The Effect of Wiki and E-portfolio on Writing Skill of Iranian Intermediate EFL Learners

Akbari, Fatemeh Zahra; Erfani, Shiva Seyed

doi:10.7575/aiac.ijalel.v.7n.3p.170

Cited by 11 publications

(15 citation statements)

References 13 publications

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“…Social media platforms have been extensively employed to mediate writing classes, such as Twitter (Altakhaineh & Al-Jallad, 2018), Facebook (Yunus & Salehi, 2012), and Instagram (Soviyah & Etikaningsih, 2018). Besides, several online sources and websites have also been applied to support writing classes, for example, Wikipedia (Akbari & Erfani, 2018), web-based pre-writing (Zaid, 2011), and online writing courses (Zhang, 2018). Similarly, Google Docs (Jeong, 2016), COCA (Xiao & Chen, 2018), and LiFT (Lim & Phua, 2019) have also helped writing courses in giving feedback to the student's writing product.…”

Section: Introductionmentioning

confidence: 99%

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Rosyada

Sundari

2021

SiELE

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Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

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Section: Introductionmentioning

confidence: 99%

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Rosyada

Sundari

2021

SiELE

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“…The positive points that they emphasize on the least are the ability to add fixed and mobile add-ons, the availability to be accessible by everyone, the ability to design the blog as the owner, being funny, instructive and responsibility enhancer. The results achieved by different researchers support this conclusion regarding the benefits of cooperative e-portfolio applications (Akbari & Erfari, 2018;Blankenship, 2007;Chen et al, 2011;Chretien, Goldman & Phaselis, 2008;Colas-Bravo, Magnoler, Conde-Jimenez, 2018;Kocoglu, 2009;Lawler & Joseph, 2018;Miller, 2011;Jimojiannis & Angelina, 2012). Lawler & Joseph (2018) empasized that cooperative e-portfolio activities facilitated the engagement and the advocacy of the students for mentored people with disabilities.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 75%

Teacher Candidates’ Opinions About Cooperative E-Portfolio Activities in the Blog Environment

Orhan-Karsak

2019

Eğitim Teknolojisi Kuram Ve Uygulama

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In this study, it is aimed to reveal the opinions of the pre-service teacher candidates attending the Pedagogical Formation Education Certificate Program in the 2015-2016 academic year, on the e-portfolio activities in cooperative small and large groups in the blog environment during the teaching process. For this purpose, two classes were studied. First class was divided into groups and each group worked on its own blog page, and the second class was divided into groups to allow all groups to work on a single blog page. In the Instructional Technologies and Material Design course, the activities held every week were shared in the blog environment and comments were made. Pre-service teacher candidates' opinions were taken in writing. In this context, the study is a qualitative case study. The findings were analyzed by using content analysis method and presented as themes and supported with visuals. In the large group, it was found that the possibility to see all the works in the same environment, in the small group, to communicate with blogs, to exchange comments and ideas and to work in cooperation. Instead of a traditional portfolio, e-portfolio activities can be preferred in social networks such as blog and Facebook. For qualified and responsible e-portfolio activities, small groups may be preferred instead of large groups.

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“…In addition, this approach provides learners with the following opportunities: (1) to develop a link between their past and new experiences, (2) to interact with the environment, and (3) to develop the ability to acquire new knowledge through collaboration with others, all within a meaningful context (Willis, Stephens, & Matthew, 1996). Furthermore, this mode of learning places an emphasis on reflection, using new knowledge in a constructive manner, and critical thinking (Tynjal, 1998).…”

Section: Theoretical Foundations Underpinning Wikismentioning

confidence: 99%

Wikis in Language Learning: Merits and Limitations

Alharbi

2020

JELTAL

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This study comprehensively reviews the literature associated with the implementation of wikis in an educational context, primarily concerning learning and teaching languages. The study proceeds by presenting wikis and their main theoretical background in a brief overview. After that, a discussion of the most recent empirical studies is presented, followed by an exploration of the merits and the limitations of using wikis in an educational setting. The paper concludes that wikis have a positive impact when it comes to improving learners’ knowledge of various aspects of language, enhancing their autonomy, learning perceptions, and motivation to learn. As a beneficial digital tool, wikis can effectively improve students’ language learning, which is achieved via critical thinking, negotiation of meaning, and collaborative learning, to name a few aspects. Having said this, limitations exist, all of which should be taken seriously by both administrators and teachers alike to maximise wikis’ benefits. Yet, it is increasingly evident that, in this context, wikis’ positives far outweigh their minuses. A number of practical recommendations are offered at the end of this paper to guide teachers, educators, and researchers.

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The Effect of Wiki and E-portfolio on Writing Skill of Iranian Intermediate EFL Learners

Cited by 11 publications

References 13 publications

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

Teacher Candidates’ Opinions About Cooperative E-Portfolio Activities in the Blog Environment

Wikis in Language Learning: Merits and Limitations

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