Using Process Writing as a Learning Tool in the Foreign Language Class

White, Ann Folino; Caminero, Rosario

doi:10.3138/cmlr.51.2.323

Cited by 6 publications

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“…Besides, it also activates self-awareness of their learning of strengths and weaknesses as Tsui and Ng (2000) reported, and it supports students with increasing the level of their responsibility for their own learning and autonomy (Morgan, 2002). In addition, students profit from the worthwhile experiences from conducting peer feedback and learning to each other; furthermore, it helps students practice their commutative skills and accept the different perspectives; listening attentively, thinking critically and taking constructively part in the activity (White & Caminero, 1995, cited in Farrah, 2012.…”

Section: Introductionmentioning

confidence: 99%

Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

Kuyyogsuy¹

2019

IES

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The study aimed at investigating the effects of peer feedback on students' English writing ability in L2 writing class. A mixed-methods research, an embedded experimental design was employed, making use of a writing pretest and post-test and self-written reflection in the experiment. Data were quantitatively analyzed through a dependent simple t-test, and content was thematically analyzed for qualitative data. The participants were 21 undergraduate students majoring in English in the three southernmost border provinces of Thailand. The findings revealed that from the mean scores of the pretest and post-test, the students had made significant progress in their writing ability. Additionally, the effect size was calculated at 1.97, which means that its magnitude was "large". Moreover, students reflected that peer feedback was a worthwhile experience for social interaction, and provided them with perceiving the writing process, developing affective strategies, supporting critical thinking skills, and developing socially and intellectually by means of working collaboratively. In addition, it helped them practice to become more autonomous learners. As a result, peer feedback should be implemented in L2 writing classes.

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Section: Introductionmentioning

confidence: 99%

Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

Kuyyogsuy¹

2019

IES

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“…Astin (1993) also highlighted the importance of using cooperative learning as an approach of learning that could play a vital role in increasing interaction among members of each group on one side and among the divided groups on the other side. Budd (2004) also stated that exercises used in cooperative learning, among small groups, could provide an adequate chance for students to analyze deeply the topic they discuss Similarly, White and Caminero (1995) pinpointed that cooperative learning helped students learn from each other. On the same hand, Biggs (1999) contended that the increasing number and diversity of the university population had a negative impact on the usefulness of the traditional lecture and tutorial.…”

Section: Review Of Literaturementioning

confidence: 99%

“…31 The CLL approach develops comprehension skills. 32 The CLL approach makes writing easier. 33 The CLL approach creates an atmosphere of achievement.…”

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confidence: 99%

The Effectiveness of Using the Cooperative Language Learning Approach to Enhance EFL Writing Skills among Saudi University Students

Mahmoud¹

2014

JLTR

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Abstract-Cooperative language learning (CLL) approach was used to encourage second-year university students at the college of languages and translation, at Al-Imam University to learn from their peers so that they could develop their writing skills. Students in CLL-based groups were trained to be more responsible for their learning through developing their personal interaction as well as their linguistic competence in a more relaxed social context. This treatment included sophomore students enrolled in EN 211 course in the second semester of 2013 academic year. Two instruments were used in this study; a pre-post writing test, and an attitude questionnaire. The pre-and post-scores from the test were calculated for descriptive statistics and compared using a Wilcoxon Test. The process of evaluating students' writings focused mainly on analyzing their mistakes with regard to spelling, using of vocabulary, grammar, punctuation as well as coherence. The findings revealed that the students' scores in writing were higher for the post-test than the pre-test at the significance level of .001 after being subject to this kind of treatment. However, it must be stated that the degree of improvement was not extremely high as students still made some mistakes with regard to the previously mentioned points. As for the attitude scale, the results obtained proved that the students developed positive attitudes towards using the cooperative learning approach to develop language skills in general and to develop their writing skills in particular.

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“…Astin (1993) highlighted the importance of using Cooperative Learning as an approach to learning that could play a vital role in enhancing interaction among members of each group on one side and the divided groups on the other side. Budd (2004) stated that exercises used in Cooperative Learning, among small groups, could provide an adequate chance for students to analyse deeply the topic they discuss Similarly, White and Caminero (1995) pinpointed that Cooperative Learning helped students learn from each other. On the same hand, Biggs (1999) contended that the increasing number and diversity of the University population minimized the usefulness of traditional lectures and tutorials.…”

Section: Introductionmentioning

confidence: 99%

Learning English as a Second Language through Cooperative Learning

2023

IJFMR

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Cooperative Learning is widely recognized at the global level as one of the recently developed theories of Learning. This study aims to investigate what strategies within Cooperative Learning teachers use in the English Classroom. An additional aim is to investigate how teachers believe Cooperative Learning contributes to interaction among students. The study focuses on the perspective of the teachers. Cooperative Learning is a pedagogical method with roots in the sociocultural perspective. Furthermore, it is described by Kagan and Stenlev (2006) as a method where students work in groups and cooperate in order to achieve the mutual goal. The findings indicate that the Cooperative Learning method is more effective than the traditional methods.

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Using Process Writing as a Learning Tool in the Foreign Language Class

Cited by 6 publications

References 0 publications

Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

Promoting Peer Feedback in Developing Students’ English Writing Ability in L2 Writing Class

The Effectiveness of Using the Cooperative Language Learning Approach to Enhance EFL Writing Skills among Saudi University Students

Learning English as a Second Language through Cooperative Learning

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