Murad Abdu Saeed

Engaging postgraduates in a peer research group at the research proposal stage in a Malaysian university: support and challenges

ABSTRACT Due to the increasing workloads for supervisors and the challenges in research proposals for postgraduates, the study focused on engaging 15 postgraduates in a Malaysian public university in a peer research group. The data was collected from observations of the group meetings, video-recorded peer feedback and follow-up interviews. The qualitative analysis of the data indicates that the research group supported the postgraduates through peer feedback practices, learning how to present proposals and defend themselves and finding directions in research proposals. Although their engagement was challenged by initial reservations of some postgraduates to present their proposals and provide feedback and issues related to provision, reception and reliability of peer feedback, these challenges were minimized through mentoring and instructional strategies. While peer research groups represent a valuable pedagogical support that complement supervisors’ support to postgraduates in developing their research proposals, the value should be maximized by integrating supervisors in research groups.

A review of previous studies on ESL/EFL learners’ interactional feedback exchanges in face-to-face and computer-assisted peer review of writing

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.

Relationships among perceived quality of healthcare services, satisfaction and behavioural intentions of international students in Kuala Lumpur, Malaysia: a cross-sectional study

Objective The current study aimed to investigate the relationships among the perceived quality of healthcare services, satisfaction and behavioural intentions among international students in Kuala Lumpur, Malaysia. Setting A cross-sectional study on public universities in Kuala Lumpur, Malaysia. Participants All participants in this study were international students joining public universities in Kuala Lumpur, Malaysia. Primary independent variable Perceived quality of healthcare services measured on a SERVQUAL scale. Primary dependent variable Participants’ satisfaction of healthcare services assessed using five items. Secondary dependent variable Behavioural intentions measured on six items. Results Of the 556 international students, 500 (90%) completed the survey. The study used structural equation modelling (SEM) through the AMOS (Analysis of Moment Structures) software to analyse the data. SEM analyses showed that the perceived quality of healthcare services significantly and directly affected satisfaction, with a value of 89% and an effect size of 0.78. It also had a significant indirect impact on the behavioural intentions (0.78) of international students. The results indicated that participants’ satisfaction had a statistically significant impact on their behavioural intentions (0.77). Conclusion Perceived quality of care is an important driver of international students’ satisfaction and their behavioural intention with healthcare services. Such relations of effects among the three investigated factors were also positive and significant.