Peer Feedback, English Public Speaking Self-Efficacy, and Performance in Facebook and Brightspace
Gorde:
| Argitaratua izan da: | Education Sciences vol. 15, no. 7 (2025), p. 879-900 |
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| Egile nagusia: | |
| Beste egile batzuk: | , |
| Argitaratua: |
MDPI AG
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| Gaiak: | |
| Sarrera elektronikoa: | Citation/Abstract Full Text Full Text - PDF |
| Etiketak: |
Etiketarik gabe, Izan zaitez lehena erregistro honi etiketa jartzen!
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MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3233140735 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15070879 |2 doi | |
| 035 | |a 3233140735 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Urena-Rodriguez, Lucia |u School of Modern Languages, University of Costa Rica, San Pedro de Montes de Oca 11501, Costa Rica | |
| 245 | 1 | |a Peer Feedback, English Public Speaking Self-Efficacy, and Performance in Facebook and Brightspace | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Social media applications (SMAs) stand at the forefront of emerging technologies in language education due to their transformative potential to enhance English speaking skills. Unlike traditional tools, SMAs leverage features like real-time communication, multimedia integration, and global connectivity, fostering authentic, meaningful interactions in socially engaging environments. Although learning management systems (LMSs) such as Brightspace have been predominantly used to conduct English language learning activities, including peer feedback, SMAs like Facebook offer unique affordances that may further promote student engagement and confidence. Developing public speaking skills is critical for effective communication in English language education; however, many students struggle with self-efficacy, speaking anxiety, and providing meaningful feedback to peers. Given the potential benefits of SMAs, this study explored their comparative impact on three dimensions of English language learning: English public speaking self-efficacy, peer feedback self-efficacy, and English speaking performance. This quasi-experimental study used a pretest–posttest design with undergraduate students (n = 15) at a large Midwestern university in the United States. Independent sample t-tests were conducted to compare outcomes between the Facebook and Brightspace groups. The results revealed that both SMAs and LMSs were equally effective platforms for peer feedback activities, with no significant differences found between groups across the three targeted areas of learning. | |
| 653 | |a Students | ||
| 653 | |a Collaboration | ||
| 653 | |a College students | ||
| 653 | |a Confidence | ||
| 653 | |a Foreign language learning | ||
| 653 | |a Anxiety | ||
| 653 | |a Multimedia | ||
| 653 | |a Computer mediated communication | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Critical thinking | ||
| 653 | |a Interpersonal communication | ||
| 653 | |a Education | ||
| 653 | |a Language | ||
| 653 | |a Social media | ||
| 653 | |a Feedback | ||
| 653 | |a Public speaking | ||
| 653 | |a Success | ||
| 653 | |a Verbal communication | ||
| 653 | |a Language instruction | ||
| 653 | |a Social networks | ||
| 653 | |a Educational activities | ||
| 653 | |a English as a second language learning | ||
| 653 | |a Speaking | ||
| 653 | |a Skills | ||
| 653 | |a Second language learning | ||
| 653 | |a Social interaction | ||
| 653 | |a Computer platforms | ||
| 653 | |a Empowerment | ||
| 653 | |a English language | ||
| 653 | |a Quasi-experimental methods | ||
| 653 | |a Learning | ||
| 653 | |a Meaning | ||
| 653 | |a Student participation | ||
| 653 | |a Language acquisition | ||
| 653 | |a Peers | ||
| 653 | |a Peer review | ||
| 653 | |a Academic achievement | ||
| 653 | |a Undergraduate students | ||
| 653 | |a Mass media | ||
| 653 | |a Communication | ||
| 653 | |a Self Efficacy | ||
| 653 | |a Active Learning | ||
| 653 | |a Communication (Thought Transfer) | ||
| 653 | |a Cooperative Learning | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Interactive Video | ||
| 653 | |a Student Motivation | ||
| 653 | |a Evaluative Thinking | ||
| 653 | |a Language Proficiency | ||
| 653 | |a Learner Engagement | ||
| 653 | |a English | ||
| 653 | |a Language Skills | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Learning Strategies | ||
| 653 | |a Learning Processes | ||
| 653 | |a Skill Development | ||
| 653 | |a Beliefs | ||
| 653 | |a Speech Skills | ||
| 653 | |a Educational Facilities Improvement | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Informal Education | ||
| 700 | 1 | |a Lowell, Victoria L |u College of Education, Purdue University, West Lafayette, IN 47907, USA; vllowell@purdue.edu (V.L.L.); yan400@purdue.edu (W.Y.) | |
| 700 | 1 | |a Yan Weijian |u College of Education, Purdue University, West Lafayette, IN 47907, USA; vllowell@purdue.edu (V.L.L.); yan400@purdue.edu (W.Y.) | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 7 (2025), p. 879-900 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3233140735/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3233140735/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3233140735/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |