Exploring the Theory of Activity in English Language Writing: The Case for WhatsApp

Haron, Haeza; Rahmat, Noor Hanim

doi:10.18488/journal.1.2020.1011.671.684

Cited by 7 publications

(6 citation statements)

References 30 publications

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“…The outcome demonstrated that using the WhatsApp app could be helpful in determining students' motivation for language study. Haron and Rahmat (2020) assessed the usage of mobile instant messaging applications (WhatsApp) to support teaching and learning. 66 Penang students who use WhatsApp on their smartphones were divided into experimental and control groups.…”

Section: Literature Reviewmentioning

confidence: 99%

WhatsApp as a Useful Tool to Strengthen EFL Learners’ Academic Writing Creativity: Exploring Students’ and Teachers' Voices

Khan,

Nazim,

Alzubi

2024

Intl. J. Rel.

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The research initiatives have often delved into the challenges of academic writing creativity, particularly among English as a Foreign Language (EFL) learners. Even though studies have investigated the creativity in writing across different contexts including integrating technology through social media platforms; there remains a dearth of research to explore WhatsApp’s usefulness in improving EFL learners’ writing creativity particularly Arabic speakers’ context. Therefore, the present study attempts to discover WhatsApp as a useful tool to strengthen EFL learners’ academic writing creativity from students and teachers’ perspectives. This study, through descriptive survey research method and a set of instruments: a questionnaire and semi-structured interview, was applied to a sample of (N=50) undergraduate students and (N=20) teachers. According to finding, students opined a ‘high’ perception that WhatsApp significantly enhance their writing creativity in terms of spelling, punctuation, capitalization, and grammar, whereas teachers do not see much advantage of WhatsApp in improving students' academic writing creativity. Also, the participant role (student, teacher) affected views about the usefulness of WhatsApp in enhancing writing creativity, and thus the responses were different based on the participation role. Additionally, the content analysis revealed the challenges encountered by the learners when using WhatsApp as a tool to strengthen their writing creativity. Based on the study findings, suggestions, recommendations, and implications are presented.

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Section: Literature Reviewmentioning

confidence: 99%

WhatsApp as a Useful Tool to Strengthen EFL Learners’ Academic Writing Creativity: Exploring Students’ and Teachers' Voices

Khan,

Nazim,

Alzubi

2024

Intl. J. Rel.

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“…It depends on the writing teachers to plan well so students not only learn to write but enjoy the activities planned. One interesting way to teach writing in this online environment is using whatsapp (Haron & Rahmat, 2020). The whatsapp application allows learners to improve their writing performance, and also increase their classroom engagement.…”

Section: Pedagogical Implications and Future Researchmentioning

confidence: 99%

The Influence of Metacognitive Scaffolding on Learning Academic Writing Online

Rahmat

Aripin

Razlan

et al. 2021

IJE

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The pandemic has caused a big wave of change in the way teaching is done. One of the many areas of concern is that the teaching that was previously done not only face -to-face but also using hands-on; coupled with one-to-one or group by group conferences, is now done online. How can that be done online? In the traditional face-to-face classroom, the writing teacher monitors the working memory of the writers (planning, translating and reviewing) by marking and making comments of the learners’ drafts. The comments and recommendations for changes made by the teachers acted as scaffolds to the learners to guide them to improve on their writing. When online learning hits the classrooms, writing teachers need to incorporate creative language teaching into the online classrooms. This study explores the use of metacognitive scaffolding on learning academic writing online. Learners were taught metacognitive scaffolding during online classes. They responded to the survey. Findings revealed interesting implications for teaching and learning of academic writing online.

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“…Group work has been proven to give many benefits to learners. According to Haron & Rahmat (2020), group work increases the team members self-esteem. The interaction helps members to boost their confidence for future interactions.…”

Section: Background Of Studymentioning

confidence: 99%