The Influence of Personality and Language Proficiency  on Esl Learners' Word Contributions  in Face-to-Face and Synchronous Online Forums

Chew, Shin Yi; Ng, Lee Luan

doi:10.24200/jonus.vol6iss1pp199-221

Cited by 14 publications

(8 citation statements)

References 2 publications

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“…Nevertheless, different types of learners will benefi t from the social media platform, including those who are introverted and reticent learners (Chew and Ng, 2021;Xin and Yunus, 2019;Halif et al, 2020). Introverted and reticent learners prefer to use social media to learn English rather than in the classroom as they fear being mocked by their peers, making mistakes, or being judged by others (Cunningham & Watson, 2018;Shao & Gao, 2016).…”

Section: Discussionmentioning

confidence: 99%

Social Media Use for English Learning in Southeast Asia: A Systematic Review

Mohamad,

Zaini,

Idany

2023

Intellectual Discourse

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Of the many uses of social media, educationists advocate its use for teaching the English language. The traditional method of learning the English language is associated with inattention among learners. The adoption of social media in teaching the English language can create a fun, stress-free, and pleasant environment that is able to cultivate a positive attitude among the learners. Hence, this study carried out a systematic review to assess the use of social media for English learning in the Southeast Asia context. The study systematically searched the peer-reviewed literature using the SCOPUS database and identified 46 articles. After thorough reading, 21 articles met the inclusion criteria. Articles that were excluded from the analysis were conducted outside Southeast Asia, do not focus on Southeast Asia’s English learning, and do not engage with social media usage. The findings suggest that the use of social media for English learning was associated with improving communication skills, enhancing collaborative learning, encouraging self-directed learning, enhancing writing skill and learning experience.

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Section: Discussionmentioning

confidence: 99%

Social Media Use for English Learning in Southeast Asia: A Systematic Review

Mohamad,

Zaini,

Idany

2023

Intellectual Discourse

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“…The state-of-art technology innovations alone do not guarantee an effective learning process and outcome (Hao et al, 2021 ). Chew and Ng ( 2021 ) emphasized the importance of integrating the effects of students' personality and proficiency in their word contribution in online forums. Different personality traits, such as, introverts or extroverts, may lead to different word productions in their online discussion with the same technological tool (Chew and Ng, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

“…Chew and Ng ( 2021 ) emphasized the importance of integrating the effects of students' personality and proficiency in their word contribution in online forums. Different personality traits, such as, introverts or extroverts, may lead to different word productions in their online discussion with the same technological tool (Chew and Ng, 2021 ). Similarly, Lai et al ( 2018 ) reported that various external and internal factors influence students' perceived study engagement.…”

Section: Discussionmentioning

confidence: 99%

How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

Yang-xi

Zhao

2021

Front. Psychol.

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Students experience different levels of autonomy based on the mediation of self-regulated learning (SRL), but little is known about the effects of different mediation technologies on students' perceived SRL strategies. This mixed explanatory study compared two technology mediation models, Icourse (a learning management system) and Icourse+Pigai (an automatic writing evaluation system), with a control group that did not use technology. A quasi-experimental design was used, which involved a pre and post-intervention academic writing test, an SRL questionnaire, and one-to-one semi-structured student interviews. The aim was to investigate 280 Chinese undergraduate English as a foreign language (EFL) students' academic writing performance, lexical complexity, and perceptions of self-regulated strategies in academic writing. One-way ANCOVA of writing performance, Kruskal-Wallis test of lexical complexity, ANOVA of the SRL questionnaire, and grounded thematic content analysis revealed that, first, both Icourse and Icourse+Pigai provided significant support for the development of SRL strategies vs. the control group, although there was no significant difference between the two groups. Second, Icourse+Pigai-supported SRL was more helpful for improving students' academic writing performance because it enabled increased writing practice and correction feedback. Third, Icourse+Pigai-supported SRL did not significantly improve students' lexical complexity. In conclusion, we argue that both learning management systems and automated writing evaluation (AWE) platforms may be used to assist students' SRL learning to enhance their writing performance. More effort should be directed toward developing technological tools that increase both lexical accuracy and lexical complexity. We conclude that the technical tools used in this study were positively connected to the use of SRL techniques. However, when creating technologically mediated SRL activities, students' psychological study preferences should be considered.

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“…Therefore, readers will find the book to be helpful as a starting point to build their knowledge on text-based vs. faceto-face discussion group dynamics in L2. Many of the works cited, including Chew (2013), Chew & Ng (2016, 2021, may provide ideas for future empirical research on text-based discussion as a L2 learning tool. At times, the information presented in the book would have gained clarity by making specific references to L2 proficiency levels as defined by either the Common European Framework of Reference for Languages (CEFR) or the language proficiency scale of the American Council on the Teaching of Foreign Languages (ACTFL) or equivalent.…”

Section: Declaration Of Conflicting Interestsmentioning

confidence: 99%

Book Review: Shin Yi Chew and Lee Luan Ng (2021). Interpersonal Interactions and Language Learning: Face-to-Face vs. Computer-Mediated Communication. Palgrave Macmillan

Godev

2023

LFE

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The content of this book can be fully appreciated within the context of Malaysia, a country that is home to approximately thirty-four million people with multi-ethnic backgrounds. While the official language is Malay, a multitude of languages are spoken in Malaysia. The country aspires to educate professionally competent citizens in order to increase their opportunities for advancement and to enhance the country’s ability for international relations and international trade. Rashid et al. (2017) point out that educational reform initiatives in Malaysia have often focused on language policy that places the English language at the center of curricular changes as English is viewed as the tool that may make it possible for the country to keep pace with its economic objectives. Within this view, English teachers have become key players in the implementation of educational reforms.

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The Influence of Personality and Language Proficiency on Esl Learners' Word Contributions in Face-to-Face and Synchronous Online Forums

Cited by 14 publications

References 2 publications

Social Media Use for English Learning in Southeast Asia: A Systematic Review

Social Media Use for English Learning in Southeast Asia: A Systematic Review

How Technology Tools Impact Writing Performance, Lexical Complexity, and Perceived Self-Regulated Learning Strategies in EFL Academic Writing: A Comparative Study

Book Review: Shin Yi Chew and Lee Luan Ng (2021). Interpersonal Interactions and Language Learning: Face-to-Face vs. Computer-Mediated Communication. Palgrave Macmillan

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