Scaffolding Language Learning in the Online Classroom

Hung, Bui Phu; Nguyen, Loc Tan

doi:10.1007/978-3-030-99329-0_8

Cited by 18 publications

(8 citation statements)

References 50 publications

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“…The findings of Murray et al's (2020) research indicated that distractions could potentially be the most influential factor in students' concentration and academic achievement. Hung and Nguyen's (2022) study supported this notion by stating that distracting elements should be taken into consideration to minimize the insignificant results. Similarly, in their study on the use of WhatsApp to increase achievement levels, Alamer et al (2023) highlighted the potential of distracting factors in technology-mediated language learning.…”

Section: Rq1mentioning

confidence: 56%

Teknoloji Destekli Dil Öğreniminin İletişim Yeterlilikleri Üzerindeki Etkisi

MERZİFONLUOĞLU,

TAKKAÇ TULGAR

2023

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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This study aimed to explore how technology-supported language learning affected the communication competencies of tertiary-level students. 48 prep-class students at the ELT department at a state university in Turkiye participated in the study. A mixed-method sequential explanatory design was employed to collect data that lasted 12 weeks. The quantitative data were obtained through pre-questionnaire, a pretest and a posttest while semi-structured interviews were used to collect qualitative data. The quantitative analysis showed that despite the improvement in the students’ performance, a statistically significant difference was not found between the scores of the experimental and control groups concerning their communication proficiency levels. However, the conventional content analysis indicated that technology-supported language learning provided the participants with a rich content, enhanced interaction, collaboration, individualization, an enjoyable learning setting, an opportunity to see progress and flexibility in terms of time and space. Based on the findings of this study, it is recommended to integrate technology into the language learning process for the improvement of communication skills.

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Section: Rq1mentioning

confidence: 56%

Teknoloji Destekli Dil Öğreniminin İletişim Yeterlilikleri Üzerindeki Etkisi

MERZİFONLUOĞLU,

TAKKAÇ TULGAR

2023

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…The concept of blended learning is suggested because when students return to traditional classroom, the practice of ODL during pandemic should not be abandoned completely and should be practiced continuously. However, what is important here is that instructors must embrace their facilitative role of scaffolding in enhancing learners' learning outcomes through interaction (Hung & Nguyen, 2022). Hence, the good practices which have been applied during ODL should be continuously implemented by integrating the face-to-face classroom with any technological platform that can aid learning.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Reading anxiety in online classroom among Malaysian university learners: Lessons from pandemic to post pandemic era

Kamaruddin¹,

Kaur²

2023

5019

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Reading anxiety is a situational phobia with physical and cognitive reactions. This anxiety can be facilitative or debilitative and can result in negative impact on reading comprehension, reading competence, and reading strategies. Most previous studies on reading anxiety were carried out in traditional classrooms., but with the sudden transition to online and distance learning (ODL) due to COVID-19, the extent of reading anxiety in ODL among Malaysian university learners and its contributing factors are largely unknown. Therefore, this study was carried out to measure reading anxiety among university learners engaged in ODL as well as to find out its primary contributing factors. The objectives were achieved via a questionnaire administered on 96 learners at a Malaysian university. The participants were found to experience high degree of reading anxiety in ODL. The requirement of attending classes via ODL mode is the main cause for reading anxiety, while self-perceived English proficiency also influences reading anxiety significantly. Therefore, clear and constant instructor feedback is necessary as learners may easily divert from the purpose of ODL reading classes. The outcome of this study helps instructors in knowing the conditions of reading anxiety in ODL and may assist them in post pandemic physical classrooms.

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“…Blog, as a kind of Web 2.0 technology, provides the participants of this study to have collaboration and interaction in exchanging ideas about their essays, thereby fostering mediated learning or other-regulations among EFL writers. More particularly, through such a social joint effort/collaboration, learners can co-build L2 information; for instance, L2 composing with different peers, a process which improves L2 writers’ cognitive functioning and assists them with arriving at their possible level of functioning ( Neumann and McDonough, 2015 ; Hung and Nguyen, 2022 ).…”

Section: Review Of Literaturementioning

confidence: 99%

The contribution of blog-based writing instruction to enhancing writing performance and writing motivation of Chinese EFL learners

Han

2023

Front. Psychol.

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As an attempt to shed more light on the utility of blogs in educational contexts, the current research set out to explore the effectiveness of blog-based writing instruction on the writing skill and writing motivation of Chinese English-as-a-Foreign Language (EFL) students. Forty-nine Chinese EFL students from two intact classes in a language school were selected as the participants through convenience sampling. Then they were assigned to an experimental (26 students) and a control condition (23 students) randomly. The students of the experimental group utilized blogs for posting their writing assignments whereas the control group were taught traditionally with no use of blogs or other technology devices. The IELTS writing tasks and L2 writing motivation scale were used for the data collection as pre-and post-tests. The findings revealed that although both groups improved their writing skill and motivation, the participants of the blog group performed better than those in the control group, confirming that the blog-based teaching substantially enhanced the writing skill and writing motivation of the EFL students. These findings may have notable implications for EFL instructors.

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Scaffolding Language Learning in the Online Classroom

Cited by 18 publications

References 50 publications

Teknoloji Destekli Dil Öğreniminin İletişim Yeterlilikleri Üzerindeki Etkisi

Teknoloji Destekli Dil Öğreniminin İletişim Yeterlilikleri Üzerindeki Etkisi

Reading anxiety in online classroom among Malaysian university learners: Lessons from pandemic to post pandemic era

The contribution of blog-based writing instruction to enhancing writing performance and writing motivation of Chinese EFL learners

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