Mobilising students’ grammar skills through collaborative e-tivities with Web 2.0 tools

Kovačić, Andreja; Bubaš, Goran; Ćorić, Ana

doi:10.1016/j.sbspro.2012.02.027

Cited by 7 publications

(8 citation statements)

References 1 publication

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“…Collaborative learning improves second language teaching and learning particularly academic achievement (Fjermestad, 2004;Faja, 2013;Schmid et al, 2014;Hernández-Sellés, Muñoz-Carril, & González-Sanmamed, 2015;Stoytcheva, 2018;Springer, Stanne, & Donovan, 1999;and Kumar, 2017 ). In online grammar classes, collaborative learning was effective to be applied as it had a positive effect on classroom teaching and learning ( Kovacic, 2012;Khalil, 2018).…”

Section: Discussionmentioning

confidence: 99%

Collaborative Learning for Enhancing Student Academic Achievement in Online Grammar Class: an Experimental Study

Ariani

Valiantien

2022

Jour, Eng, Fore, Lang, Teach, Reser

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Collaborative learning is an activity to work in small groups or teams that allows students to develop mutual cooperation in learning. This study aims to highlight the effectiveness of collaborative learning in improving student academic achievement. It was carried out with a quantitative method and the pretest-posttest experimental design was applied. There were sixty students participated in this study. To assess students’ achievement, online grammar pretest and posttest were distributed. In addition, collaborative learning questionnaire was administered to elicit students’ responses towards collaborative learning. Based on paired-samples t test result, it was found that the pretest and posttest mean scores were significantly different (t(59) = -5.977, p < .05). This indicated that there was a higher mean score of posttest after the implementation of collaborative activities. Most students responded that collaborative learning activities improved academic performance and team work helped them to receive input from their peers as well as provide better result in completing the tasks than working individually. It is recommended that various collaborative activities should be designed to motivate university students in learning grammar.

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Section: Discussionmentioning

confidence: 99%

Collaborative Learning for Enhancing Student Academic Achievement in Online Grammar Class: an Experimental Study

Ariani

Valiantien

2022

Jour, Eng, Fore, Lang, Teach, Reser

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“…When the literature on the use of Web 2.0 tools in education and training is examined, it is seen that there are studies on different disciplines and research areas showing that Web 2.0 tools increase success, provide an interactive educational environment, support mental skills, have a communicative structure and offer various opportunities compared to traditional textbooks (Ahmed & Opoku, 2022;Akcay & Arslan, 2010;Bamoallem & Altarteer, 2022;Çaka, Doğan Barut, & Şahin, 2015;Çetin, Çalışkan, & Menzi, 2013;Genç, 2010;Gulbahar, Kalelioglu, & Madran, 2010;Gün, 2015;A. Korucu, 2015; A. T. Korucu & Sezer, 2016;Kovacic, Bubas, & Coric, 2012;Krouska, Troussas, & Sgouropoulou, 2022;Kutlu Demir, 2018;Laire, Casteleyn, & Mottart, 2012;Magnuson, 2013;Ng, Ng, & Chu, 2022;Sarsar, Başbay, & Başbay, 2015;Turhan & Bayram, 2017;Virkus & Bamigbola, 2013); increase students' desire to read and write, allow them to have fun while learning and develop positive attitudes (Aytan & Basal, 2015;Baltaci-Goktalay & Ozdilek, 2010;Bolatli & Korucu, 2018;Çetin et al, 2013;Yükseltürk, Altıok, & Üçgül, 2017); foster students' active participation, their interest and motivation and positively affect their perceptions (Aytan & Basal, 2015;Baltaci-Goktalay & Ozdilek, 2010;Bolatli & Korucu, 2018;A. Korucu, 2015;Yükseltürk et al, 2017).…”

Section: 5literature Reviewmentioning

confidence: 99%

Sınıf öğretmenleri covid 19 döneminde Türkçe ve ilk okuma yazma öğretimine web 2.0 araçlarının entegre edilmesi hakkında ne düşünüyor?

Gök

Kesik

2022

RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi

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This study aims to understand the Turkish primary teachers' use of Web 2.0 tools when teaching literacy in the Turkish language. The data were collected from 33 teachers teaching in public and private primary schools across Turkey. Teachers were selected using a criterion sampling method and interviewed using a semi-structured interview form and their responses were analyzed using content analysis. Research results show that Web 2.0 tools are useful in terms of increasing students’ motivation towards lessons and ensuring active learning to occur. The opinions expressed by the participants have revealed that Web 2.0 tools are used for evaluation, reinforcement, revision and teaching grammar subjects and that many of them prefer to use Web 2.0 tools after explaining the subject. While the participating teachers mentioned the concretization of concepts and subjects through digitalization for primary school students and increasing classroom interaction in the category of contributions to educational processes while the problems experienced in the use of these tools were expressed to be the absence of Turkish language option in these tools and difficulty in having access to these tools. In addition, teachers’ inadequacies in using Web 2.0 tools were also expressed as a problem. As solutions to the problems experienced, they stated that the language barrier problem can be overcome by using alternative Web2.0 tools, that the use of Web 2.0 can be made more widespread among teachers through in-service trainings and works can be conducted by the Ministry of National Education of Turkey to provide better opportunities for teachers to have access to technology and internet. In light of the findings of the study, concrete suggestions were made to teachers on how to use these tools in language teaching and suggestions were made to the software developers to design these tools in different languages.

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“…In emerging internet applications, digital creative practice would prove to be an actively pursued pedagogical outcome appropriate for the students, teachers and classrooms of the 21 st century electrate society (Kovacic, Bubas & Coric, 2012). Salmon's (2000Salmon's ( , 2002Salmon's ( , 2004Salmon's ( , 2007 etivities learning model is used as an overarching framework for people interested in creating online pedagogical design of collaborative interactive learning and teaching (Wright, 2015).E-tivities are defined as "frameworks for enhancing active and participative online learning by individuals or groups" (Salmon, 2002, p.3).…”

Section: Expository Writingmentioning

confidence: 99%

“…Armellini and Aiyegbayo (2009) reported on the findings of using etivities with the focus on Carpe Diem. Kovacic, et al (2012) aimed at presenting experiences using Web 2.0 tools in a tertiary ESP course through e-tivities. All of these studies found that e-tivities supported creative and deeper engagement with the content and fostered pedagogical change in learning design and assessment practices.…”

Section: Expository Writingmentioning

confidence: 99%

Using Salmon's E-tivities Learning Model for Developing EFL Preservice Teachers' Creative Writing Skills and Writing Dispositions

El-Sweedy¹

2019

مجلة کلية التربية. بنها

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Mobilising students’ grammar skills through collaborative e-tivities with Web 2.0 tools

Cited by 7 publications

References 1 publication

Collaborative Learning for Enhancing Student Academic Achievement in Online Grammar Class: an Experimental Study

Collaborative Learning for Enhancing Student Academic Achievement in Online Grammar Class: an Experimental Study

Sınıf öğretmenleri covid 19 döneminde Türkçe ve ilk okuma yazma öğretimine web 2.0 araçlarının entegre edilmesi hakkında ne düşünüyor?

Using Salmon's E-tivities Learning Model for Developing EFL Preservice Teachers' Creative Writing Skills and Writing Dispositions

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