Social Network System in Classroom: Antecedents of Edmodo © Adoption

Thongmak, Mathupayas

doi:10.5171/2013.657749

Cited by 83 publications

(90 citation statements)

References 33 publications

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“…8, No. 1;2015 reference to earlier studies, similar findings have been obtained (Majid, 2011;Thongmak, 2013;Kongchan, 2012). A possible interpretation might be the prospect of usingEdmodo as a tool to encourage social and active learning that is learner-centered and informal.…”

Section: Discussionsupporting

confidence: 76%

“…The use of Edmodo as a new Internet technology, as recommended by Al-Shammari (2007), has introduced an innovative scenario to the traditional Saudi EFL instructionwhich will automatically affect their EFL learning practices. These positive changes build on what has been discovered so far by Majid (2011) and Thongmak (2013) about the usefulness of Edmodo, making these results even more specific. However, it is worth-noticed that the main common value behind these positive attitudes is instrumentally oriented (Al-Zubeiry, 2012;Alfawzan, 2012) which confirm that most of the Saudi students see English as playing a vital role in their academic lives.…”

Section: Discussionmentioning

confidence: 95%

“…For Fujimoto (2012), the free Edmodo Mobile apps allow learners to access any recorded resources wherever they are and whenever they like. Thongmak (2013), using Thailand case, attempted to study the acceptance of Edmodo as a classroom collaboration tool and to explore university students' views about it. His results, collected from 182 questionnaires, reveal that Edmodo can be more beneficial than any other social networks for various areas of education.…”

Section: Using Edmodo In Efl Learningmentioning

confidence: 99%

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Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges

Al-Kathiri¹

2014

ELT

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This paper investigates the prospects of integrating Edmodo into Saudi EFL female secondary school instruction. It concentrates on students' perceptions and challenges regarding Edmodo use and its effect on their attitudes towards EFL learning. The 42 participants were divided into two groups. The experimental group received traditional teaching plus a six-week daily interaction via Edmodo. The control group received traditional teaching only. Findings of the post-treatment questionnaire show that students' perceptions towards Edmodo were highly positive andthat although there were considerable challenges to its integration, it appeared to have excellent potential for generating more positive attitudes towards EFL learning.

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Section: Discussionsupporting

confidence: 76%

Section: Discussionmentioning

confidence: 95%

Section: Using Edmodo In Efl Learningmentioning

confidence: 99%

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Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges

Al-Kathiri¹

2014

ELT

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“…In the context of teaching writing, Edmodo is one of the effective tools. Accordingly, Edmodo is a free and secure learning platform which is free of advertisements, games and other distractions used to provide a simple way for teachers to create and manage online classroom, and enable students to connect with teacher and other students anywhere and anytime (Balasubramanian, Jaykumar, & Fukey 2014;Thongmak, 2013;ShamsAbadi, Ahmadi, & Mehrdad, 2015;Al-Khatiri, 2015). In teaching writing, Edmodo has some advantages as follows: (1) it offers quick access to writing materials and assignments, (2) combined with particular approach or method or technique, Edmodo leads students to have better organization in writing, (3) Edmodo facilitates either teacher to give feedback on students' shared writing, or students to receive feedback on their writing from their peers and the teacher to make it as considerations in revising and editing their writing, and (4) Edmodo makes students more interested in writing (Stroud, 2010;Balasubramanian, Jaykumar, & Fukey, 2014;Purnawarman, Susilawati, & Sundayana, 2016;Shams-Abadi, Ahmadi, & Mehrdad, 2015 The framework depicts that in producing a piece of writing, some processes must be followed by the students.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Edmodo on Students’ Writing Skill in Recount Text

Fauzi

2017

International Journal of Pedagogy and Teacher Education

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This study investigates the effect of Edmodo on students' writing skill in recount text. The participants of the study were 9 students of Excellent Class of a Senior High School in Tulungagung, Indonesia. A pre-experimental study was employed as the research design to investigate the effectiveness of Edmodo in recount writing instruction. Following the research design, the students participated as both experimental and control groups. They did pretest at the beginning of this study, received treatment, and did posttest at the end of the study. The finding of the study revealed that the null hypothesis could be rejected. The convention to reject the null hypothesis is that when the p-value of the obtained statistics is less than 0.05. The finding showed that p-value was less than 0.05 (0.006<0.05). Referring to the data, there was enough evidence indicating that the null hypothesis could be rejected, and thus it could be concluded that using Edmodo was effective to teach recount text. This study attempts to contribute to the improvement of teaching writing by maximizing the use of ICT tools. Using Edmodo, both students and teachers can have a safe online environment to conduct more effective and sustainable teaching and learning process.

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“…Owing to its similar appearance to Facebook that students are familiar with, it is very easy to apply to classrooms of all subjects. As for the attitude toward the use of Edmodo and motivation in learning, a large number of studies showed positive results [13,14,15,16,17]. …”

mentioning

confidence: 99%

A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

Wichadee

2017

Int. J. Emerg. Technol. Learn.

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Abstract-The purposes of this study were to develop a blended learning model using Edmodo as a learning tool in language learning and examine the effectiveness of the model implemented in an English course regarding oral proficiency, motivation, and attitude. To achieve these purposes, a quasiexperimental design was employed to collect data using the tests and questionnaires. The samples in this study were the second-year students enrolled in an intermediate English course. The samples were from two classes, each of which contained 42 students. One class was used for the control group; another one for the experimental group. In the control group, students were only taught in a face-to-face learning environment using the PPP model whereas the experimental group studied through the PPP model in class supported by online learning using Edmodo. The findings indicate that blended learning was more effective than traditional learning. That is, students in the experimental group not only outperformed those in the control group in oral proficiency, but they also exhibited higher learning motivation. Although students in both groups did not differ in their attitude toward the PPP model, those in the experimental group expressed a positive attitude toward Edmodo. The findings of this study have implications for English language instructors, encouraging them to see how technology can facilitate learning and help learners produce better academic performance.Keywords-blended learning, Edmodo, oral proficiency, motivation IntroductionOral communication is a vital part of language learning [1]. Oral proficiency refers to the ability to communicate verbally in a functional and accurate way in a target language [2]. A person with a high degree in oral proficiency is able to apply the linguistic knowledge to new situations or contexts. People in Thailand have realized that English oral proficiency is deemed necessary as the country is having more roles iJET -Vol. 12, No. 2, 2017 137Paper-A Development of the Blended Learning Model Using Edmodo for Maximizing Students' Oral Proficiency and Motivation in global community [3]. Especially, when the Asean Community was launched in January 2016, English competency is deemed necessary to compete with others in the labour market. Thai students' poor grasp of communication ability has become a major concern for educators and policy makers. Several obstacles that hinder oral proficiency include inadequate exposure to the English meditated environment [4], the lack of oral practice, the lack of confidence in speaking, and English accent of Thai instructors [5].One of the models that has been used to develop speaking skill is the "Presentation, Practice and Production (PPP)", starting with introducing the new teaching content, followed by controlled practice and a free practice. This model aims at moving from accuracy to fluency, focusing on form. The first step, "Presentation", is where the instructor examines how much of the target language the students know. The teacher will then presen...

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Social Network System in Classroom: Antecedents of Edmodo © Adoption

Cited by 83 publications

References 33 publications

Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges

Beyond the Classroom Walls: Edmodo in Saudi Secondary School EFL Instruction, Attitudes and Challenges

The Effect of Edmodo on Students’ Writing Skill in Recount Text

A Development of the Blended Learning Model Using Edmodo for Maximizing Students’ Oral Proficiency and Motivation

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