Students' perception of supplementary, online activities for Japanese language learning: Groupwork, quiz and discussion tools

Moore, Keri; Iida, S

doi:10.14742/ajet.1028

Cited by 9 publications

(8 citation statements)

References 9 publications

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“…Research shows that online interactions can promote communication among L2 learners (Kissau & Pyke, 2010;Moore & Iida, 2010), and this also seems to be true with Facebook. In a study involving L2 French students, Mills (2011) found that the SNS promoted social interaction, which in turn led to a sense of community among the participants.…”

Section: Facebookmentioning

confidence: 77%

Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

Dizon

Thanyawatpokin

2018

eurocall

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Web 2.0 technologies have become an integral part of our lives, transforming not only how we communicate with others, but also how language is taught and learned in the L2 classroom. Several studies have looked into the use of these tools and how they influence L2 learning (e.g. Jin, 2015;Wang & Vásquez, 2014), yet only one has compared the effects of two Web 2.0 technologies (Castaneda Vise, 2008). Thus, the aim of this study was to compare the impact that Facebook and blogs had on the writing skills, namely, writing fluency, lexical richness, and syntactic complexity, of Japanese EFL learners. Moreover, the authors examined the influence blogging and Facebook had on interaction, i.e., the number of comments the learners posted outside of class. Student attitudes towards using these tools for written English were also measured through a survey based on the technology acceptance model (Davis, 1989). Twentythree students at a Japanese university participated in the study and were divided into a Facebook group (n = 14) and a blog group (n = 9) according to their classes. Both groups took part in a ten-week treatment consisting of weekly guided free-writings on their respective Web 2.0 applications. Pre-and post-tests were administered and nonparametric statistical tests were used to determine if any significant writing gains were made. It was found that students in both blogging and Facebook groups showed similar improvements in writing skills. However, blogging seemed to be more effective at promoting interaction and students who took part in this group retained more favorable attitudes on using blogging for L2 writing. It was concluded that Facebook may indeed present an environment where students can be distracted from more formal educational pursuits (e.g. Wang & Kim, 2014) even when they are in private Facebook groups, while blogging may support a more serious environment for improving L2 writing skills.

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Section: Facebookmentioning

confidence: 77%

Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

Dizon

Thanyawatpokin

2018

eurocall

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“…It is surprising, however, that no correlation between students' active involvement in doing quizzes in Moodle with students' performance was found (Table 5,right). This might be because of the fact that all quizzes are self-scored and unmarked, solely for formative practices/exam preparation, not included as part of any final grade (Moore & Iida, 2010). This also correlates with Sajid (Sajid et al, 2016), in that blended learning and flipped classroom are helpful in exam preparation and concept clarification, but no significant increase in students' academic performance was found.…”

Section: Resultsmentioning

confidence: 99%

Students’ Attitudes towards the Effectiveness of Moodle Platform at Preclinical-Medical Level in PBL Curriculum

Peerapolchaikul

Suealek

Rojpibulstit

2019

Studies in Logic, Grammar and Rhetoric

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Moodle is applied as an online learning management system in the Faculty of Medicine, Thammasat University (TU), where the curriculum has been based on problem-based learning (PBL) since 2015. Little research on the effectiveness of Moodle and students’ attitudes during their studies at the pre-clinical medical level within a PBL curriculum has been conducted. Hence, this cross-sectional study focuses on second- and the third-year (MD-2 and MD-3) preclinical medical students’ attitudes towards Moodle and its effectiveness in the PBL curriculum by using a 27-itemed self-constructed online questionnaire. Additionally, students’ preferences as regards the materials managed by the Moodle platform were also evaluated as students’ preferred behaving style (SPBS). After obtaining ethical approval from the Human Ethics Committee of TU No. 1 (Faculty of Medicine), the data was collected and analyzed by medians and inter-quartile ranges, Mann-Whitney U test, and Spearman correlation (ρ). After analyzing the data, the results indicated the following: (1) the top four attitudes scores, (2) the two lowest-attitude scores, (3) the top five effectiveness scores (Ef), (4) the three lowest effectiveness scores, and (5) the top three SPBS scores. Interestingly, a stronger positive Spearman’s correlation (ρ) between ‘Prefer doing quizzes in Moodle to in classroom’ and ‘Moodle enhances learning capability’ was found for MD-3 compared with MD-2. This study reports that Moodle is preferable as a platform supporting students’ self-learning within a PBL curriculum. However, to use the Moodle platform to the highest benefit, instructors need to upgrade its capabilities, especially in the area of student-teacher interaction and the enhancement of students’ critical thinking and creativity, as demonstrated by the lowest scores obtained in this study.

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“…Herein, users can promptly discuss and share information and knowledge via the share status function, which is comparable to an online discussion board or forum. Students are able to communicate in online dialogs which can encourage a learner-focused approach and provide a chance to hone and learn new information and aptitudes in an empowering environment [7]- [9]. Therefore, to leverage on the Web 2.0 technology, Facebook and peer assessment were incorporated in a blended learning context in a 14 weeks' semester-long English writing class to discover its efficacy and the students' perceptions towards this learning model.…”

Section: Introductionmentioning

confidence: 99%

Facebook and Collaborative Learning: An Empirical Study on Online Assessment

Mahmud¹,

Wong²

2018

IJLT

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 Abstract-Collaborative learning induces participation and involvement amongst learner. However, the distribution of tasks within a collaborative environment may lead to unequal contributions of shared roles and responsibilities due to the common perils in the case of social loafing or domineering learners. Current trends in the area of collaborative learning have established an array of approaches designed to constitute a sense of accountability and relations of constructive interdependence amongst learners. For this study, these two philosophies and concepts have been synthesized to determine the efficacy of online peer assessment within a collaborative learning environment. With the institution of accountability and relations of constructive interdependence amongst learners, it is assumed that the assessment process may diminish and eradicate learners ensuing marks from collective effort, whilst with learners executing their evaluations individually, sense of dominance is dubious to the context. By employing blended learning approach, this study leverages on the integration of technology to determine the viability of Facebook and online peer assessment's integration for an English Critical and Creative Writing class. Research instruments comprised of a survey questionnaire to probe on the learners' attitudes and perceptions towards social loafing, online peer assessment, and collaborative learning environment as well as an online peer assessment designed via Facebook. The results of the study advocate the incorporation of online peer assessment and collaborative learning environment in which learners can benefit from these nifty instructional strategies and substantially enhance students' interest and motivation.

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Students' perception of supplementary, online activities for Japanese language learning: Groupwork, quiz and discussion tools

Cited by 9 publications

References 9 publications

Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction

Students’ Attitudes towards the Effectiveness of Moodle Platform at Preclinical-Medical Level in PBL Curriculum

Facebook and Collaborative Learning: An Empirical Study on Online Assessment

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