Journal of Scientific Research and
Reviews, 2(3), 125- 131.
Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401.
Nguoi, C. C. L., & Habil, H. (2021). Bibliometric analysis of research on peer feedback in teaching and learning. Pertanika Journal of Social Sciences & Humanities, 29(3), 1957-1980.
Nguoi, C. C. L., & Habil, H. (2020). Peer feedback in technology-supported learning environment: A comprehensive review. Sciences, 10(9), 762-784.
Ozer, O., & Kılıç, F. (2018). The effect of mobile-assisted language learning environment on EFL students’ academic achievement, cognitive load and acceptance of mobile learning tools. EURASIA Journal of Mathematics, Science and Technology
Education, 14(7), 2915-2928.
Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning (Structures, agency, practices). Springer.
Pane, T. F. B. (2017). University students’ grammatical errors in a classroom oral presentation (Unpublished doctoral dissertation). UNIMED.
Robles, H. (2016). Mobile learning to improve writing in ESL teaching. TEFLIN Journal, 27(2), 182–202.
Rodríguez-González, E., & Castañeda, M. E. (2018). The effects and perceptions of trained peer feedback in L2 speaking: Impact on revision and speaking quality. Innovation in Language Learning and Teaching, 12(2), 120-136.
Rosell-Aguilar, F. (2018). Autonomous language learning through a mobile application: A user evaluation of the Busuu app. Computer Assisted Language Learning, 31(8), 854-881.
Rozina, A. G., Tengku Nazatul Shima, T. P., Ahamad Shah, M. I., Rahmah, L. Y., & Hafiza, A. (2017). Mobile Assisted Language Learning (Mall) in developing second language learners’ understanding of grammar. Journal of Academia UiTM Negeri
Sembilan, 5(1), 187-208.
Ruminar, H. (2018). Grammatical errors in ESP students’ presentation across proficiency levels. English Journal of Merdeka: Culture, Language, and Teaching of English, 3(1), 15-22.
Sa’don, N. F., Ibrahim, A., Mohamed Dahlan, H., & Che Husin, A. R. (2015). Usage of mobile apps in Malaysian secondary education usage of mobile apps in Malaysian secondary education. International Journal of Arts and Science, 1(1), 1-9.
Safrida, S., & Kasim, U. (2016). Grammatical errors: An analysis in speaking produced by EFL undergraduate students. Research in English and Education Journal, 1(1), 71-80.
Schlatter, T., & Levinson, D. (2013). Visual usability: Principles and practices for designing digital applications. Newnes.
Segaran, M. K., & Hasim, Z. (2021). Teacher management of self-regulated learning through eportfolio. Journal of Nusantara Studies, 6(1), 373-393.
Shneiderman, B., Plaisant, C., Cohen, M. S., Jacobs, S., Elmqvist, N., & Diakopoulos, N. (2016). Designing the user interface: Strategies for effective human-computer interaction. Pearson.
Shuib, M., Azizan, S. N., & Ganapathy, M. (2018). Mobile learning readiness among English language learners in a public university in Malaysia. Pertanika Journal of Social Sciences & Humanities, 26(3), 1491-1504.
Smith, S. L., & Mosier, J. N. (1986). Guidelines for designing user interface software. Mitre Corporation.
Sung, Y., Chang, K., & Liu, T. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers and Education, 94(1), 252–275.
Tsai, S. C. (2011). Courseware integration into task-based learning: A case study of multimedia courseware-supported oral presentations for non-English major students. ReCALL, 23(2), 117-134.
Van Ginkel, S., Gulikers, J., Biemans, H., Noroozi, O., Roozen, M., Bos, T., … & Mulder, M. (2019). Fostering oral presentation competence through a virtual reality-based task for delivering feedback. Computers & Education, 134(1), 78-97.
Vasodavan, V., DeWitt, D., & Alias, N. (2021). Framework for developing intellectual skills using collaborative learning tools: The experts’ consensus. Journal of Nusantara Studies, 6(1), 284-308.
Vygotsky, L. S. (1978). Interaction between learning and development. In L. S. Vygotsky, & M. Cole (Eds), Mind in society: The development of higher psychological processes (pp. 29-39). Harvard University Press.
Wong, C. Y., Khong, C. W., & Chu, K. (2012). Interface design practice and education towards mobile apps development. Procedia-Social and Behavioral Sciences, 51(1), 698-702.
Wu, J. G., & Miller, L. (2020). Improving English learners’ speaking through mobile-assisted peer feedback. RELC Journal, 51(1), 168-178.
Yu, F. Y., & Wu, C. P. (2013). Predictive effects of online peer feedback types on performance quality. Educational Technology & Society, 16(1), 332–341.
Zheng, L., Cui, P., Li, X., & Huang, R. (2017). Synchronous discussion between assessors and assessees in web-based peer assessment: impact on writing performance, feedback quality, meta-cognitive awareness and self-efficacy. Assessment &
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Published
2022-06-30
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Articles
How to Cite
A mobile application developed for scaffolding ESL learners in providing peer feedback. (2022). Journal of Nusantara Studies (JONUS), 7(2), 291-313. https://doi.org/10.24200/jonus.vol7iss2pp291-313
