scholarly journals Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning

2011 ◽  
Vol 27 (5) ◽  
Author(s):  
Ru-Chu Shih
Keyword(s):  
Classroom Instruction ◽  
Peer Assessment ◽  
Writing Skills ◽  
College Level ◽  
Writing Classes ◽  
English Writing ◽  
Qualitative Approaches ◽  
Writing Class ◽  
Class Instruction ◽  
Learning English

<blockquote>The goal of this study was to investigate the effect of integrating <em>Facebook</em> and peer assessment with college English writing class instruction through a blended teaching approach. This blended approach consisted of one-third of a semester of classroom instruction and two-thirds of a semester combining <em>Facebook</em>, peer assessment, and classroom instruction. The subjects were 23 first-year students majoring in English at a technological university in Taiwan participating in an 18 week English writing class. The students were divided into three groups with three <em>Facebook</em>platforms. Both quantitative and qualitative approaches were employed in the study. Research instruments included pre-test and post-test of English writing skills, a self-developed survey questionnaire, and in-depth student interviews. The findings suggest that incorporating peer assessment using <em>Facebook</em> in learning English writing can be interesting and effective for college-level English writing classes. Students can improve their English writing skills and knowledge not only from the in-class instruction but also from cooperative learning. In addition, this <em>Facebook</em> integrated instruction can significantly enhance students' interest and motivation. Finally, the findings may provide useful instructional strategies for teachers of ESL English writing courses.</blockquote><p> </p>

scholarly journals USING BLOGS IN TEACHING TERTIARY ESL WRITING

2018 ◽  
Vol 6 (2) ◽  
pp. 1 ◽  
Author(s):  
Romualdo A. Mabuan
Keyword(s):  
Group Discussion ◽  
Writing Skills ◽  
Thinking Skills ◽  
The Philippines ◽  
Teaching Writing ◽  
Esl Writing ◽  
First Semester ◽  
English Writing ◽  
Accessibility Issues ◽  
Learning English

Anchored on the Technological, Pedagogical and Content Knowledge or TPACK Framework (Koehler & Mishra, 2009) and Substitution, Augmentation, Modification and Redefinition or SAMR Model of Technology Integration into the classroom (Puentedura, 2014), this study investigated a corpus of 58 blog posts written by ESL learners through weblogs. It aimed to determine the views of students on the use of blogs in learning English writing skills and to explore students� feedback on the advantages of blogging as a virtual writing platform. Research participants were 58 freshman university tourism students enrolled at a Study and Thinking Skills class in a private university in Manila, the Philippines during the first semester of the academic year 2017-2018. Research data drawn from students� blogs, survey questionnaires and focus group discussion revealed that despite accessibility issues due to technological resources, the learners viewed blogging as a viable platform in learning English writing skills because it affords them freedom to express their thoughts, it develops or improves their writing skills, and it allows them to connect and engage with their peers online, inter alia. Pedagogical implications for ESL writing teachers and researchers are offered based on these results.Keywords: Teaching writing, ESL writing, weblogs, blogging, TPACK, SAMR

scholarly journals Students’ writing skill through Telecollaboration: in the context of WhatsApp and Facebook

2020 ◽  
Vol 13 (1) ◽  
pp. 31
Author(s):  
Safiatur Rokhmah
Keyword(s):  
Digital Media ◽  
Teaching Practices ◽  
Writing Skills ◽  
Teaching Writing ◽  
English Writing ◽  
Potential Problems ◽  
Writing Skill ◽  
Learning English

This study focused on observing, identifying potential problems, modifying teaching practices, evaluating the results, reflecting and analyzing the teaching writing skills through telecollaboration. The participants of the research were the students of MA Al Jauharotun Naqiyyah Cibeber grade XII with the total number of 15 students. The students were selected based on the pre-observation writing result which was conducted at the beginning of new term. The selected participants were being taught writing through telecollaboration then observed their progress in learning English writing. The results of the study found that the use of ICT and digital media such as Facebook and WhatsApp application help students in making learning outside school hours. It also motivated students to use English.

scholarly journals COMBINING DIARY AND GUIDED STRATEGIES FOR WRITING DIFFICULTIES

2021 ◽  
Vol 9 (1) ◽  
pp. 14
Author(s):  
Ismiati Ismiati ◽  
Iin Lailatul Fitria
Keyword(s):  
Research Subjects ◽  
Study Program ◽  
Writing Difficulties ◽  
Writing Classes ◽  
English Writing ◽  
Depth Interview ◽  
Writing Class ◽  
Guided Writing ◽  
Diary Writing ◽  
Writing Practice

Complexities of English writing still become big challenges for university students who study English as their majority. Diary and guided writing are two strategies which are commonly separately implemented in writing classes. Among the number of the strengths, there must be the weaknesses when Diary and guided strategies are separately practiced for writing class. Implementing diary writing strategy without continuously guidance may not optimally help students reducing the writing difficulties. This study tried to combine both of the strategies to identify and reduce the students’ writing difficulties. First until eight grade students at English study program were randomly selected as the research subjects. Qualitative approach was applied. The data was obtained by implementing diary writing practice combined with the writing guidance during one month as well as observation, in-depth interview and FGD. Result shows that students got difficulties to apply proper vocabulary, grammar, and mechanic in their writing. Grammar was the most difficult aspects.  Further, combining diary and guided strategies could reduce the students’ writing difficulties.

Introducing Peer Collaboration in a Networked English Writing Class

2014 ◽  
pp. 112-148
Author(s):  
Huahui Zhao
Keyword(s):  
Peer Assessment ◽  
Empirical Studies ◽  
Online Collaboration ◽  
Peer Collaboration ◽  
English Writing ◽  
Writing Class ◽  
Language Classes ◽  
Collaboration Skills ◽  
Teachers And Students ◽  
And Training

This chapter proposes a model of introducing networked peer assessment to an online course. In the organisation background, the benchmark model of peer assessment is introduced in terms of its theoretical and empirical bases. The discussions about Dadaelous Integrated Writing Environment (DIWE) and empirical studies on its use in language classes set the stage of the model of networked peer assessment. The model is then described in detail in terms of its structure and its use within DIWE. Challenges for using networked peer assessment are then discussed in the light of learners’ technological skills, online collaboration skills, and shifted teachers’ and students’ role in online learning. This chapter ends with solutions and recommendations in dealing with the three challenges mainly in terms of training students in technological use and in developing online collaboration skills and training teachers in using networked peer assessment.

Improving English Writing Skills of Non-Native Undergraduate Learners with The Help Of Movies Supported By Online Technologies

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Aydin Aliyev
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Educational Technologies ◽  
Authentic Materials ◽  
Writing Classes ◽  
English Writing ◽  
Online Technologies ◽  
English Classes

The purpose of this study is to find out the effectiveness of integrating into teaching English writing movies whichare supported by online technologies. Using movies in English classes has become the interest of many teachersand educators, as films are believed to be very effective, appealing and motivating authentic materials. Filmicapproach somehow creates a natural English language teaching (ELT) environment in the classroom and makesthe instruction of English enjoyable, particularly in terms of learners. Mixing motion pictures and onlinetechnologies both of which have a very crucial role in students’ life, would be fun and innovative. This studyfocused on teaching writing through the use of films and contemporary educational technologies amongundergraduate learners. The action research was designed at Qafqaz University in Azerbaijan among 32intermediate level students in the School of Languages. The learners were divided into experiment and controlgroups which were almost at the same English proficiency levels. The research involved a questionnaireconsisting of 10 questions with participation of 32 learners. The study is expected to be helpful for Englishteachers in terms of employing movies and online technologies effectively in writing classes, not to mention it islikely be a helpful material for further researchers in this field.

scholarly journals Need Analysis of English Material for Vocational School of Health: A Case Study at One School at Karanganyar

2020 ◽  
Vol 7 (2) ◽  
pp. 360-368
Author(s):  
Phoumchay Vongvilay ◽  
Dwi Kartika ◽  
Malikatul Laila
Keyword(s):  
Group Work ◽  
Writing Skills ◽  
Second Grade ◽  
Learning Needs ◽  
Sampling Errors ◽  
English Writing ◽  
Need Analysis ◽  
Health Nursing ◽  
Learning English

This research aims to identify the students’ prospective professional need in learning English writing skills, to identify the style of learning that students preferred in learning English writing skills, and to reveal the incompetent that students need to improve in writing. This study required stratification that minimizes sampling errors to zero level. In this study, the 140 students from the second grade were chosen to be the participant. The questionnaire was used to be instruments to get the responses from the students about the learning needs. This study found that students need writing sentences correctly in learning English writing. The style of learning that students needed to learn English writing skills was in a small group more than group work. The topic that students preferred in learning is the topic about health as their background school is health, nursing, and pharmacy program. Students actually needed to learn English by themselves. The idea expansion was incompetent that students need to improve in writing. It is hoped that all these needs analyzed can be taken into attentiveness in increasing an ESP course for students.

scholarly journals A Study of Junior High School English Writing Teaching Based on Scaffolding Theory

2021 ◽  
Vol 17 (3) ◽  
pp. 130
Author(s):  
Rong Wang
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Classroom Observation ◽  
Writing Skills ◽  
Process Approach ◽  
Language Resources ◽  
High School English ◽  
English Writing ◽  
Writing Class

Writing, as an important language skill, receives much attention in language teaching in junior high school. Traditional writing teaching always asks students to remember examples by heart to collect language resources, which plays no real function to improve students’ writing skills. Thus, it is necessary to design the writing class in an effective way. This thesis aims to illustrate how to build scaffolding for students during the process approach to writing and help them complete the writing tasks. This method focuses on the process of building scaffolding to facilitate the writing process, rather than only emphasizing the outcome. Through the classroom observation and cases analysis, the author further explores the scaffolding theory in English writing teaching in junior high school.

scholarly journals Fostering EFL Students’ Paragraph Writing Using Edmodo

2019 ◽  
Vol 12 (10) ◽  
pp. 44
Author(s):  
Nuha Abdullah Alsmari
Keyword(s):  
Writing Skills ◽  
Placement Test ◽  
Control Group ◽  
College Level ◽  
Post Intervention ◽  
Saudi Students ◽  
Writing Class ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

The present study sought to investigate the effect of using Edmodo, a Web 2.0 tool, as a supportive blended learning tool in developing EFL Saudi students&rsquo; paragraph writing skills at Prince Sattam bin Abdul Aziz University, KSA. Eighty students majoring in English at the college level one participated in the study. The participants were randomly selected for an experimental group (taught by using Edmodo) and a control group (taught without using Edmodo). Two main tools were devised to collect data: Oxford Placement Test (OPT) and Test of Paragraph Writing Skills (TPWS). The data were analyzed descriptively and inferentially by running a t-test, using SPSS 16.0, to calculate the differences between the mean scores of the two groups pre- and post-intervention. The results showed statistically significant differences in the post-test in favor of the experimental group. Integrating Edmodo into the writing class was found to be highly beneficial in developing EFL students&rsquo; writing abilities, up to paragraph level. The use of Edmodo also enriched students&rsquo; knowledge and increased their motivation to learn.

scholarly journals Combining Movie Viewing and Guided Freewriting to Enhance Student Attitudes in a University Academic Writing Class

2015 ◽  
Vol 39 (4) ◽  
pp. 3
Author(s):  
Julia Harper
Keyword(s):  
Academic Writing ◽  
Student Attitudes ◽  
Writing Skills ◽  
Writing Classes ◽  
Student Reaction ◽  
Writing Class ◽  
Academic Assignments ◽  
Student Confidence

This study describes a combination movie watching and freewriting task used to supplement the regular materials being used in two freshman university writing classes with the aim of creating an enjoyable writing environment in which to build student confidence and skills. The study aimed to explore (1) the benefits of the task as perceived by the student participants, and (2) the benefits with regard to general writing skills as perceived by the instructor. Results showed a positive student reaction, with the majority citing both affective benefits and the improvement of various skills. In addition, teacher analysis of freewriting journals showed improvements in both speed and form over 11 weeks. The instructor also observed that students were able to apply the increased confidence and speed attained by freewriting to their academic assignments, and, at the same time, to apply some of the academic writing skills learned in the class to their freewriting. 本論では、学習者の作文技術の向上と作文に対する自信強化を図るための環境づくりを目的に、大学１年生を対象とする2つの作文クラスで通常の教材を補足する形で行われた、映画鑑賞と自由作文を組み合わせた活動に関する分析結果を報告する。第1の分析は、学生のコメントから得られたこの活動における効果に関するものである。第2の分析は、学習者の課題成果物から教師が得た効果に関するものである。学習者の大部分が課題への積極的な取り組みを見せ、この活動の情意的効果と、自身の作文技術向上を指摘した。さらに、11週にわたり行った自由作文課題の分析からは、作文のスピードや作文構成における向上が確認された。また、ウォームアップ活動としての自由作文と、同じ授業内で課されたアカデミックライティング課題それぞれから習得された作文能力・技術が、相互に効果的な影響を与えていることが認められた。

A Survey on the Cultivation of College Students’ Audience Awareness in English Writing

2018 ◽  
Vol 8 (12) ◽  
pp. 1732
Author(s):  
Jie Liu ◽  
Lingyu Guo
Keyword(s):  
College Students ◽  
Writing Skills ◽  
Great Influence ◽  
Cognitive Status ◽  
Key Factors ◽  
English Writing ◽  
Content Selection ◽  
Writing Class ◽  
The Status ◽  
Audience Awareness

The strength of audience awareness has a great influence on the content selection, expression and writing techniques of the article. Therefore, the cultivation of the students’ audience awareness in writing becomes one of the key factors that determine the qualities of the students’ compositions. This thesis conducts a questionnaire and interviews on college students from the four grades of Nanchang Normal University in order to reveal the college students’ cognitive status and attitude of audience awareness. Based on the status quo, this thesis analyzes the possible causes of this situation from two aspects: the teachers’ carelessness on audience awareness and overly concern with writing skills, and the students’ shortage of language ability and logical thinking ability and their excessive attention to writing skills. For these reasons, this thesis proposes corresponding countermeasures: in the English writing class, the reader's awareness should be emphasized; the theme of the article needs to be much closer to life; students are supposed to create imaginary readers in writing; the method of readers' feedback should be fully utilized. The use of these strategies will effectively help college students cultivate audience awareness in English writing.

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