Schedule: Virtual Strand (Conference Hall 3) Day and time to be announced

Title: Enhancing Arabic Students' L2 Writing through Computer-Mediated Peer-Reviewing: the Case of Bahraini Learners of English
Authors: Fatima Wali, Françoise Blin
Abstract: Enhancing Arabic Students' L2 Writing through Computer-Mediated Peer-Reviewing: the Case of Bahraini Learners of English
In recent years, EFL teachers worldwide have shown increasing interest in Computer-mediated Collaborative Writing and Peer-reviewing as a means of developing writing skills. However, many questions remain whether peer-reviewing actually help students as they become autonomous writers. EFL Teachers also request practical proof that their own feedback or peer feedback can contribute positively to this process. Many studies regarding peer-written feedback on L2 writing have examined students’ use of and preference for different types of feedback (e.g. Min, 2005; Tsui &Ng, 2000; Cote, 2006). Other studies have investigated errors caused by interference of L1 in L2. However, little research has investigated whether computer-mediated peer-reviewing in EFL can enhance the development of written accuracy among arabophone students and whether it can assist in resolving mother- tongue interference errors. In particular, very little is known on the effectiveness of computer-mediated peer-reviewing on the development of language accuracy among Bahraini learners of English.
Bahraini school leavers' standard of English is generally poor (Wigzel and Al-Ansari, 1993) and students gain little writing experience in the classroom. Most of their errors are related to Arabic interference and include errors on prepositions, relative pronouns, subject-verb agreement and articles. Moreover, Bahraini students tend to have fluency problems stemming from direct translation from Arabic to English (Sabooni, 1994). This paper reports on a pilot study designed to explore the effectiveness of computer-mediated peer feedback in the context of a multiple-draft writing class. More specifically, it sought to investigate to what extent computer-mediated peer-reviewing in EFL can enhance the development of written accuracy among arabophone students, with a particular focus on errors caused by mother- tongue interference. It also sought to establish whether Bahraini EFL students consider teacher feedback more constructive and helpful than peer feedback and to identify the factors that potentially contribute to successful peer-reviewing.
To that end, 26 Arab speaking learners of English participated in a 30-week writing course, during which they were asked to peer and self review their written productions via Moodle, the institutional virtual learning environment. Tsui and N's (2000) "writing cycle" was adapted and involved a brainstorming phase followed by the production of a first draft, which was reviewed by a peer using an error log. A second draft was then corrected by the teacher. Students worked in pairs and exchanged their texts via Moodle. Each student was thus both reviewee and reviewer.
Quantitative and qualitative data was collected throughout the academic year. Pre-test and post test results have shown that, overall, students’ written accuracy improved throughout the academic year. The tracking and analysis of errors made and noticed by students revealed that students’ metalinguistic awareness also increased. Qualitative data obtained from three questionnaires provided some insights into students’ perception of and attitudes towards computer-mediated peer-reviewing, which in turn suggest some principles for the successful integration of computer-mediated peer reviewing activities in the Bahraini EFL writing classroom.
References
Cote, R. (2006). Peer Collaboration in the ESL Writing Classroom. PhD. : UK, University of Manchester.
Min, H (2005). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing 15, 118-141.
Sabooni, S. (1994). The teaching of Writing within the Integrated Skills Approach in Bahrain. M.Ed.: UK, University of Manchester.
Tsui, A & Ng, M. (2000). Do Secondary L2 Writers Benefit from Peer Comments? Journal of Second Language Writing. 9/2, 147-170.
Wigzell, Roy & Al- Ansari, Saif Hashim. (1993). The Pedagogical Needs of Low Achievers. In the Canadian Modern Language Review. Vol 94:2. pp. 302-315.
Keywords: Not provided

Main topic: Computer Mediated Communication (CMC)

Biodata: Fatima Wali is a Senior English Tutor and Staff Development Specialist. She completed a Bachelor Degree of English Language Studies/ Education at the University of Bahrain in 2000 and a Masters Degree in Applied English Language in 2004. She is doing her PhD in Applied Language and Intercultural Studies at Dublin City University. Fatima has worked as an English teacher at the Ministry of Education and as an English lecturer at the Arab Open University. She has also worked as an English Language Lecturer at the Royal College of Surgeons in Ireland, where she also spent two years working on an online e-learning project. Francoise Blin is a Senior Lecturer in French in the School of Applied Language and Intercultural Studies (SALIS) at Dublin City University and the Associate Dean for Learning Innovation in the Faculty of Humanities and Social Sciences. She is also the Vice-President of EUROCALL and the editor of the "Rubrique Pratique et Recherche" for the French speaking e-journal ALSIC.
Type of presentation Online presentation (Virtual Strand)

Paper category Research

Target educational sector Higher education

Language of delivery English

Schedule:	Virtual Strand (Conference Hall 3) Day and time to be announced
Title:	Enhancing Arabic Students' L2 Writing through Computer-Mediated Peer-Reviewing: the Case of Bahraini Learners of English
Authors:	Fatima Wali, Françoise Blin
Abstract:	Enhancing Arabic Students' L2 Writing through Computer-Mediated Peer-Reviewing: the Case of Bahraini Learners of English In recent years, EFL teachers worldwide have shown increasing interest in Computer-mediated Collaborative Writing and Peer-reviewing as a means of developing writing skills. However, many questions remain whether peer-reviewing actually help students as they become autonomous writers. EFL Teachers also request practical proof that their own feedback or peer feedback can contribute positively to this process. Many studies regarding peer-written feedback on L2 writing have examined students’ use of and preference for different types of feedback (e.g. Min, 2005; Tsui &Ng, 2000; Cote, 2006). Other studies have investigated errors caused by interference of L1 in L2. However, little research has investigated whether computer-mediated peer-reviewing in EFL can enhance the development of written accuracy among arabophone students and whether it can assist in resolving mother- tongue interference errors. In particular, very little is known on the effectiveness of computer-mediated peer-reviewing on the development of language accuracy among Bahraini learners of English. Bahraini school leavers' standard of English is generally poor (Wigzel and Al-Ansari, 1993) and students gain little writing experience in the classroom. Most of their errors are related to Arabic interference and include errors on prepositions, relative pronouns, subject-verb agreement and articles. Moreover, Bahraini students tend to have fluency problems stemming from direct translation from Arabic to English (Sabooni, 1994). This paper reports on a pilot study designed to explore the effectiveness of computer-mediated peer feedback in the context of a multiple-draft writing class. More specifically, it sought to investigate to what extent computer-mediated peer-reviewing in EFL can enhance the development of written accuracy among arabophone students, with a particular focus on errors caused by mother- tongue interference. It also sought to establish whether Bahraini EFL students consider teacher feedback more constructive and helpful than peer feedback and to identify the factors that potentially contribute to successful peer-reviewing. To that end, 26 Arab speaking learners of English participated in a 30-week writing course, during which they were asked to peer and self review their written productions via Moodle, the institutional virtual learning environment. Tsui and N's (2000) "writing cycle" was adapted and involved a brainstorming phase followed by the production of a first draft, which was reviewed by a peer using an error log. A second draft was then corrected by the teacher. Students worked in pairs and exchanged their texts via Moodle. Each student was thus both reviewee and reviewer. Quantitative and qualitative data was collected throughout the academic year. Pre-test and post test results have shown that, overall, students’ written accuracy improved throughout the academic year. The tracking and analysis of errors made and noticed by students revealed that students’ metalinguistic awareness also increased. Qualitative data obtained from three questionnaires provided some insights into students’ perception of and attitudes towards computer-mediated peer-reviewing, which in turn suggest some principles for the successful integration of computer-mediated peer reviewing activities in the Bahraini EFL writing classroom. References Cote, R. (2006). Peer Collaboration in the ESL Writing Classroom. PhD. : UK, University of Manchester. Min, H (2005). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing 15, 118-141. Sabooni, S. (1994). The teaching of Writing within the Integrated Skills Approach in Bahrain. M.Ed.: UK, University of Manchester. Tsui, A & Ng, M. (2000). Do Secondary L2 Writers Benefit from Peer Comments? Journal of Second Language Writing. 9/2, 147-170. Wigzell, Roy & Al- Ansari, Saif Hashim. (1993). The Pedagogical Needs of Low Achievers. In the Canadian Modern Language Review. Vol 94:2. pp. 302-315.
Keywords:	Not provided
Main topic:	Computer Mediated Communication (CMC)
Biodata:	Fatima Wali is a Senior English Tutor and Staff Development Specialist. She completed a Bachelor Degree of English Language Studies/ Education at the University of Bahrain in 2000 and a Masters Degree in Applied English Language in 2004. She is doing her PhD in Applied Language and Intercultural Studies at Dublin City University. Fatima has worked as an English teacher at the Ministry of Education and as an English lecturer at the Arab Open University. She has also worked as an English Language Lecturer at the Royal College of Surgeons in Ireland, where she also spent two years working on an online e-learning project. Francoise Blin is a Senior Lecturer in French in the School of Applied Language and Intercultural Studies (SALIS) at Dublin City University and the Associate Dean for Learning Innovation in the Faculty of Humanities and Social Sciences. She is also the Vice-President of EUROCALL and the editor of the "Rubrique Pratique et Recherche" for the French speaking e-journal ALSIC.
Type of presentation	Online presentation (Virtual Strand)
Paper category	Research
Target educational sector	Higher education
Language of delivery	English