Pen-and-paper or online? An academic writing course to teacher-trainees

Bostanci, Hanife Bensen; Çavuşoğlu, Çise

doi:10.1080/2331186x.2018.1482606

Cited by 10 publications

(12 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Similar to what has been reported by Bostanci and Çavuşoğlu (2018), Dzakiria, Don, Wahab, & Rahman (2012), Lalima and Dangwal (2017), BL outcomes at UKRIDA have been more promising. Although the preparation of this approach is very tedious as well as the high usage of advanced technology, students perceived the learning processes are more engaging and stimulating.…”

Section: Issnsupporting

confidence: 85%

The Implementation of Blended and Student Centered Learnings at Universitas Kristen Krida Wacana

Prawitasari

Sabini

Zadok

et al. 2018

ahec

View full text Add to dashboard Cite

In this globalization era, higher education institutions are required to provide their students with essential skills to survive the industrial revolution 4.0. This phenomenon becomes more apparent in developing countries, where globalization is unavoidable and the utilization of advanced technology becomes a necessity. Blended learning (BL) and student center learning (SCL) may become the means for students and lecturers to be active participants of the learning processes. The purpose of this paper is to present our effort in preparing students to be more confident, self-reliant, eager to compete and collaborate as well as to master new knowledge in the field they have chosen to study. Six samples of SCL classes and one sample of BL class are described. Quantitative and qualitative approaches were applied to measure the process of implementing the learning methods. Results indicate favorable outcomes. It is recommended to use BL since it will include SCL in the near future to all classes offered at UKRIDA.

show abstract

Section: Issnsupporting

confidence: 85%

The Implementation of Blended and Student Centered Learnings at Universitas Kristen Krida Wacana

Prawitasari

Sabini

Zadok

et al. 2018

ahec

View full text Add to dashboard Cite

show abstract

“…In the same way, another problem that can be observed in the writing process in this specific context pertains to time constraints, as the lecturers have to spend a majority of the lecture time to explain the instructions before beginning the writing task, thus, there is limited time left for the writing process itself (Bostanci and Sengul, 2018 ). The writing process is perceived as challenging, complex and problematic for the EFL learners (Mahnam and Nejadansari, 2012 ; Bostanci and Çavuşoglu, 2018 ). Considering these aspects, the lecturers should be encouraged to renew their educational methodologies and techniques, to decrease the number of problems and difficulties that may arise and should do their best to convert such learning sessions into more inspirational, motivating, enjoyable, and self-sufficient classes (Ekmekçi, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although writing is an indispensable part of the instructional process, it is the most complex skill, which is challenging to both learn and teach (Bukhari, 2016 ). Taking these aspects into account, a great deal of importance is given to enhancing the writing skills of the EFL learners in the North Cyprus context, as writing is considered as a fundamental skill that should be taken into consideration more than the other skills, with a view to having a better academic and professional life (Brooks, 2012 ; Bostanci and Çavuşoglu, 2018 ). In North Cyprus, EFL learners study a year of compulsory English at a preparatory school, where they take specific classes in English and continuously write in English, with the objective of boosting their academic literacy skills and meeting future personal and public expectations, depending on their language levels, as well as in line with the major subject they study (Turgut and Kayaoglu, 2015 ).…”

Section: Introductionmentioning

confidence: 99%

Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes

2022

Self Cite

View full text Add to dashboard Cite

Flipped learning models are considered as important elements of English as a foreign language (EFL) writing courses in order to advance the EFL learners' writing skills. Significantly, studies examining the efficacy of in-class and out-of-class writing models in flipped classroom settings when teaching online EFL writing courses are still of focus in the Turkish Cypriot context. This investigation aimed to examine the most efficient flipped learning model among the in-class vs. out-of-class writing models for the purpose of helping instructors to advance their EFL learners' writing achievement in an online writing setting. In addition, this study sorted to reveal the EFL learners' perceptions toward learning writing through in-class and out-of-class flipped learning writing models. A mixed methods research design was applied to achieve the aforementioned aims. Twenty-eight EFL learners studying at a private university's English Language Teaching department constituted the participants of this study. As the findings pointed out, the EFL learners in group A who wrote their essays in-class outperformed those in group B, who wrote their essays out-of-class. Moreover, it was found that the majority of the participants had more positive perceptions toward the in-class flipped classroom writing model. This study highlights that, better learner performances are achieved when the learners write during the class session online with the support of the instructor when implementing a flipped classroom model to teach EFL writing.

show abstract

“…Language teachers in L2 contexts stress the importance of written expression as one of the main competencies, especially in middle and high school where critical analysis is taught (Bacha & Bahous, 2011;Ghaffar, Khairallah, & Salloum, 2019). Writing coherently, cohesively, and critically is difficult for L2 learners (Bostanci & Çavuşoğlu, 2018;Ghaffar, Khairallah, & Salloum, 2020;Tangpermpoon, 2008) where only summative assessment practices are used. Corrective feedback strategies that incorporate formative assessment practices can motivate and encourage students and improve learning outcomes (Ali, 2016;.…”

Section: Types and Purposes Of Feedback In The Writing Processmentioning

confidence: 99%

Switching to Online and its Impact on Feedback Processes: A Case Study of Seven L2 English Writing Teachers

Ghaffar

Khairallah

2021

JELTAL

View full text Add to dashboard Cite

This case study explored how the sudden switch from face-to-face to online teaching/learning has impacted the corrective feedback strategies of 7 middle and high school L2 English language writing teachers in a private school in Lebanon. The aim of the study was to investigate how these teachers adapted or altered their feedback processes in the assessment of writing. Teachers’ assessment identities are dynamic constructs composed of assessment knowledge and skills, which are impacted by social, personal, and contextual experiences. Through a feedback assessment survey, an online feedback assessment survey and an open-ended interview, the teachers critically reflected on their former corrective feedback practices as a way to unpack their current online approaches to writing assessment. This study explored the shift to online teaching, the impact on corrective feedback processes and assessment strategies, and professional development needs. Findings indicate that the teachers applied feedback formatively, used feedback to re-teach concepts, and encouraged self-assessment in their practices. However, in most instances, their varied feedback processes declined with the advent of online teaching, and they could not clearly articulate how their assessment practices altered with the adoption of online instruction. Most stated that they would go back to their original practices as soon as they were back face-to-face in the classroom. Finally, some teachers agreed that professional development would have helped them with the switch to online learning, but they adapted to this environment on their own.

show abstract

Pen-and-paper or online? An academic writing course to teacher-trainees

Cited by 10 publications

References 20 publications

The Implementation of Blended and Student Centered Learnings at Universitas Kristen Krida Wacana

The Implementation of Blended and Student Centered Learnings at Universitas Kristen Krida Wacana

Online in-class vs. out-of-class flipped learning models in English as foreign language writing classes

Switching to Online and its Impact on Feedback Processes: A Case Study of Seven L2 English Writing Teachers

Contact Info

Product

Resources

About