Enhancing the Students’ Writing Skill through Technological Writing Feature of Wridea

Marleni, Marleni

doi:10.33369/jeet.4.1.140-153

Cited by 5 publications

(5 citation statements)

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“…Quantitative studies (n = 28) demonstrated a positive impact or perceived positive impact of the use of digital technology-supported writing instruction on participants' overall writing skills. First, 11 studies indicated significant performance differences between students who used the technology for writing instruction and students in the control group (Adas & Bakir, 2013;Hung & Young, 2014;Khoshsima & Sayadi, 2016;Lin et al, 2018;Marleni, 2020;Soltanpour & Valizadeh, 2018a;Soltanpour & Valizadeh, 2018b;Sujannah et al, 2020;Yang et al, 2019;Yu & Wang, 2016;Zaini & Mazdayasna, 2015). Second, 10 studies found that instruction incorporating DVDs/videos to support writing instruction helped participants improve their writing skills (Adas & Bakir, 2013;Chen & Su, 2012;Damavandi et al, 2018;Hsu, 2013;Kumar & Sultana, 2016;Lin et al, 2018;Noyan & Kocoglu, 2019;Soltanpour & Valizadeh, 2018a;Soltanpour & Valizadeh, 2018b;Yu & Wang, 2016).…”

Section: Tablementioning

confidence: 99%

“…For example, treatment groups which engaged in blended instruction through MOODLE, Wridea, WhatsApp, Google Classroom outperformed the control groups in writing tasks. Students in the treatment group were more involved with the learning process and better able to apply their understanding to suit their learning preferences (Adas & Bakir, 2013;Marleni, 2020;Noyan & Kocoglu, 2019;Sujannah et al, 2020). Additionally, students' writing skills improved after exposure to the interventions designed to facilitate learning to write.…”

Section: Advantages Of Digital Technology-supported Instructionmentioning

confidence: 99%

“…Fifteen studies incorporated communicative activities with multimedia tools for the participants (Adas & Bakir, 2013;Alsamadani, 2017;Gharehbagh et al, 2019;Handayani et al, 2018;Hung & Young, 2014;Ismial, 2016;Kumar & Sultana, 2016;Mabuan, 2018;Marleni, 2020;Mauricio & Genuino, 2020;Noyan & Kocoglu, 2019;Shahzadi & Kausar, 2020;Shazali et al, 2019;Sujannah et al, 2020;Yen et al, 2013). These activities may have influenced the results regarding students' improved writing or perceived writing skills.…”

Section: Technology-supported Peer Collaborationmentioning

confidence: 99%

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Youth English Language Learners’ Learning Outcomes and Experiences of Digital Technology-Based Writing Instruction: A Literature Review of Key Empirical Evidence

Belmahdi

Muirhead

2022

JDLL

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A growing body of research has revealed that the use of digital technology, including digital media, for writing instruction positively impacts English language learners’(ELLs’) learning and engagement; however, little is known about how this instruction impacts the development of ELLs’ writing skills. This scoping literature review is comprised of empirical evidence from 32 studies published between 2010 and 2020 that reported on the impact of digital technology-supported writing instruction on youth ELL’s writing skills. Although the types of digital technology media that were used varied across the studies, the results revealed that all 32 studies found a positive or perceived positive impact of digital technology-supported writing instruction on ELLs’ writing skills in areas of grammar, language mechanics, metalinguistic awareness, organization, sentence/paragraph structure, and/or word choice/language use. Specifically, 29 articles reported positive outcomes or perceived positive outcomes, while three showed mixed results in which certain areas improved but not others. Pedagogical implications, and recommendations are provided to language educators and youth ELLs.

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Section: Tablementioning

confidence: 99%

Section: Advantages Of Digital Technology-supported Instructionmentioning

confidence: 99%

Section: Technology-supported Peer Collaborationmentioning

confidence: 99%

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Youth English Language Learners’ Learning Outcomes and Experiences of Digital Technology-Based Writing Instruction: A Literature Review of Key Empirical Evidence

Belmahdi

Muirhead

2022

JDLL

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“…It encourages active learning and makes the students creative and efficient in solving problems (Stockwell, 2013). Bracewell & Sivin-Kachala & Bialo (2000) mentioned that technology has the potential to enhance students' self-concept and has a positive influence on achievements (Marleni, 2020).…”

Section: Introductionmentioning

confidence: 99%

Padlet App uses in Tesl: A Sri Lankan Experience

Sudusinghe,

Gamage,

Rajapaksha

2023

KDU J. Multidisc. Stud.

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Digital technology is found capable of playing a vital role in efforts to change from teacher-centeredness to student-centeredness in classroom management for TESL (Teaching English as a Second Language) by introducing autonomous learning strategies into the methodology followed. Therefore, integrating technology into TESL mechanisms is considered of paramount significance. In that context, Padlet is found usable as an efficient online app that can be used to boost active learning among students. Based on the results achieved in an experiment with a random group of 48 first-year Law undergraduates and 20 Computing freshmen at General Sir John Kotelawala Defence University who had been engaged in Padlet-based online learning activities in ESL for a period of four weeks, this paper analyses using SPSS 23.0 the data gathered in an online survey. Overall, the perceptions of the study population regarding the use of Padlet have been reported as positive. As revealed by the results, most of the participants (88.2%) were new to the use of Padlet app by the time it was introduced. Nearly, 79.4% of them identified that Padlet can make learning collaborative. In the meantime, 92.6% were convinced that Padlet is very influential in the process of knowledge sharing and 82.4% that it is a form of good motivation. Padlet has thus proven to be a very efficient tool in TESL. Hence, it is suggested here that it is important to include activities based on Padlet when designing curricula for teaching English as a second language.

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“…In line with this, writing is seen as a non-linear, exploratory, and generative process whereby writers discover and reformulate their ideas as they attempt to approximate meaning into a paper (Manchón, 2011;Abadikhah & Yasami, 2013). Therefore, writing seems to be the most demanding skill and the fundamental basis of other language skills for EFL students to master (Marleni, 2020;Rahmawati, et al, 2020). Writing skill must be supported by reading skill because by reading a a lot, student could write their ideas (Sofyan, et al 2019;Dhillon, et al, 2020;Martina, et al, 2020) .…”

Section: A Introductionmentioning

confidence: 99%

Improving the Students’ Ability In Writing Recount Text Through Collaborative Task Writing on Facebook

Astuti

Febriani

Rustandi

2020

JADILA

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This study focused on improving the students’ ability in writing recount text through collaborative task writing on Facebook. It was aimed at finding out how the teacher improves the students’ ability in writing recount text through collaborative writing on Facebook and figuring out the teacher and the students’ perceptions on the use of collaborative writing on Facebook in teaching and learning writing of recount text. This case study was conducted to the English teacher and 20 students at the tenth grade of a Senior High School in Kawali. Three instruments covering the observation, the interview, and the questionnaire were chosen to gain the data. The conversational analysis and the statistical techniques were used to analyze the data which were adapted from Dawson (2007, p. 123). The findings showed that the teacher improved the students’ ability in writing recount text through collaborative task writing on Facebook. The process of using collaborative writing on Facebook in teaching writing of recount text was implemented in ten steps. Those steps were quite similar with the steps proposed by Ahmed (2017, p. 149). The findings also showed that the use of collaborative writing technique on Facebook was beneficial for the teacher in teaching writing of recount text. The findings also showed that the students perceive positively on the use of collaborative task writing on Facebook in teaching and learning writing of recount text. It was concluded that the use of collaborative task writing on Facebook brings some benefits for the teacher and the students in teaching and learning writing of recount text. Therefore, the English teachers were suggested to encourage the students to implement collaborative writing on Facebook in teaching writing of recount text. Meanwhile, the students were also suggested to solve problems in learning writing of recount text by implementing collaboration writing technique on Facebook. In addition, the other researchers can use the result of this research in carrying out further studies.

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Enhancing the Students’ Writing Skill through Technological Writing Feature of Wridea

Cited by 5 publications

References 20 publications

Youth English Language Learners’ Learning Outcomes and Experiences of Digital Technology-Based Writing Instruction: A Literature Review of Key Empirical Evidence

Youth English Language Learners’ Learning Outcomes and Experiences of Digital Technology-Based Writing Instruction: A Literature Review of Key Empirical Evidence

Padlet App uses in Tesl: A Sri Lankan Experience

Improving the Students’ Ability In Writing Recount Text Through Collaborative Task Writing on Facebook

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