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This paper is a review of previous studies on learners’ interactional feedback exchanges in face-to-face peer review (FFPR) and computer-assisted peer review (CAPR) of English as Second/Foreign Language (ESL/EFL) writing. The review attempted to (1) identify the patterns of interactional feedback, (2) search an empirical evidence of learners’ incorporation of peer interactional feedback in their text revisions and (3) identify the factors affecting learners’ interactional feedback as reported in these previous studies. To achieve this, a search of previous studies on peer review in writing from 1990 to 2016 was conducted. However, only 37 out of 58 peer reviewed studies were extensively reviewed and systematically analyzed by two independent coders. The findings showed that in terms of the language functions, learners’ interactional feedback exchanges are categorized as (1) exploratory (showing learners’ reflection and interpretation of the task), (2) procedural (showing how learners handle the task of revising their texts) and (3) social (showing how learners maintain good relationships). In relation to the nature and focus areas, learners’ interactional feedback exchanges are revision-oriented (targeting problems or errors in written texts) and non-revision-oriented (do not target any problems). Results of some previous reviewed studies also provided evidence of learners’ integration of peer feedback into their text revisions. However, peer interactional feedback is affected by several factors: training learners on feedback, mode of peer review, type of written tasks, learners’ roles in peer review activties, learners’ proficiency in English and other factors, including learners’ gender differences and configuration of peer review dyads as well as context of peer review. Synthesizing the findings of the reviewed studies, we proposed a dual space-interactional feedback model that comprises the learning space and the social space of interactional feedback in peer review. Several pedagogical, research and technological implications were also drawn from the major findings. Future researchers should pay attention to both spaces of interactional feedback and identify further factors affecting interactional feedback in peer review.

Aim/Purpose: The current case study aimed to investigate the engagement of nine English as foreign language (EFL) learners in online peer feedback on writing in a Facebook group. Specifically, the study focused on the issues of writing addressed in peer feedback and the learners’ perception of peer feedback in the Facebook group. Background: Peer feedback on writing has attracted the attention of many researchers and instructors of writing in English as second/foreign language (ESL/EFL) contexts. More recently, the application of synchronous and asynchronous technologies, including Facebook, has been reported to foster ESL/EFL learners’ engagement in peer feedback. Yet, in the EFL university context, the teacher/instructor still represents the sole resource of feedback, while learners are only passive receivers of feedback. Therefore, it is necessary to encourage EFL learners to be providers of feedback by engaging them in peer work in writing. Methodology: The study was conducted among nine EFL Arab learners beyond the university writing course. As an extension to enhance their writing in the Facebook group, the activities of peer feedback reported in this study were monitored by the course instructor for three months. The learners’ interactional feedback exchanges, text revisions, and written reflections were qualitatively analyzed and the patterns of interaction were quantified. Contribution: The findings contribute to the previous body of knowledge about the role of peer feedback, as well as the application of how asynchronous technological tools such as Facebook facilitate learners’ interactional feedback exchanges in writing. Findings: The learners engaged in interactional feedback exchanges in the revision-oriented discourse (n=1100 (64%)). These comments triggered global text revisions focusing on content, organization, and argumentative genre (n=533 (31%)) and local text revisions focusing on language and mechanics/conventions (n=567 (33%)). The learners also engaged in the non-revision-oriented discourse (n=620 (36%)) that focused on establishing group cohesion in terms of a friendly social context, social support, socialization, social ties, and attachment among them. The learners also perceived the Facebook group as an interactive learning environment that facilitates their peer feedback on writing beyond the university context. Recommendations for Practitioners: The findings of the current study underlie useful pedagogical implications for EFL instructors and lecturers as well university students, specifically how peer feedback can be used by instructors as a way to enhance learners’ writing skills. Moreover, with the increasing access to social networks such as Facebook groups, EFL learners can engage themselves in peer feedback activities beyond the university writing courses for further development in writing. Recommendation for Researchers: Significant insights on EFL learning may be gleaned from analysing peer feedback on learning activities, which are easily facilitated by commonly available social networks such as Facebook. Hence, researchers who are interested in this domain are encouraged to look beyond the traditional teaching medium. Impact on Society: The use of social networks (including Facebook groups) for educational purposes has received much attention from university learners worldwide. This research can facilitate people’s awareness of the value of such networks in creating learning opportunities outside the university context. Future Research: Future research could combine both synchronous and asynchronous technologies in peer feedback and focus on the effect of peer feedback on each learner’s writing.

Language vitality can be defined as the power of a language to live or grow as a means of communication among members of the group who speak it. This paper evaluates the vitality of the Orang Asli languages in Gerik, Perak, Malaysia, based on the Major Evaluative Factors of Language Vitality outlined by the UNESCO Ad Hoc Expert Group on Endangered Languages in March 2003. The factors identified are: (1) intergenerational language transmission; (2) absolute number of speakers; (3) proportion of speakers within the total population; (4) trends in existing language domains; (5) response to new domains and media; (6) materials for language education and literacy; (7) governmental and institutional attitudes and policies; (8) community members' attitudes toward their own language; and (9) amount and quality of documentation. The Orang Asli languages involved in this study are Temiar, Jahai, Kintaq, Kensiu, and Lanoh. Eighty-two questionnaires were administered, while observations and interviews were conducted with respondents from these communities. The results show that the Temiar language has higher vitality than any of the other languages. A number of reasons may be suggested to explain this, among them being the higher population of Temiar compared with other communities in the area. The lifestyle of the Temiar may be another reason, as is the function of Temiar as the lingua franca among the Orang Asli in the area.

Kajian ini merupakan kajian kes yang mengkaji proses pemerolehan leksikal bahasa Jepun melalui Penceritaan Digital (Digital Storytelling). Penceritaan Digital merupakan kaedah mencipta dan menyampaikan cerita dengan menggunakan peralatan teknologi. Matlamat kajian ialah untuk mengenal pasti strategi pemerolehan leksikal yang digunakan ketika pembikinan Penceritaan Digital dan menganalisis proses pemerolehan leksikal ketika pembikinan Penceritaan Digital. Seramai sembilan orang pelajar dari sebuah universiti tempatan di Malaysia yang mempelajari bahasa Jepun sebagai subjek elektif dipilih menjadi sampel kajian. Kajian ini berdasarkan pendekatan Technological Pedagogical Content Knowledge (TPCK) dan pendekatan ‘Social Constructivist’ serta mengambil kira proses pembikinan Penceritaan Digital Teehan (2006). Data berbentuk kualitatif dikumpul melalui pemerhatian dan rakaman sepanjang pembikinan Penceritaan Digital. Hasil dapatan kajian menunjukkan bahawa subjek paling kerap memilih strategi bertanya rakan, diikuti strategi penggunaan internet dan seterusnya strategi bertanya guru bagi memperolehi leksikal bahasa Jepun ketika proses pembikinan Penceritaan Digital.Selain itu, penemuan baru dalam sistem pembelajaran dan pengajaran melalui Penceritaan Digital membolehkan pendekatan TPCK dapat dijalankan bagi mengatasi masalah penguasaan bahasa Jepun terutamanya leksikal.

This study was carried out to investigate the language attitudes of the Chinese online community in Kuching, Sarawak. The varieties studied were Standard Mandarin, colloquial Mandarin, Hokkien and Cantonese. The instruments used for data collection consisted of matched-guise test (indirect method) and questionnaire (direct method). A total of 403 respondents took part in this survey. Results yielded from the matched-guise tests with supporting evidence from feedback through questionnaires suggest that social factors, namely age group and socioeconomic status do influence evaluations towards the varieties. Generally, Standard Mandarin and Cantonese were rated ‘high’ and ‘positive’ consistently for both the dimensions of status and solidarity, while the ratings for Hokkien and colloquial Mandarin were more prominent in the solidarity dimension.

How far do we go in implementing language policies into the education system so as to integrate a nation’s peoples? Nearly all nations identify and determine at least one language as the official language, and some include another as the national language. This is necessary for the obvious reason that a common language would create solidarity and instil a sense of national identity and pride. However, in the pursuit of attaining competence in the language of “commodity” and “enterprise,” many minority languages and even cultures are sometimes sacrificed. Studies show that mothers, the primary supporters of education in most families, take pains to raise their children in the “school” language, rather than their own native tongue. This is to ensure that their children will have a head start as they enter primary or even pre-school.

[...]when interviewed for the study, they claimed to have pride in their own language but questioned why they should learn it. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Asia/ Pacific Cultural Centre for UNSECO, a non-profit organization, Malaysia has a literacy rate of more than 93 per cent.6 As far as language planning policies go, the government has been successful in ensuring that all its people are at least orally proficient in the national language, thus inculcating national pride and identity.

How far do we go in implementing language policies into the education system so as to integrate a nation's peoples? Nearly all nations identify and determine at least one language as the official language, and some include another as the national language. This is necessary for the obvious reason that a common language would create solidarity and instil a sense of national identity and pride. However, in the pursuit of attaining competence in the language of \"commodity\" and \"enterprise,\" many minority languages and even cultures are sometimes sacrificed.