Hani Albelihi - Academia.edu (original) (raw)
Papers by Hani Albelihi
Frontiers in Education, Sep 9, 2022
F1000Research, Apr 22, 2022
Background: Corrective feedback plays the role of enabling both teachers and learners to gauge th... more Background: Corrective feedback plays the role of enabling both teachers and learners to gauge their performance and reflect on their development. It can vary in nature, amount, and focus; nevertheless, its centrality to the classroom cannot be ignored. At the same time, what makes it effective is the way it is communicated. The role of Written Corrective Feedback (WCF) is vital as both a corrective measure and durability for future reference. Foreign language classrooms are an active foreground for feedback practices, given that the bulk of correction is multifaceted and multimodal. However, teachers are left to their devices to formulate best practices in the absence of defined classroom feedback mechanisms. The purposes of this study are (i) to evaluate Saudi English as a foreign language (EFL) instructors' real practices in supporting their students with corrective feedback; and (ii) to check the students' beliefs about the feedback they receive from their instructors. Methods: Using the writing output of 92 EFL learners from Qassim University, Saudi Arabia, and the nature of WCF provided to them by three university instructors who were free to choose their feedback strategies in two phases of writing and correction, followed by learners' cumulative response to the two, the study concludes that a number of difficulties surrounding the scope of feedback need to be researched. Results: The study found that the most used type of WCF is direct in regard to grammatical errors, vocabulary, syntax, and content evaluation. However, the Saudi EFL learners prefer direct corrective feedback for grammatical errors but indirect coded feedback for content correcting their writing assignments. Conclusions: The study encourages EFL teachers to focus on the different types of WCF when reverting to their learners. Furthermore, students' preference for feedback should be the cornerstone teachers begin with while giving the WCF.
Frontiers in Psychology, Oct 20, 2022
Frontiers in Psychology, Aug 2, 2022
This research aims to investigate the impact of learning lexical chunks on the English as a Forei... more This research aims to investigate the impact of learning lexical chunks on the English as a Foreign Language (EFL) Saudi learners' (aged 13 to 17) speaking fluency. The study uses an intervention with intermediate Saudi learners comprising lexical chunks based upon the books Collocation in Use and Common Idioms in English. Findings obtained from the post-test show that the experimental groups scored significantly better when compared to their performance in the pre-test of speaking fluency. On the contrary, the difference in the performance of the control group between the pre and posttests is not significant as far as speaking fluency is concerned. The findings also show that the experimental group participants had favorable sentiments regarding explicit lexical chunk training. The research has theoretical and practical consequences in teaching and learning a foreign/second language.
Asian-Pacific Journal of Second and Foreign Language Education
Writing across the curriculum (WAC) has been viewed as a movement that links several academic fie... more Writing across the curriculum (WAC) has been viewed as a movement that links several academic fields across various academic departments in different institutions. WAC has emerged as a powerful pedagogical tool for improving students’ learning outcomes and critical thinking. While the practice of WAC as an independent learning unit is not formally implemented in all Saudi universities, teaching writing across the disciplines is pervasive. The principal objective of this research project is to inform writing specialists and policymakers in Saudi higher education about the status of WAC on Saudi campuses. Through five faculty narratives and group interviews, this research collects and analyzes faculty experiences, challenges, perceptions, and institutional expectations concerning writing practices across the disciplines at predominantly undergraduate, teaching-oriented Saudi universities. Findings indicate that faculty members utilize WAC to encourage critical thinking and improve stu...
Frontiers in Education, Sep 9, 2022
Frontiers in Psychology
This research aims to investigate the impact of learning lexical chunks on the English as a Forei... more This research aims to investigate the impact of learning lexical chunks on the English as a Foreign Language (EFL) Saudi learners’ (aged 13 to 17) speaking fluency. The study uses an intervention with intermediate Saudi learners comprising lexical chunks based upon the books Collocation in Use and Common Idioms in English. Findings obtained from the post-test show that the experimental groups scored significantly better when compared to their performance in the pre-test of speaking fluency. On the contrary, the difference in the performance of the control group between the pre and post-tests is not significant as far as speaking fluency is concerned. The findings also show that the experimental group participants had favorable sentiments regarding explicit lexical chunk training. The research has theoretical and practical consequences in teaching and learning a foreign/second language.
F1000Research
Background: Corrective feedback plays the role of enabling both teachers and learners to gauge th... more Background: Corrective feedback plays the role of enabling both teachers and learners to gauge their performance and reflect on their development. It can vary in nature, amount, and focus; nevertheless, its centrality to the classroom cannot be ignored. At the same time, what makes it effective is the way it is communicated. The role of Written Corrective Feedback (WCF) is vital as both a corrective measure and durability for future reference. Foreign language classrooms are an active foreground for feedback practices, given that the bulk of correction is multifaceted and multimodal. However, teachers are left to their devices to formulate best practices in the absence of defined classroom feedback mechanisms. The purposes of this study are (i) to evaluate Saudi English as a foreign language (EFL) instructors’ real practices in supporting their students with corrective feedback; and (ii) to check the students’ beliefs about the feedback they receive from their instructors. Methods: ...
Frontiers in Education, Sep 9, 2022
F1000Research, Apr 22, 2022
Background: Corrective feedback plays the role of enabling both teachers and learners to gauge th... more Background: Corrective feedback plays the role of enabling both teachers and learners to gauge their performance and reflect on their development. It can vary in nature, amount, and focus; nevertheless, its centrality to the classroom cannot be ignored. At the same time, what makes it effective is the way it is communicated. The role of Written Corrective Feedback (WCF) is vital as both a corrective measure and durability for future reference. Foreign language classrooms are an active foreground for feedback practices, given that the bulk of correction is multifaceted and multimodal. However, teachers are left to their devices to formulate best practices in the absence of defined classroom feedback mechanisms. The purposes of this study are (i) to evaluate Saudi English as a foreign language (EFL) instructors' real practices in supporting their students with corrective feedback; and (ii) to check the students' beliefs about the feedback they receive from their instructors. Methods: Using the writing output of 92 EFL learners from Qassim University, Saudi Arabia, and the nature of WCF provided to them by three university instructors who were free to choose their feedback strategies in two phases of writing and correction, followed by learners' cumulative response to the two, the study concludes that a number of difficulties surrounding the scope of feedback need to be researched. Results: The study found that the most used type of WCF is direct in regard to grammatical errors, vocabulary, syntax, and content evaluation. However, the Saudi EFL learners prefer direct corrective feedback for grammatical errors but indirect coded feedback for content correcting their writing assignments. Conclusions: The study encourages EFL teachers to focus on the different types of WCF when reverting to their learners. Furthermore, students' preference for feedback should be the cornerstone teachers begin with while giving the WCF.
Frontiers in Psychology, Oct 20, 2022
Frontiers in Psychology, Aug 2, 2022
This research aims to investigate the impact of learning lexical chunks on the English as a Forei... more This research aims to investigate the impact of learning lexical chunks on the English as a Foreign Language (EFL) Saudi learners' (aged 13 to 17) speaking fluency. The study uses an intervention with intermediate Saudi learners comprising lexical chunks based upon the books Collocation in Use and Common Idioms in English. Findings obtained from the post-test show that the experimental groups scored significantly better when compared to their performance in the pre-test of speaking fluency. On the contrary, the difference in the performance of the control group between the pre and posttests is not significant as far as speaking fluency is concerned. The findings also show that the experimental group participants had favorable sentiments regarding explicit lexical chunk training. The research has theoretical and practical consequences in teaching and learning a foreign/second language.
Asian-Pacific Journal of Second and Foreign Language Education
Writing across the curriculum (WAC) has been viewed as a movement that links several academic fie... more Writing across the curriculum (WAC) has been viewed as a movement that links several academic fields across various academic departments in different institutions. WAC has emerged as a powerful pedagogical tool for improving students’ learning outcomes and critical thinking. While the practice of WAC as an independent learning unit is not formally implemented in all Saudi universities, teaching writing across the disciplines is pervasive. The principal objective of this research project is to inform writing specialists and policymakers in Saudi higher education about the status of WAC on Saudi campuses. Through five faculty narratives and group interviews, this research collects and analyzes faculty experiences, challenges, perceptions, and institutional expectations concerning writing practices across the disciplines at predominantly undergraduate, teaching-oriented Saudi universities. Findings indicate that faculty members utilize WAC to encourage critical thinking and improve stu...
Frontiers in Education, Sep 9, 2022
Frontiers in Psychology
This research aims to investigate the impact of learning lexical chunks on the English as a Forei... more This research aims to investigate the impact of learning lexical chunks on the English as a Foreign Language (EFL) Saudi learners’ (aged 13 to 17) speaking fluency. The study uses an intervention with intermediate Saudi learners comprising lexical chunks based upon the books Collocation in Use and Common Idioms in English. Findings obtained from the post-test show that the experimental groups scored significantly better when compared to their performance in the pre-test of speaking fluency. On the contrary, the difference in the performance of the control group between the pre and post-tests is not significant as far as speaking fluency is concerned. The findings also show that the experimental group participants had favorable sentiments regarding explicit lexical chunk training. The research has theoretical and practical consequences in teaching and learning a foreign/second language.
F1000Research
Background: Corrective feedback plays the role of enabling both teachers and learners to gauge th... more Background: Corrective feedback plays the role of enabling both teachers and learners to gauge their performance and reflect on their development. It can vary in nature, amount, and focus; nevertheless, its centrality to the classroom cannot be ignored. At the same time, what makes it effective is the way it is communicated. The role of Written Corrective Feedback (WCF) is vital as both a corrective measure and durability for future reference. Foreign language classrooms are an active foreground for feedback practices, given that the bulk of correction is multifaceted and multimodal. However, teachers are left to their devices to formulate best practices in the absence of defined classroom feedback mechanisms. The purposes of this study are (i) to evaluate Saudi English as a foreign language (EFL) instructors’ real practices in supporting their students with corrective feedback; and (ii) to check the students’ beliefs about the feedback they receive from their instructors. Methods: ...