Promoting mobile collaborative language learning in Islamic higher education

Yudhiantara, Rully Agung; Nuryantini, Ade Yeti

doi:10.23971/jefl.v9i1.961

Cited by 4 publications

(7 citation statements)

References 19 publications

(32 reference statements)

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“…Practicing writing through blogging provided the students with the chance to improve their writing abilities and focus on the content. Another research by Yudhiantara and Nuryantini (2019) found that the use of Instagram enhanced the students' interaction through peer feedback. The study confirmed that giving and receiving feedback from their peers could improve their writing and translating skills.…”

Section: Discussionmentioning

confidence: 99%

“…A survey study by Li (2017) showed that social media, for instance, YouTube, Blogs, Forums, and Wikis have been widely used in teaching English either as sources of learning, media of instruction and communication, or as informal learning tools. In the same vein, research by Yudhiantara and Nuryantini (2019) showed that using Instagram helped improve the students' skills in translating and writing sentences as they practiced giving feedback to others' drafts. In conclusion, social media application can be utilized as teaching and learning tools because their features allow for continuous connection and communication.…”

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confidence: 98%

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LINE application: An alternative tool to develop writing abilities

Jumariati

Febriyanti

2020

JEFL

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This study tried to reveal the potential use of LINE application in developing students’ writing abilities through blended learning. It employed a quasi-experimental design which involved thirty-nine students of the advanced writing course. The experimental group was taught by using process and product approach combined with LINE application with teacher’s and classmates’ feedbacks while the control group was taught by using a conventional method without LINE application. The data were the result of students’ writings collected by using a writing test and scoring rubric as the instruments. The analysis of the students’ scores was carried out by employing the independent sample t-test. The finding showed that there was a significant effect of the use of LINE application on the students’ writing abilities. Furthermore, the differences were found in the components of vocabulary, grammar, organization, content, and mechanics. The study concluded that LINE application was a potential tool to develop students’ abilities in writing provided that it was combined with teachers’ and classmates’ feedback which facilitated students’ writing improvement.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 98%

LINE application: An alternative tool to develop writing abilities

Jumariati

Febriyanti

2020

JEFL

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“…It is showed that the surge of interest in any kind of MobApps has taken a place in the EFL teaching and learning modes [1] [2]. Therefore, the use of MobApps gives great changes in English education in terms of the cognition of teachers and students, instructional materials design, the role of students and teachers in practice, and evaluation and testing [3].…”

Section: Introductionmentioning

confidence: 99%

Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers

Haerazi¹,

Utama²,

Hidayatullah³

2020

Int. J. Interact. Mob. Technol.

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This study was aimed at investigating; (1) the pre-service teachers used the MobApps (WhatsApp, U-Dictionary, and Email) to participate in mobile-assisted language learning (MALL) viewed from the critical thinking ability in the teaching of writing skills and; (2) the effectiveness of the Mobile-assisted language learning (MALL) towards pre-service teachers’ writing skills in relation to critical thinking ability. This study was a mixed method using the concurrent embedded strategy. The researchers involve qualitative strategies and quantitative strategies. Both kinds of data are collected simultaneously. This study was conducted in the English language education departments of FPBS IKIP Mataram, Indonesia. 58 pre-service teachers were involved in this study. The qualitative data were attained from pre-service teachers attending the writing classes using observation sheets. Meanwhile, the quantitative data were gained from experimental design through a nonequivalent control-group design. The groups were evaluated by using a writing test and a critical thinking test. The results showed that the pre-service teachers conducted a discussion of what they have to write. The learning activities are done under several stages. The end of this is that the pre-service teachers are able to create a complete descriptive text. Besides, the use of the MALL model was more effective than non-mobile learning to improve pre-service teachers’ writing skills viewed from critical thinking skills.

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“…Social media applications, such as Instagram and WhatsApp, can be designed to support the process of learning English (Yudhiantara & Nuryantini, 2019a). Instagram can be directed to improve students' ability to collaborate to learn English (Yudhiantara & Nuryantini, 2019b). Education in the 21st century needs to equip students with the ability to learn using online technology and also hone students' collaboration skills.…”

Section: Cognitive Presence Elementmentioning

confidence: 99%

“…To collaborate, there are many social media applications, such as Instagram and the like, that can be designed to support the process of learning English (Yudhiantara & Nuryantini, 2019a). In addition to this, Instagram can be directed to improve students' ability to collaborate in learning English (Yudhiantara & Nuryantini, 2019b).…”

Section: Introductionmentioning

confidence: 99%

Applying Community of Inquiry for Language Learning Among English Preservice Teachers

Yudhiantara

2022

SAGA

Self Cite

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Community of Inquiry allows learning activities to run optimally. There are three components in CoI: teaching presence, social presence and cognitive presence. This study aims to investigate the implementation of CoI among English Language Education students in lectures, their opinions, the components of teaching presence, cognitive presence and social presence that arise. The method used in this research is qualitative. Data were collected through observation, Focus Group Discussion and Content Analysis. The results of the study show that CoI can be implemented for lecture activities among English Education students. They argue that CoI provides many benefits for their lecture activities. The components of teaching presence, social presence and cognitive presence appear in learning activities during the implementation of CoI.

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Promoting mobile collaborative language learning in Islamic higher education

Cited by 4 publications

References 19 publications

LINE application: An alternative tool to develop writing abilities

LINE application: An alternative tool to develop writing abilities

Mobile Applications to Improve English Writing Skills Viewed from Critical Thinking Ability for Pre-Service Teachers

Applying Community of Inquiry for Language Learning Among English Preservice Teachers

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