Using A Weblog-Oriented Program for Promoting English Majors' Academic Writing and Authorial Identity

Mohammed, Dalia Ali Maher Abbass

doi:10.21608/mathj.2019.82058

Cited by 1 publication

(2 citation statements)

References 27 publications

(11 reference statements)

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“…Based on literature review (Abdrabo, 2020; Ali, Qoura, & Al Sheikh, 2018; Alqiawi, 2015; Yang & Allison, 2004;Mohamed, 2019;Tan, 2020;Webb, 2021), it is evident that using online writing labs in pre-service teacher education may enhance their language and professional performance as well. Similarly, based on the researcher's experience in teaching English, math, and science for university students and based on exam results of the students, the problem of the study emerges.…”

Section: Problem Of the Researchmentioning

confidence: 99%

“…Using virtual learning environments that entail online writing centers have been a subject for study in a variety of recent studies that investigated the development of academic writing (Adam & Tatnall, 2010;Ahmed, 2002;Mohamed, 2019;Alqiawi, 2015). Virtual writing labs are one of the writing environments which utilizes technology and internet-based environments in the instruction of writing.…”

Section: Introductionmentioning

confidence: 99%

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2022

ESJ

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This research focuses on identifying the effect of integrating English for academic writing virtual lab setting in pre-service math and science teacher education programs. Four instruments were utilized in the different process of the research and the test was reported in the results. It utilized English for academic writing questionnaire to identify the academic writing skills needed for the participants, while a virtual academic writing module was used in the instruction of the target skills. English was utilized for the academic writing test and its rubric was used in the pre-post testing of the participants and their assessment. The participants were pre-service students (N=58) from math and science departments at Hurghada Faculty of Education, South Valley University, Egypt. Using a one-group quasi-experimental design, the research followed a pre and post testing procedure before and after applying the virtual academic writing lab. Results of the study were obtained quantitatively and qualitatively through the test of academic writing and the reflection sheet, respectively. Quantitative results showed that there were significant mean differences between participants' scores at level 0.05≥ in the pre and post testing procedure. These differences were in favor of the post testing of both basic academic writing concepts' variable and academic writing skills variable (000), as well as the total score of participants' academic writing (sig .002). Qualitative results also showed the positive attitudes of the participants and

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Section: Problem Of the Researchmentioning

confidence: 99%