Blogging for Collaborative Learning in the Writing Classroom

2020 ◽  
Vol 10 (3) ◽  
pp. 1-11
Author(s):  
Vu Phi Ho Pham ◽  
Ngoc Hoang Vy Nguyen
Keyword(s):  
Peer Feedback ◽  
Ho Chi Minh City ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Student Centered ◽  
Item Questionnaire ◽  
Writing Class ◽  
Writing Course ◽  
Second Year ◽  
Peer Responses

The primarily qualitative analysis reported in this paper is to investigate how the students, in a student-centered pedagogical focus, perceive their own learning progress in e-peer feedback activities, including the effectiveness of the use of blogs for e-peer responses in an L2 writing class. Thirty-two second year Vietnamese students at a university in Ho Chi Minh City participated in a 15-week writing course. Data collection was from the 20-item questionnaire and eight semi-structured interviews. Results of the study revealed that when students perceived good progression in their writing skills when they got involved in e-peer feedback on the blog and their writing was longer after revisions. In addition, the students highly evaluated the use of blogs for e-peer feedback activities because of its usefulness and effectiveness.

scholarly journals EFL Students’ Perception of Using Portfolio Assessment in the Writing Classroom: the Case of Libyan Undergraduate Second Year Students

2018 ◽  
Vol 8 (2) ◽  
pp. 144
Author(s):  
Hameda Suwaed
Keyword(s):  
Portfolio Assessment ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Writing Courses ◽  
Efl Students ◽  
Second Year

The aim of this study is to investigate EFL second year students’ perception towards using portfolio assessment in their writing courses. It has also intended to find out exam preference of the participants. The participants of the study are 38Libyan EFL students enrolled in second year in the Department of English. Data was collected by using a questionnaire, students’ portfolios and semi-structured interviews with the 8 participants. The results indicate that the participants generally prefer to be evaluated by the portfolio assessment. Most of them believed that portfolio assessment improved their writing and enhanced their motivation. However, some participants prefer traditional paper and pen tests.

scholarly journals Tutors’ Experiences and Perceptions of a Problem-based Learning Approach in an ESL Writing Classroom

2019 ◽  
Vol 4 (2) ◽  
pp. 71
Author(s):  
Muhammad Mukhtar Aliyu
Keyword(s):  
Problem Based Learning ◽  
Learning Approach ◽  
Writing Classroom ◽  
Structured Interviews ◽  
Esl Writing ◽  
Group Activities ◽  
Composition Course ◽  
Structured Problems ◽  
Positive Experiences ◽  
Second Year

<em><span>This study investigated tutors’ experiences and perceptions of using a problem-based learning approach (PBL) in an ESL writing classroom. The participants of the study are two Nigerian tutors who facilitated an intact class of 18 second-year students in an English composition course which lasted for 12 weeks. Data were collected through semi-structured interviews. The tutors were interviewed after the implementation of the PBL process. The overall findings of the study show that the tutors have positive perceptions of the use of PBL in a writing classroom. Specifically, the findings reveal the tutors’ positive experiences and perception of the workshop conducted prior to the PBL process, the ill-structured problems presented to the students, tutor facilitation and students’ group activities. Finally, the paper gives some pedagogical implications which would give insight for better implementation of the PBL approach.</span></em>

scholarly journals EFL Students’ Perceptions of Teacher Feedback and Intra-Feedback in Writing Essays

2018 ◽  
Vol 21 (2) ◽  
pp. 26-49
Author(s):  
Maryam Kazemi ◽  
Shirin Abadikhah ◽  
Mahmood Dehqan
Keyword(s):  
Peer Feedback ◽  
Teacher Feedback ◽  
Alternative Form ◽  
Structured Interviews ◽  
Efl Writing ◽  
Content Organization ◽  
Writing Class ◽  
Efl Students ◽  
Efl Writing Instruction

This study examines EFL students’ perceptions of teacher feedback and intra-feedback in writing essays in an EFL university context. Traditionally, teachers who were considered more knowledgeable provided feedback to students' writing. Recently, peer feedback is considered as an alternative form of feedback, which involves a dynamic process of reviewing and discussing one another’s text in a writing class. Intra-feedback, another form of peer feedback, is a reviewer-oriented practice in which two reviewers discuss their comments provided individually on the composition of another student. This paper investigates 21 EFL students’ perceptions of teacher feedback and peer feedback using intra-feedback technique. Both quantitative and qualitative data were collected using a questionnaire and follow-up semi-structured interviews. The results of the questionnaire indicated that students perceived teacher feedback to be most useful in improving the content, organization and language of their essays. From the interviews with the students, their preferences toward feedback provider, feedback focus, feedback provision and intrafeedback inclusion were elicited. Some pedagogical implications for the EFL writing instruction can be made including creation of opportunities for students to become aware of effective reviewing techniques, improvement of peer feedback quality and increasing students’ confidence and critical thinking.

scholarly journals Peer Feedback Types and Implications for Friendly and Emotional Expression Writing in University Cultured Writing Education

2021 ◽  
Vol 15 (4) ◽  
pp. 117-135
Author(s):  
Seong yoon Cho
Keyword(s):  
Emotional Expression ◽  
Liberal Arts ◽  
Arts Education ◽  
Peer Feedback ◽  
Liberal Arts Education ◽  
Essential Requirement ◽  
Social And Emotional ◽  
Writing Course ◽  
Second Year ◽  
Entire Text

The study asked first and second-year students enrolled in a liberal arts course at A University to write in a Friendly and Emotional Expression Writing course. It then analyzed the feedback patterns between their peers, and examined the results of evaluating their feedback factors. Finally, it drew some implications for university liberal arts writing education. Peer feedback on friendly and emotional expression writing can be divided into four higher areas: total subject, composition, expression, and reader, with a total of nine detailed types: purpose, entire text, paragraph, sentence, personality, error, attractiveness, understanding, and realism. Among these factors, peer feedback in the independent area was the most common, especially when looking at sub-detail types, where feedback on ‘factiveness’ (do you mean “attractivness”?) was the most common. However, all peer feedback types are important factors when it comes to the humanities and in culture writing. To be sure, friendly and emotional expression writing is at the center of this field. These results allowed us to derive the following three implications: First, it is necessary to apply and practice social and emotional expression writing in university writing education by developing and expanding it in a connective manner. Second, when writing in a friendly and emotionally expressive manner, it is necessary to instruct the reader to pay particular attention to the “reader area,” which is considered the most essential requirement, and to approach the reader in an honest way so that his or her writing can be easily understood. Third, peer feedback of friendly and emotional expression writing is basically diverse in terms of topics, composition, and the expressions (or level of expressiveness) needed to write. Thus, it is necessary to work in university liberal arts education to ensure that these requirements are well established.

scholarly journals UTILIZING PEER AND TEACHER FEEDBACK IN ACADEMIC WRITING CLASS

2016 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Taufiqulloh Yuvita Imam Yuliarto
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Central Java ◽  
Writing Class ◽  
Experimental Group

A process approach is usually employed in the classroom instruction of academic writing, particulary essay writing, in the Indonesian colleges or universities. This study investigates the role of teacher and peer feedback inserted in the steps of writing process on students’ writing achievement. It is an experimental research conducted at the English Education Department of Pancasakti University Tegal Central Java Indonesia, in the seven semester of the  academic year 2015/2016. The participants of this study are 40 students who attended essay writing class. The instrument is essay writing test which was administered before and after treatment to both experimental and control group. By using paired-sample t-test and f-test, it was found that the use of teacher and peer feedback were effective to teach essay writing. Such a technique contributed a significant improvemental to the students writing achievement in the experimental group. The result also showed that the writing achievement of the students in the experimental group was better than that of those in the control group. To conclude,  utilizing teacher and peer feedback is considered to be one of the effective ways for the students in learning essay writing. However, some drawbacks were found that need to be taken into account in the next related researches.Keywords: Teacher feedback, peer feedback, essay writing

scholarly journals EFL Students 'Unmotivation' toward Writing Classroom: Bangladeshi University Teachers' Narrative Reflections

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 46-63
Author(s):  
Shuvo Saha
Keyword(s):  
Narrative Inquiry ◽  
Lesson Planning ◽  
National Level ◽  
Writing Classroom ◽  
Theoretical Construct ◽  
Student Writers ◽  
University Teachers ◽  
Writing Class ◽  
Efl Teachers ◽  
Efl Students

In L2 research tradition worldwide the concept of motivation has evolved as a well researched, theoretical construct. On the contrary, the notion “unmotivation” (Sakui & Cowie, 2012) has remained equally underresearched as an area of study. The present study is an attempt to embark on scholarly investigation on learner unmotivation in the context of Bangladesh. Here, four EFL teachers from three different universities offer narratives on student writers’ unmotivation in writing class. The participants reveal the factors causing learner unmotivation as well as share the strategies for handling unmotivation. According to the participant teachers, factors yielding unmotivation in student writers include personal, social, and national level factors, alongside teachers’ lesson planning and teaching. To address these factors actions such as reinforcing students positively, offering them freedom during learning, notifying them early about a lesson’s significance and objectives, and revising the approach to providing feedback can be effective. On the basis of these findings, derived through Narrative inquiry (Barkhuizen, Benson, & Chik, 2014), the research offers some pedagogical and research implications at the end.

scholarly journals Experiential learning in higher education. A student-centered teaching method that improves perceived learning.

2020 ◽  
Vol 17 (5) ◽  
pp. 121-135
Author(s):  
Verónica Villarroel ◽  
◽  
Mariavictoria Benavente ◽  
María Josefina Chuecas ◽  
Daniela Bruna ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Developmental Psychology ◽  
Teaching Method ◽  
Psychology Students ◽  
Student Centered ◽  
Pedagogical Tool ◽  
Healthy Development ◽  
Second Year ◽  
Psychology Course ◽  
Do So

There is an interest in involving psychology students in early practical activities, which allow them to learn in a more meaningful and authentic way. In these instances, they must apply knowledge, solve problems and demonstrate professional skills associated with the graduate competencies that they are expected to achieve. The present work seeks to position experiential learning as a means to reach these goals. With this aim, an intervention on experiential learning with second year students from a developmental psychology course is presented, describing its design, implementation and assessment. The students observed and interviewed schoolchildren to determine an area of development in which they needed stimulation and enrichment for a healthy development. Then, they created a pedagogical tool to do so, testing its application on the same children sample. The results showed a positive perception from the students, teachers and beneficiaries of the proposal. Likewise, the students reported the perception of having learned more than in a subject in which this methodology is not used; this difference was statistically significant.

scholarly journals THE EFFECT OF PEER FEEDBACK TECHNIQUE IN TEACHING WRITING ON STUDENTS’ WRITING ACHIEVEMENT OF WRITING II COURSE AT ENGLISH DEPARTMENT FKIP LAMBUNG MANGKURAT UNIVERSITY

2019 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Nadya Isnan Furqoni
Keyword(s):  
Peer Feedback ◽  
Teaching Writing ◽  
Teacher Feedback ◽  
Control Group ◽  
English Department ◽  
Writing Achievement ◽  
Proof Reading ◽  
Writing Class ◽  
The Difference ◽  
And Control

Providing student with clear feedback is one of the ways that can facilitate students to be able to write well. This study is aimed to find out the difference between students who are taught by using peer feedback and those who are taught by using teacher feedback.  This was an experimental research that used quantitative approach. The subjects of this research were students of Writing II of English Department of FKIP Lambung Mangkurat University. Writing II class A1 was the experiment group and Writing II class A2 was the control group. The data of this research were students’ writing achievement in both experiment and control class. The data analyzed by using SPSS (One-Way ANOVA). Ha was found 0.003 which meant that Ha was accepted. It showed that there was difference in students’ writing achievement between students in experiment and control class. It was proved that students who were taught by using peer feedback had higher achievement in writing than students who were taught by using teacher feedback. On the whole, it is suggested for students to improve their ability in proof reading and for the teachers, it is suggested to apply not only teacher feedback technique, but also peer feedback technique to their students in writing class.

scholarly journals Measuring the Impacts of Using the Process Approach to Teach Second-Year English Major Students Essay Writing

2021 ◽  
Vol 1 (2) ◽  
pp. p32
Author(s):  
Moussa Tankari ◽  
Ayodele Adebayo Allagbé ◽  
Abdou Maiguéro
Keyword(s):  
Repeated Measures ◽  
Positive Impact ◽  
Process Approach ◽  
Essay Writing ◽  
Repeated Measures Design ◽  
Writing Class ◽  
Before And After ◽  
English Major ◽  
Efl Students ◽  
Second Year

This paper aimed at measuring the impacts of using the process approach to teach second-year English major students at the English Department of Université de Zinder (henceforth, UZ) essay writing. Drawing on the pre-test-post-test repeated measures design, this study examined the written essays produced by the EFL students before and after the writing class. These pre and post tests were scored based on a criterial fair copy, and the scores were compared by means of an Analysis of Variance (ANOVA) to check whether there were any statistically significant differences between the mean scores. The findings revealed that the process approach had a positive impact on the participants’ essay writing skills. Also, employing Classroom Observation, the article attempted to qualitatively measure student engagement in the writing class. The findings further exuded that the EFL students observed were cognitively involved in the learning activities conducted in the class. Based on the foregoing findings, this study recommends that the process approach to (the teaching of) writing be adopted and used to teach writing in EFL classes across/in Niger.

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