Uncovering Student Perceptions of a First-Year Online Writing Course

Litterio, Lisa M.

doi:10.1016/j.compcom.2017.12.006

Cited by 14 publications

(10 citation statements)

References 7 publications

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“…This makes the learning meaningful to the students. This is in line with the research finding of L. Litterio, "instructor feedback and relevant content both positively impact students' perceptions of an online course" (Litterio: 2018). Blended learning implemented also facilitates collaboration as the discussion between the lecturer and the students ran well.…”

Section: Findings and Discussionsupporting

confidence: 86%

The Implementation of Blended Learning in Teaching Reading

Normawati¹

2021

electrum

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In this rapidly transforming way of teaching, blended learning has become popular across all education levels as it integrates the advantages of traditional classroom activities with online digital media. In the context of teaching English as a foreign language, teachers need to adapt to the use of technology in their teaching activities so that the learning objectives can be achieved successfully. This paper describes the implementation of blended learning in the Engagement Reading class conducted in the English Language Education Department of Universitas Nasional Karangturi. To get the data, the researcher conducted observation, interview, and documentation. The result of the study shows that the stages of building knowledge of the field, modeling of the text, joint construction of the text, and independent construction of the text are applied in the reading class. To facilitate the teaching and learning process, Google Classroom, WhatsApp, Zoom, Mozilla Firefox, and Chrome are utilised. At the end of the course, the students have positive perception toward the implementation of blended learning in the reading class. This is because they feel that the use of technology in blended learning facilitates communication and interaction, engagement, and collaboration. However, they still have problem commonly faced by the students in Indonesia, which is internet connection and credit quota.

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Section: Findings and Discussionsupporting

confidence: 86%

The Implementation of Blended Learning in Teaching Reading

Normawati¹

2021

electrum

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“…The finding confirmed that the use of digital texts to teach reading during distance learning could influence learners' enthusiasm, excitement, and engagement in their reading as well as their learning (Hutchison, 2019;Litterio, 2018;Mina, 2019). The finding indicates that students perceived a negative impact on their learning such as being less motivated, less passionate, less curious, and less active to do the tasks.…”

Section: Discussionsupporting

confidence: 58%

Digital Reading Engagement of Junior High School Students during the Online Learning

Izati

Lestari

Setiawan

2021

J. Engl. Lang. Teach. Fak. Pendidik. Bhs. Seni Program Studi Pe

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The pandemic of COVID-19 has forced the teachers and students to hold the teaching and learning remotely. All the process of learning was conducted online via various mobile applications. Students widely use smartphones as a medium to receive learning materials, join online classes, and study. However, it was questioned whether students are engaged with their reading materials when they have to read the texts on screen or digitally and learn from them. It is expected that the use of digital devices has influenced students' reading engagement, especially when the reading is to learn. This study aims to find out about the students' engagement in reading digital texts during online learning. The study collects the data from self-report questionnaires, interviews, and observation. The result shows that students do not experience behavioral and affective engagement as well as a negative response while they are reading the texts onscreen during online learning.

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“…This implies that learners in online writing contexts where multiple forms of feedback are conveyed to learners through online platforms might need to devote more effort to planning, reflecting, monitoring, and evaluating during feedback revision processes. Previous studies in online contexts have examined either student and teacher perceptions of online writing courses having adopted electronic feedback ( Tai et al, 2015 ; Litterio, 2018 ), or learner engagement with different feedback sources ( Tian and Zhou, 2020 ). Those studies (e.g., Jansen et al, 2017 ) examining SRL in online contexts have mainly advocated the importance of SRL in L2 online learning, consisting of metacognitive skills, environmental structuring, help-seeking, time management, and persistence.…”

Section: Literature Reviewmentioning

confidence: 99%

Self-Regulated Writing Strategy Use When Revising Upon Automated, Peer, and Teacher Feedback in an Online English as a Foreign Language Writing Course

2022

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Research investigating the intricacies of how self-regulated writing strategies are used in a finely focused area of the second language (L2) writing process is still lacking. This study takes a mixed-methods approach to explore Chinese English as a Foreign Language (EFL) learners’ use of self-regulated writing strategies when revising based on automated, peer, and teacher feedback in an online EFL writing context. Thirty-six Chinese university learners filled in three questionnaires (one per feedback source). In addition, four learners followed a think-aloud protocol while revising and responding to a stimulated recall interview to provide further data. The results revealed that learners employed an array of self-regulated writing strategies to attain their feedback revision goals. Learners used more cognitive strategies when revising based on automated feedback compared with peer and teacher feedback and more motivational strategies when revising based on teacher feedback. The think-aloud data and stimulated recall interviews coincided with the quantitative findings. Textual analysis revealed that feedback type and quantity were associated with self-regulated writing strategy use.

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Uncovering Student Perceptions of a First-Year Online Writing Course

Cited by 14 publications

References 7 publications

The Implementation of Blended Learning in Teaching Reading

The Implementation of Blended Learning in Teaching Reading

Digital Reading Engagement of Junior High School Students during the Online Learning

Self-Regulated Writing Strategy Use When Revising Upon Automated, Peer, and Teacher Feedback in an Online English as a Foreign Language Writing Course

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