Effect of Process Writing Approach Combined with Video-Based Mobile Learning on Indonesian EFL Learners’ Writing Skill across Creativity Levels

Imelda, Imelda; Cahyono, Bambang Yudi; Astuti, Utari Praba

doi:10.29333/iji.2019.12320a

Cited by 41 publications

(46 citation statements)

References 21 publications

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“…Quantitative results revealed that the participants' English writing skills and motivation were improved through the learning app. Accordingly; these results echo the studies of [19], [31], [40]. Moreover, the interviewees had positive attitudes towards the app.…”

Section: Discussionsupporting

confidence: 84%

“…According to the availability of the characteristics and merits of the handheld devices, the current research adopted this technique, especially after its widespread, to develop the learning application that supports some of these devices (Smartphones-I pod -Tablets). [19] Proved that there is a relationship between using technology and self-regulated learning strategies as the handheld devices have a clear role in comparison with the rest of technology types. There are convergent chances among learners to arrive in learning applications after the large spread of handheld devices.…”

Section: B Handheld Devices For Learningmentioning

confidence: 99%

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Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

Elkot¹,

Ali²

2020

IJIET

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This study investigated the impact of developing learning app via handheld devices based on some self-regulated learning strategies for improving English writing skills and motivation among intensive English language preparatory program students. The sample was chosen from English language preparation program students at college of sciences and Arts. The random sample consisted of (n=40) students. Those students were divided into two similar groups, Experimental and Control groups. To collect the data of the study, the Authors used a pre-posttest, interviews with the students and a motivation scale. T-test was used to compare between the two groups at the pre and post-test. The results revealed an observed improvement in writing skills, motivation, and attitudes for the benefit of experimental group. Moreover, the findings revealed that there were statistical differences between pre and post-test for the experimental group. No differences were found, according to the control group.

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Section: Discussionsupporting

confidence: 84%

Section: B Handheld Devices For Learningmentioning

confidence: 99%

Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

Elkot¹,

Ali²

2020

IJIET

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“…The current study is in congruence with the discussed theoretical framework (CLT) by Chandler and Sweller (1991) and (CTML) by Mayer (2002) in which it explicates the value of how students engage with online materials and how this engagement influences their collaboration; both of which are of value to the field of education technology as there is a lack of research into student content engagement and collaboration (Gokhale & Machina, 2018;Imelda et al, 2019;Mohammadian et al, 2018). Furthermore, the connection between online video lectures and students engagement is described by Sherer and Shea (2011), in which they argue that "online video's versatility, accessibility, breadth of content, and up-to-date materials afford both instructors and students opportunities to shape and contribute to course content and increase student engagement in classroom discussions and activities"(p. 58).…”

Section: Discussionsupporting

confidence: 80%

“…The result suggests that VL patterns (style and duration) play an imperative role in students' learning attitudes. Similarly, Imelda et al (2019) confirmed the positive effects of VLs on enhancing the writing skills of Indonesian English as a foreign language (EFL) learners. Their results also indicated that students were confident and had more control in English writing.…”

Section: The Effects Of Online Video Lectures On Efl Students' Attitudes and Performancementioning

confidence: 63%

The Effect of Postgraduate Students’ Interaction with Video Lectures on Collaborative Note-taking

2020

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Aim/Purpose: This paper aims to explore the effects of students’ interactions with video lectures on the levels of collaboration and completeness of their group note-taking. Background: There has been an increase in the amount of online learning over the last 20 years. With video lectures becoming an increasingly utilized instructional modality, it is essential to consider students’ interactions with videos and the subsequent effect of those interactions on collaboration. Methodology: This research used a combination of survey data about student interactions with video lectures and evidence of student-to-student interactions from a sample of 149 masters and Ph.D. students at a university in South Korea. Contribution: To date, limited research has been conducted on the effect of student interactions with online instructional videos and that interaction’s effect on collaborative note-taking. Past research has examined the effects of lecture-watching behaviors and collaborative note-taking separately, and this paper looks at their relationship with one another. Findings: This paper has two main findings. The first is that interacting more with video lectures increases the amount that students interact with each other. The second is that these higher levels of interaction with videos do not impact the completeness of student note-taking. Recommendations for Practitioners: These findings of this paper suggest that instructors should encourage students to utilize active viewing strategies, as doing so will increase interaction among students, which will subsequently benefit their levels of collaboration. Recommendation for Researchers: This research shows the value of drawing links between aspects of learner consumption of instructional media and other aspects of their learning, particularly collaboration. Impact on Society: The importance of effective instruction and increasing collaboration in online learning is of great value now, particularly so, as much instruction is being delivered in online formats. Future Research: Future research should seek further to understand the relationships between aspects of instruction and collaboration. More specifically, future research could look into clickstream data and collaboration.

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“…One approach that has significantly impacted second language writing is the process approach (Zen, 2005). Other research discussed the effect of the process writing approach on students' writing ability which was analyzed quantitatively (Imelda, Cahyono, & Astuti, 2019). The research concluded that there was a significant effect of WPA on the students' writing ability.…”

Section: Introductionmentioning

confidence: 99%

Students' Perceptions: Using Writing Process Approach in EFL Writing Class

Dewi

2021

AIJP

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The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

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Effect of Process Writing Approach Combined with Video-Based Mobile Learning on Indonesian EFL Learners’ Writing Skill across Creativity Levels

Cited by 41 publications

References 21 publications

Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

Enhancing Self-Regulated Learning Strategy via Handheld Devices for Improving English Writing Skills and Motivation

The Effect of Postgraduate Students’ Interaction with Video Lectures on Collaborative Note-taking

Students' Perceptions: Using Writing Process Approach in EFL Writing Class

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