Techniques of Optimizing Whatsapp as an Instructional Tool for Teaching EFL Writing in Indonesian Senior High Schools

Susanti, Ani; Tarmuji, Ali

doi:10.20431/2347-3134.0410005

Cited by 18 publications

(14 citation statements)

References 5 publications

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“…In terms of the format of providing and exchanged e-feedback, this study has found that English language tutors used various online platforms such as Blackboard collaborative tools, Zoom, Microsoft Teams, Email, and WhatsApp for providing efeedback. This finding supports the previous evidence on tutors' mixed preferences of using various formats of online platforms for providing e-feedback [12,29,33,53,54].…”

Section: Discussionsupporting

confidence: 90%

“…During the outbreak of the coronavirus pandemic tutors are gradually relying on several supportive digital technologies such Blackboard LMS, WhatsApp, email, Zoom, Microsoft Teams, Google Docs, screencasts, track changes in the word processor to provide their students with e-feedback [12,29,[30][31][32][33][34].…”

Section: Literature Reviewmentioning

confidence: 99%

“…In distance education, tutors are heavily using various electronic tools for providing e-feedback to English language learners, Blackboard [35], Google Docs, [12,36,37]. Other studies used screencasts [30,32,38], Audio feedback through MP3 files [39], track changes [40][41][42], WhatsApp [33].…”

Section: Literature Reviewmentioning

confidence: 99%

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Distance Education: An Investigation of Tutors’ Electronic Feedback Practices during Coronavirus Pandemic

AbuSa’aleek

Al-Otaibi

2022

Int. J. Emerg. Technol. Learn.

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The current study investigated the patterns of English language tutors’ e-feedback practices during the coronavirus pandemic, learners’ response to tutors’ e- feedback and the important issues that emerged from e-feedback practices. Quantitative and qualitative analysis of the online questionnaire and the semi-structured interviews were performed. The findings indicate that (1) English language tutors concentrate slightly more on local issues than global issues, provide eight main types of e-feedback; clarification requests, general explanations and clarification, questions and commands, repetition, explicit feedback, elicitation and recasts respectively. In addition, tutors employ more written and audio e-feedback compared with the screencast via various online platforms such as Blackboard collaborative tools, Zoom, Microsoft Teams, Email, and WhatsApp. (2) The findings indicate that the students ask for more clarifications, express their understanding of the e-feedback, engage in discussions, comprehend the e-feedback and make successful revisions, express their misunderstanding of the e-feedback and just a few students ignore the e-feedback they receive. (3) The qualitative analysis of the semi-structured interviews revealed some important issues such as the tutors' preferences to online learning, the appropriateness of online platform tools in providing e-feedback, ways and timing of providing e-feedback.

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Section: Discussionsupporting

confidence: 90%

Section: Literature Reviewmentioning

confidence: 99%

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Distance Education: An Investigation of Tutors’ Electronic Feedback Practices during Coronavirus Pandemic

AbuSa’aleek

Al-Otaibi

2022

Int. J. Emerg. Technol. Learn.

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“…As a handy and friendly-user application, WhatsApp has been preferred to assist language teachers in facilitating the learning process. Its utilization has provided many benefits, especially in enhancing students' English vocabularies (Bensalem, 2018;Hashemifardnia et al, 2018;Jafari & Chalak, 2016), improving their reading and writing skills (Ahmed, 2019;Susanti & Tarmuji, 2016), boosting the students' learning motivation as well as reducing their learning anxiety (Ali & Bin-Hady 2019;Indaryani & Suliworo, 2018), and more importantly, helping teachers deliver instructions (Alshammari, 2017) which are commonly sent in the chat groups feature (Amry, 2014). Due to these potential advantages, WhatsApp chat groups are currently getting more popular among language teachers and educators.…”

Section: Introductionmentioning

confidence: 99%

Whatsapp in the Indonesian Online EFL Learning Milieu: How Do the Students Engage?

Hidayati

Sri²,

Abdullah³

et al. 2022

Engl. Franca acad. j. of Engl. lang. and educ.

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WhatsApp has been extensively used by many English as a Foreign Language (EFL) teachers in Indonesia as a near synchronous online learning platform. This program enables users to make announcements, exchange ideas and learning materials, and participate in online debates. Some recent publications inform its utilization in learning language, yet little discusses how students engage in the learning activities. Therefore, to fill this void, the present study aims to investigate the students' behavioral engagement during online learning using WhatsApp. To collect the data, this study employed observation and semi-structured interviews. An observation was completed in one class at a state university in Tasikmalaya, West Java, Indonesia to perceive how the students responded to the teacher's instructions during the learning process. Meanwhile, the interviews were conducted with nine students in a similar class. The data were analyzed using thematic analysis. The findings revealed that students engaged behaviourally by (1) posing questions or comments politely, (2) using emoticons and emojis as politeness reinforcements, and (3) confirming the unclear information behind the scene. Implications for teaching and further studies are discussed.

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“…This situation makes WA become more popular to use and this is in line with the data mentioned previously in which 83% internet users in Indonesia actively use WhatsApp on their gadgets. The potential of WA is not only due to its easily downloaded application but also for its flexibility and various features to send text, video, audio, links, documents, location, and pictures (Susanti & Tarmuji, 2016). Some studies have been conducted in the utilization of WA in English language teaching.…”

Section: Introductionmentioning

confidence: 99%

Students’ Voices on the Teaching of Higher Order Thinking Skills Through WhatsApp-mediated EFL Online Discussion

Hasibuan¹,

Setyarini²,

Purnawarman³

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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There has been a significant rise in the use of social media as platforms for online teaching and learning during the Covid-19 pandemic. WhatsApp as one of learning platforms used by many institutions has given a high contribution in supporting the success of the online learning. The aim of this study is to investigate how students perceive the teaching of higher order thinking skills (HOTS) through EFL online discussion mediated by WhatsApp application. To achieve this aim, Anderson and Krathwohl ( 2001) model was used by focusing on analysing, evaluating and creating. A set of questionnaire and interview list were used. The result showed the rise of students' critical thinking and students' perception about online discussion by using WhatsApp as an appropriate platform for learning and thinking. Furthermore, it is recommended that in order to make this online discussion more effective, the role of teachers as facilitator should be continuously increased.

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Techniques of Optimizing Whatsapp as an Instructional Tool for Teaching EFL Writing in Indonesian Senior High Schools

Cited by 18 publications

References 5 publications

Distance Education: An Investigation of Tutors’ Electronic Feedback Practices during Coronavirus Pandemic

Distance Education: An Investigation of Tutors’ Electronic Feedback Practices during Coronavirus Pandemic

Whatsapp in the Indonesian Online EFL Learning Milieu: How Do the Students Engage?

Students’ Voices on the Teaching of Higher Order Thinking Skills Through WhatsApp-mediated EFL Online Discussion

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