Pub Date : 2024-05-20DOI: 10.32996/bjal.2024.4.1.6
Nawal Abrouq
Reflective thinking is one of the transferable skills necessary for academic and professional success. Therefore, stimulating English as a foreign language (EFL) students’ reflective skills is undoubtedly important. Reflective journal writing is a pedagogical strategy proposed to help students build their reflective potential. Although previous research investigated the effect of this strategy on the development of students’ reflective skills, there are inconsistent conclusions regarding its effectiveness. Also, limited research has investigated this issue in relation to EFL students in the Moroccan context, specifically in higher education. The aim of this study is to evaluate the effectiveness of reflective journal writing in improving EFL master students reflective thinking. A convergent mixed methods approach associated with a quasi-experimental design was adopted. To collect quantitative and qualitative data, Kember, Leung, et al (2000) Reflective Thinking Questionnaire and reflective journal writing were used, respectively. A purposive sample of 69 EFL master students, including two intact groups, took part in the study. They were randomly assigned to experimental (n = 39) and control groups (n = 30). Quantitative results and qualitative findings revealed that the experimental group, after using reflective journals, has significantly developed reflective thinking compared to the control group. Also, a statistically significant change over time in the experimental group level of reflective thinking was observed. As it can be inferred, reflective journal writing is an effective strategy which could be used to help EFL students engage in a reflective reasoning. Accordingly, the results of this study encourage the formalization of reflective practice as a didactic approach to stimulate EFL students’ reflective thinking at the tertiary level.
{"title":"The Effect of Reflective Journal Writing on Moroccan EFL Master Students’ Reflective Thinking: A Mixed Methods Study","authors":"Nawal Abrouq","doi":"10.32996/bjal.2024.4.1.6","DOIUrl":"https://doi.org/10.32996/bjal.2024.4.1.6","url":null,"abstract":"Reflective thinking is one of the transferable skills necessary for academic and professional success. Therefore, stimulating English as a foreign language (EFL) students’ reflective skills is undoubtedly important. Reflective journal writing is a pedagogical strategy proposed to help students build their reflective potential. Although previous research investigated the effect of this strategy on the development of students’ reflective skills, there are inconsistent conclusions regarding its effectiveness. Also, limited research has investigated this issue in relation to EFL students in the Moroccan context, specifically in higher education. The aim of this study is to evaluate the effectiveness of reflective journal writing in improving EFL master students reflective thinking. A convergent mixed methods approach associated with a quasi-experimental design was adopted. To collect quantitative and qualitative data, Kember, Leung, et al (2000) Reflective Thinking Questionnaire and reflective journal writing were used, respectively. A purposive sample of 69 EFL master students, including two intact groups, took part in the study. They were randomly assigned to experimental (n = 39) and control groups (n = 30). Quantitative results and qualitative findings revealed that the experimental group, after using reflective journals, has significantly developed reflective thinking compared to the control group. Also, a statistically significant change over time in the experimental group level of reflective thinking was observed. As it can be inferred, reflective journal writing is an effective strategy which could be used to help EFL students engage in a reflective reasoning. Accordingly, the results of this study encourage the formalization of reflective practice as a didactic approach to stimulate EFL students’ reflective thinking at the tertiary level.","PeriodicalId":479250,"journal":{"name":"British journal of applied linguistics","volume":"81 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141122906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-04DOI: 10.32996/bjal.2023.3.2.5
Yutian Qin
Empirical studies on the influential factors of temporal conceptualization have evinced that emotions and personality traits involving the approach-related motivation tend to produce a preference for the ego-moving perspective. Building on this insight, the current research introduced the positive and approach-oriented trait of resilience and investigated its influence on the contextualized interpretation of movement of event in time. Results indicated that resilience correlated positively with the ego-moving perspective, such that participants with higher resilience scores were more likely to adopt the ego-moving perspective when reasoning about a temporal ambiguity than those with lower such scores (Study 1). Furthering the correlation, Study 2 made a causal inquiry and revealed that participants primed with a resilient attitude chose to perceive themselves as approaching an academically stressful event (in line with the ego-moving perspective) more frequently than did those primed with a maladaptive attitude. Finally, Study 3 examined the reverse impact of temporal perspective on resilience and the results showed that participants exposed to the ego-moving perspective-framed academic adversity tended to vicariously approach the scenario with a resilient attitude more than did those subjected to the same scenario phrased from the time-moving perspective. Taken together, the pattern of results supports the embodied cognition theory by evidencing that conceptually disparate domains may be reciprocally influenced via a shared embodied link.
{"title":"That Which Does Not Kill You on Wednesday Makes You Stronger On Friday: A Bidirectional Relationship between Resilience and Time","authors":"Yutian Qin","doi":"10.32996/bjal.2023.3.2.5","DOIUrl":"https://doi.org/10.32996/bjal.2023.3.2.5","url":null,"abstract":"Empirical studies on the influential factors of temporal conceptualization have evinced that emotions and personality traits involving the approach-related motivation tend to produce a preference for the ego-moving perspective. Building on this insight, the current research introduced the positive and approach-oriented trait of resilience and investigated its influence on the contextualized interpretation of movement of event in time. Results indicated that resilience correlated positively with the ego-moving perspective, such that participants with higher resilience scores were more likely to adopt the ego-moving perspective when reasoning about a temporal ambiguity than those with lower such scores (Study 1). Furthering the correlation, Study 2 made a causal inquiry and revealed that participants primed with a resilient attitude chose to perceive themselves as approaching an academically stressful event (in line with the ego-moving perspective) more frequently than did those primed with a maladaptive attitude. Finally, Study 3 examined the reverse impact of temporal perspective on resilience and the results showed that participants exposed to the ego-moving perspective-framed academic adversity tended to vicariously approach the scenario with a resilient attitude more than did those subjected to the same scenario phrased from the time-moving perspective. Taken together, the pattern of results supports the embodied cognition theory by evidencing that conceptually disparate domains may be reciprocally influenced via a shared embodied link.","PeriodicalId":479250,"journal":{"name":"British journal of applied linguistics","volume":"7 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135774405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-20DOI: 10.32996/bjal.2023.3.2.4
Hussein A. younis, None Osamah Mohammed, None Muthmainnah, Thaeer Mueen Sahib, Dua'a Akhtom, Israa M. Hayder, Sani Salisu, Misbah Shahid
This study aims to assess the capabilities of ChatGPT in comparison to widely utilized writing assistance tools such as Grammarly and Quillbot. The evaluation involves an examination of ChatGPT's performance across multiple dimensions, encompassing grammar and style correction, plagiarism detection, and overall enhancement of writing quality. Employing a series of tests and comparative analyses, this research investigates the potential suitability of ChatGPT as a viable alternative to Grammarly and Quillbot in supporting writers and enhancing the quality of written content. The outcomes and insights derived from this evaluation offer valuable guidance for individuals and professionals seeking effective writing assistance tools. This article comprehensively reviewed 10 distinct cases of Question(, covering aspects like grammar, parts of speech, proofreading, rephrasing, plagiarism detection, citation, audience engagement, writing style, tone (with a focus on optimism), and the creation of a short story complete with a title. This evaluation encompassed an assessment of various artificial intelligence tools, with specific attention given to ChatGPT. The results of this assessment demonstrated enhanced efficiency and effectiveness in achieving desired writing goals, with notable exceptions observed in addressing plagiarism and citation-related issues.
{"title":"ChatGPT Evaluation: Can It Replace Grammarly and Quillbot Tools?","authors":"Hussein A. younis, None Osamah Mohammed, None Muthmainnah, Thaeer Mueen Sahib, Dua'a Akhtom, Israa M. Hayder, Sani Salisu, Misbah Shahid","doi":"10.32996/bjal.2023.3.2.4","DOIUrl":"https://doi.org/10.32996/bjal.2023.3.2.4","url":null,"abstract":"This study aims to assess the capabilities of ChatGPT in comparison to widely utilized writing assistance tools such as Grammarly and Quillbot. The evaluation involves an examination of ChatGPT's performance across multiple dimensions, encompassing grammar and style correction, plagiarism detection, and overall enhancement of writing quality. Employing a series of tests and comparative analyses, this research investigates the potential suitability of ChatGPT as a viable alternative to Grammarly and Quillbot in supporting writers and enhancing the quality of written content. The outcomes and insights derived from this evaluation offer valuable guidance for individuals and professionals seeking effective writing assistance tools. This article comprehensively reviewed 10 distinct cases of Question(, covering aspects like grammar, parts of speech, proofreading, rephrasing, plagiarism detection, citation, audience engagement, writing style, tone (with a focus on optimism), and the creation of a short story complete with a title. This evaluation encompassed an assessment of various artificial intelligence tools, with specific attention given to ChatGPT. The results of this assessment demonstrated enhanced efficiency and effectiveness in achieving desired writing goals, with notable exceptions observed in addressing plagiarism and citation-related issues.","PeriodicalId":479250,"journal":{"name":"British journal of applied linguistics","volume":"21 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135513764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-10DOI: 10.32996/bjal.2023.3.2.3
Liu Weiwei
The potential washback effects of large-scale public examinations have long been recognized in language testing. Despite the considerable number of studies that have attempted to explore washback effects from various perspectives, very few have attempted to differentiate washback effects of the same test across specific education settings. The present study aimed to fill the research gap by comparing the washback effects of TEM (Test for English Majors), a national standardized English proficiency test in China, in two distinct university settings. 237 students participated in the study and the washback effects of TEM on their learning practice and test perception were examined and subsequently compared. The study identified differential washback effects and concluded that washback should be viewed as a type of contextualized effects. Findings of the study have important implications for the design of language assessment tools to be used in a variety of educational settings.
大规模公开考试的潜在反冲效应在语言测试领域早已被认识到。尽管有相当多的研究试图从不同的角度探索反拨效应，但很少有研究试图区分同一测试在特定教育环境中的反拨效应。本研究旨在通过比较中国国家标准化英语专业水平测试TEM (Test for English professionals)在两所不同大学环境下的反拨效应，来填补这一研究空白。237名学生参与了这项研究，并对TEM对他们的学习实践和考试感知的反拨效应进行了检测和比较。该研究确定了不同的反拨效应，并得出结论，反拨应被视为一种情境化效应。这项研究的发现对于设计在各种教育环境中使用的语言评估工具具有重要的意义。
{"title":"Differentiating Washback Effects Across Education Settings: The Case of a Standardized Test of English Proficiency in China","authors":"Liu Weiwei","doi":"10.32996/bjal.2023.3.2.3","DOIUrl":"https://doi.org/10.32996/bjal.2023.3.2.3","url":null,"abstract":"The potential washback effects of large-scale public examinations have long been recognized in language testing. Despite the considerable number of studies that have attempted to explore washback effects from various perspectives, very few have attempted to differentiate washback effects of the same test across specific education settings. The present study aimed to fill the research gap by comparing the washback effects of TEM (Test for English Majors), a national standardized English proficiency test in China, in two distinct university settings. 237 students participated in the study and the washback effects of TEM on their learning practice and test perception were examined and subsequently compared. The study identified differential washback effects and concluded that washback should be viewed as a type of contextualized effects. Findings of the study have important implications for the design of language assessment tools to be used in a variety of educational settings.","PeriodicalId":479250,"journal":{"name":"British journal of applied linguistics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136072140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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