Collaborative Edmodo in writing: A conceivable course of fusion

Anwar, Khoirul

doi:10.18844/cjes.v16i3.5823

Cited by 6 publications

(9 citation statements)

References 18 publications

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“…Further analysis revealed that among four subcomponents of writing accuracy, the subcomponent grammar witnessed a significant improvement (p<.05). The results of this research are in line with the findings of various researchers (e.g., Anwar, 2021;Miftah & Raya, 2018) who proved the effectiveness of Edmodo in EFL writing class.…”

Section: Discussionsupporting

confidence: 90%

“…Internet-based learning media, such as wikis and blogs has merged with writing for optimal interaction and cognitive development (Talib & Cheung, 2017). Some researchers' (Anwar, 2021;Li, 2015) studies have suggested that technology-mediated tools encourage collaborative writing and develop the quality of writing. In addition, a significant number of students had a positive attitude towards implementing online collaborative tasks (Wang, 2009).…”

Section: Effects Of Collaboration On Writing Accuracymentioning

confidence: 99%

“…Research within the sociocultural theory, ranging from corrective feedback to collaborative writing, considers writing a highly social process (Bikowski & Vithanage, 2016). In this regard, collaborative writing has been widely implemented in L2 classrooms during the last decades (Anwar, 2021;Li, 2018;Storch, 2013). Collaborative writing provides learners with opportunities to share their ideas through teamwork and encourages active engagement in constructing a text (Deveci, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Collaborative Writing in EFL Classrooms through Edmodo: Writing Accuracy in Focus

Chalak¹,

Karimi²

2022

IJREE

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Technology-supported collaborative writing has gained popularity in L2 writing pedagogy. The study investigated the effects of Edmodo as an online social platform on the writing accuracy of 50 Iranian intermediate EFL learners, who were chosen through the convenience sampling method. The researchers utilized a quasiexperimental pretest-posttest design and assigned the participants to an experimental and a control group. The participants of the control group sent their assignments and received feedback asynchronously through email; whereas, the learners of the experimental group used Edmodo to work collaboratively on their writing assignments. Finally, after eight treatment sessions, the scores of the pretest and posttest were analyzed through using a paired-sample t-test and MANOVA. The results revealed that the application of Edmodo had a significant effect on writing accuracy. Moreover, the participants' attitudes were assessed by running a Likertscale questionnaire. According to the findings, they had a positive attitude towards integrating Edmodo into their writing curriculum. This study could bring about pedagogical implications for EFL writing courses.

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Section: Discussionsupporting

confidence: 90%

Section: Effects Of Collaboration On Writing Accuracymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Collaborative Writing in EFL Classrooms through Edmodo: Writing Accuracy in Focus

Chalak¹,

Karimi²

2022

IJREE

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“…The data shows that the average students' scores reflect a high understanding level, indicating the students' success in comprehending the basic principles of descriptive texts. This result aligns with previous research that suggests a sound theoretical understanding is the first key to writing descriptive texts well (Anwar, 2021;Asrifan et al, 2020;Chen, 2021;Mauludin et al, 2021;Yamin & Setiawan, 2019;Yemelyanova et al, 2022).…”

Section: Student Learning Activity Evaluationsupporting

confidence: 92%

The Pedagogical Value of Student Conferences: A Study on Descriptive Text Instruction in Culinary Art Education

Amelia,

Sabilah,

Hartiningsih

2023

VELES

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Teaching English within the culinary arts is challenging for many instructors. The field of culinary arts has its specialized terminology and distinct context, which sets it apart from general English teaching. In light of this, the English for Specific Purposes (ESP) program was introduced. ESP is designed to align English instruction with the specific needs of students in culinary studies, ensuring they are prepared academically and for their future roles in the industry. This research examines the effectiveness of student conferences in teaching descriptive texts, an essential aspect of culinary studies. Data collection involved interviews, classroom observations, and document reviews. The results were encouraging: student conferences emerged as a potent tool, leading to significant improvements in students' writing and comprehension abilities. When combined with the ESP approach, there was a notable increase in student motivation and engagement. These findings offer educators enhanced strategies for specialized English teaching in the culinary arts. Moreover, this study serves as a stepping stone for further research, aiming to refine English instruction in specialized domains.

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“…Peserta didik harus terbiasa dengan tanda baca seperti titik, koma, titik dua, titik dua, tanda hubung, dan huruf besar (Turmudi, 2020). Selain itu, ada empat kesulitan dasar menulis bagi penulis pemula, kesulitan yang paling sering terjadi adalah penggunaan bahasa, koherensi, dan kohesi serta memilih topik yang signifikan dan referensi yang relevan (Anwar, 2021a). Sebaliknya, parafrase, referensi, dan kutipan adalah yang paling tidak bermasalah.…”

Section: Pendahuluanunclassified

Assistance in writing scientific articles for teachers

Anwar

Asari

2022

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Writing scientific papers for junior high school teachers is very necessary, especially how to compose the introduction, review, theory, results and discussion, and conclusions in an easy and applicable way. This activity uses two complementary mentoring methods, namely workshops and assistancing for 15 teachers from four schools in Gresik and Lamongan Regencies. The result of the program shows encouraging and positive gains. 81.8% of participants had a positive perception of the domains of preliminary preparation, theory review, presentation of results, discussion, and conclusion. The result of the interview confirms that the introduction and presentation of the results are parts that are easy to master. However, the review of theory and research methods are difficult part to master. This is because teachers often experience difficulties in integrating theoretical thinking into practical thinking. This assistance seeks to help teachers solve learning problems through a combination of theoretical and practical, and written communication skills in the form of scientific articles.

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Collaborative Edmodo in writing: A conceivable course of fusion

Cited by 6 publications

References 18 publications

Collaborative Writing in EFL Classrooms through Edmodo: Writing Accuracy in Focus

Collaborative Writing in EFL Classrooms through Edmodo: Writing Accuracy in Focus

The Pedagogical Value of Student Conferences: A Study on Descriptive Text Instruction in Culinary Art Education

Assistance in writing scientific articles for teachers

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