This article reports the results of an experimental study on the effectiveness of mobile technology (WhatsApp) in improving the critique writing skills of English as a Foreign Language learners and increasing their motivation for learning. The participants (n = 52) are Average-English proficient learners enrolled in two writing courses given at two English-medium universities. The study employed the factorial mixed methods pretest-posttest control group experimental design whereby two intact Sophomore Rhetoric classes were randomly assigned to control and experimental conditions. The experimental conditions included the integration of the WhatsApp application into the experimental group class, whereas participants in the control group were given the regular Sophomore Rhetoric instruction with no WhatsApp mediation. Descriptive statistics (means and standard deviations) and two Analysis of Covariance (ANCOVA) tests were used to address the questions raised in the study. Qualitative data using 2 questionnaires including open-ended question and quantitative data using Pretests and posttests were collected. Results indicated that the use of the WhatsApp mediation was more effective than the regular instruction in improving the critique writing proficiency of the participants and in increasing their motivation for learning.

This study investigated the effectiveness of integrating Student Team Achievement Division (STAD), a structured cooperative learning method, and WebQuest, an inquiry-based technological model (IBTM) on developing university English as a Foreign Language (EFL) students’ advanced-level argumentative writing skills and enhancing instructors’ positive perceptions about teaching and learning. The study, which was undertaken over a 12-week academic semester, employed a mixed methods pre-test/post-test control/experimental group design whereby six intact rhetoric classes were randomly assigned to experimental and control conditions. The experimental group participants (N = 54) were enrolled in four classes and received argumentative writing instruction incorporating STADIBTM whereas their control group counterparts (N = 24) were enrolled in two classes and received the same argumentative writing instruction without STADIBTM. Four instructors who were involved with the experimental group received training on the implementation of STADIBTM. Qualitative data collection and analysis were utilized. The argumentative essay pre-tests and post-tests along with pre-treatment and post-treatment surveys were used to collect data. The quantitative results were evaluated using ANCOVA analyses. The findings showed that only the less skilled participants of the experimental and control groups were able to significantly improve their argumentative writing. However, their instructors were able to develop more positive pedagogical perceptions and perceived fewer challenges because of STADIBTM-based instruction. Further recommendations are given.

This study set out to examine which peer review, face-to-face given orally or online given in writing, is more effective in improving the overall argumentative writing achievement of English as a foreign language (EFL) university learners. The study utilized an experimental design and reported on one experiment including online peer review (OLPR) which was the experimental group (n = 74) and a face-to-face peer review (FTFPR) which served as the control group (n = 48). Both groups (n = 122) were trained in the use of their respective peer review, OLPR or FTFPR. Both groups wrote two argumentative synthesis essays, immediate and delayed, in two drafts. The second draft of each essay was written after receiving the respective peer review, OLPR or FTFPR. Two Multivariate Analysis of Covariance (MANCOVA) tests and a qualitative analysis of peer reviews were conducted to address the study question. Quantitative findings showed that participants in the OLPR group significantly outperformed their FTFPR counterparts in improving the argumentative synthesis writing of EFL university learners. The qualitative analysis of the peer review forms, and the revised essays revealed that the OLPR group gave more systematic feedback than that of FTFPR, OLPR focused on content, organization and language while commenting on the writing strengths and weaknesses. Thus, instructors are advised to use OLPR in argumentative writing classes. The study also showed the significance of shifting the control of feedback from the teacher to students. Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1912104 .

The purpose of this study is to investigate the effects of Arabic diglossia on the development of classical Arabic language acquisition amongst bilingual learners in a private school in Lebanon. The study compares the Arabic language (L1) performance to that of English as a Foreign Language (EFL) in accordance with Bialystok’s model. One hundred-forty participants; (n=140), ranged from five to eleven years of age, with a mean of eight years were sampled. A two-stage random sampling technique was applied, while ensuring that students with contrastive academic achievement were included within the study. The participants sampled for this correlational research were learners enrolled at a private middle school. Participants were given two standardized measures so as to establish the trend of development in oral skills for both classical and colloquial Arabic, determine the grade level at which convergence occurs between the two forms of acquisition and finally compare the degree of classical Arabic (L1) acquisition with respect to their EFL acquisition. The findings indicated interrelatedness between Arabic diglossia and the late oral development of classical Arabic, whereas participants showed a higher degree of comfort with English than with their mother language. Recommendations for future directions and research are also given.

This study set out to examine the effectiveness of Robotics and Weblog models in improving English as a foreign language (EFL) proficiency of terminal middle and secondary school graders. Another purpose is to suggest pedagogies required to integrate Robotics and Weblog models in the EFL curriculum and instruction. We collected data using the State terminal middle and secondary examinations administered across Lebanon, including question items illustrating Bloom’s six levels of critical thinking model. Data were analysed using the rule-based assessment method and descriptive statistics. The findings proved that Robotics and Weblog models improved EFL achievement scores of the terminal middle school graders and three out of four branches of the terminal secondary graders. The study yielded recommendations and implications for Weblog and Robotics models’ integration into EFL curriculum and instruction.