Effects of Facebook Collaborative Writing Groups on ESL Undergraduates’ Writing Performance

Shukor, Siti Shuhaida; Noordin, Nooreen

doi:10.5296/ijele.v2i2.5868

Cited by 20 publications

(10 citation statements)

References 18 publications

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“…Therefore, the second hypothesis was accepted. This result agrees with the results of some studies which found that CBCW yielded the production of better quality texts (e.g., Abrams, 2019;Al-Shumaimeri, 2011;Arslan & Sahin-Kizil, 2010;Bailey & Judd, 2018;Beltrán, 2010;Daskalogiannaki, 2012;Dobao, 2012;Doult & Walker, 2014;Kessler & Bikowski, 2010;Mak & Coniam, 2008;McDonough & García-Fuentes, 2015;Mills & Exley, 2014;Myers, 2014;Shukor & Noordin, 2014;Strobl, 2014;Togatorop, 2015;Villarreal & Gil-Sarratea, 2019;Wichadee, 2011;Yeh, 2014;.…”

Section: Discussionsupporting

confidence: 90%

“…Some studies found a positive effect for CBCW on writing quantity (e.g., Daskalogiannaki, 2012;Doult & Walker, 2014;Mak & Coniam, 2008;Mills & Exley, 2014;Myers, 2014;Storch, 2011;Yim, Wang, Olson, Vu, & Warschauer, 2017) and quality (e.g., Abrams, 2019;Al-Shumaimeri, 2011;Arslan & Sahin-Kizil, 2010;Bailey & Judd, 2018;Beltrán, 2010;Daskalogiannaki, 2012;Dobao, 2012;Doult & Walker, 2014;Kessler & Bikowski, 2010;Mak & Coniam, 2008;McDonough & García-Fuentes, 2015;Myers, 2014;Shukor & Noordin, 2014;Strobl, 2014;Togatorop, 2015;Villarreal & Gil-Sarratea, 2019;Wichadee, 2011;Yeh, 2014;. Therefore, the researcher decided to investigate the effect of CBCW on both the quantity and quality of EFL students' writing.…”

Section: Cbcw and Writing Quantity And Qualitymentioning

confidence: 99%

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Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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This study has devoted itself to examining the effect of using cloud-based collaborative writing on EFL students' writing quantity and quality. Twenty-one EFL students studying at Jubail College of Education, IAU University participated in the study. They were pretested in writing quantity and quality before the treatment then they practiced cloud-based collaborative writing for a whole semester before being posttested in both measures. Results from non-parametric Wilcoxon Signed Ranks revealed no significant difference between the pretest and the posttest regarding writing quantity whereas it revealed a significant difference with regard to writing quality. It was concluded that cloud-based collaborative writing can be used to improve the quality of essays written by EFL students. Recommendations and research suggestions were introduced.Through the researcher's experience as an associate professor of TEFL at Jubail College of Education, IAU University, she noticed that writing is indeed a problematic area for most EFL students and that most students get low grades in their writing exams. Furthermore, she administered a writing test to a group of these students. Through analyzing their answers, the researcher found that they wrote insufficiently and she discovered that they committed many errors in coherence, grammar, spelling, structure, word choice, punctuation, phoneme clusters, and use of prefixes and suffixes. Therefore, the need arose to search for a solution for Saudi EFL students' inability to write effectively regarding both quantity and quality. Based on the researcher's search for effective strategies that can improve EFL writing quantity and quality, cloud-based collaborative writing seemed as a promising one.

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Section: Discussionsupporting

confidence: 90%

Section: Cbcw and Writing Quantity And Qualitymentioning

confidence: 99%

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Ahmad¹

2020

IES

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“…Some researchers have investigated the role of blended learning in ESL/EFL writing skill in terms of its effectiveness (Adas & Bakir, 2013;Keshta & Harb, 2013;Shafiee et al, 2013;Arslan, 2014;Abdulmajid, 2014). Other researchers had also examined the effectiveness of using collaborative learning in improving writing (Al-Ahmad, 2003;Taki & Fardafshari, 2012;Jafari & Ansari, 2012;Grami, 2012;Shukor & Noordin, 2014). Results of these studies revealed that blended learning and collaborative learning have been effective in improving students' WP.…”

Section: Introductionmentioning

confidence: 99%

Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

Challob¹,

Bakar²,

Latif³

2016

ELT

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This study examined the effects of collaborative blended learning writing environment on students' writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and observation. Twelve male students enrolled in Class Ten were selected to participate in a 13-week study. To learn how to write collaboratively, the students followed the procedures of the blended learning writing process. Students were divided into three groups and were given the freedom to choose the members of the group they would like to work with. They went through the writing process in face-to-face and online learning modes via the class blog and online Viber discussion. Data collected were analyzed qualitatively using thematic analysis. The findings indicated that the students had positive perceptions towards the collaborative blended learning writing environment they had experienced. They perceived that the collaborative blended learning activities had helped them reduced their writing apprehension and improve their writing performance as they experienced and learnt much knowledge concerning the micro and macro aspects of writing. Students also viewed that their online discussion and collaboration on writing in Viber groups and the class blog had assisted them greatly in their writing task.

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“…In this respect, a number of studies have shown how English lessons have taken advantage of learners' communication in the Internet environment. Instructors have capitalized on students' enthusiasm for interacting (either one-on-one or in a group chat) on Facebook and their familiarity with Facebook functions that can serve educational purposes (e.g., Annamalai, Tan, Abdullah, & Sivagurunathan, 2015;Annamalai, Tan, & Abdullah, 2016;Promnitz-Hayashi, 2011;Razak & Saeed, 2014;Reid, 2011;Shih, 2011;Shukor & Noordin, 2014). Online discussion forums have also been employed as a pedagogical tool (e.g., Bassani, 2011;Miyazoe & Anderson, 2010;Tan, 2017;Wang & Yang, 2012).…”

Section: Resultsmentioning

confidence: 99%

Willingness to Communicate among Thai EFL Students : Does English Proficiency Matter?

Kok¹,

Phairot²

2018

The Journal of AsiaTEFL

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Willingness to communicate (WTC) is a key concept in English language learning and communication. The literature has shown that WTC in a non-native English speaking environment is influenced by a multiplicity of factors, one of which is English proficiency. However, findings on its effect on WTC have been inconclusive. Therefore, this study investigated whether there was a statistically significant difference in WTC levels among students with different English proficiency levels and the ability of proficiency to predict WTC. The participants were 375 twelfth-grade Thai EFL students from two Southern Thailand government secondary schools. They responded to an adapted WTC scale which had been translated into the Thai language. The one-way ANOVA followed by a Tukey HSD test were used to analyse significant differences, while a simple linear regression assessed the ability of proficiency to predict WTC inside and outside the classroom. The results revealed that there were statistically significant differences in WTC between low, moderate and high proficiency students. It was also found that English proficiency could predict students' WTC inside and outside the English classroom, but it only accounted for a small percentage of the variance. Findings of the study have implications for English language teaching and WTC research.

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Effects of Facebook Collaborative Writing Groups on ESL Undergraduates’ Writing Performance

Cited by 20 publications

References 18 publications

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Cloud-Based Collaborative Writing to Develop EFL Students’ Writing Quantity and Quality

Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

Willingness to Communicate among Thai EFL Students : Does English Proficiency Matter?

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