Using Writeabout as a Tool for Online Writing and Feedback

Waluyo, Budi; Apridayani, Aisah; Arsyad, Safnil

doi:10.55593/ej.26104int

Cited by 5 publications

(3 citation statements)

References 89 publications

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“…This emphasizes that having a positive perception will not guarantee improving students' writing ability (Grant et al, 2009). Frequent practices (formative assessment) improve the students' writing performance (Waluyo et al, 2023). Some scholars (Aneros, 2020;Waluyo, 2020;Wastiau et al, 2017) suggested that students' positive attitudes toward the use of ICT in the classroom influenced their learning achievement.…”

Section: Discussionmentioning

confidence: 99%

efficacy of integrating Padlet-mediated feedback into writing lessons: A case of low-proficiency students

Rofiah,

Aba Shaar,

Waluyo

2023

JALTCALL

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The impacts of teachers’ written feedback on EFL students’ writing development have been extensively studied, but still little study has been undertaken on the effectiveness of mediating teachers’ feedback via technology. Framed by a sequential mixed-methods explanatory design, this study engaged 27 A1-level undergraduate students for 16 weeks in an English course incorporating Padlet-mediated feedback for writing lessons. Quantitative data derived from Likert-scale surveys and writing scores was explored using descriptive statistics and Spearman’s correlation, while content analysis was applied to analyze the qualitative data derived from the open-ended surveys. The results indicated that students viewed Padlet positively as an easy, accessible, and convenient formative assessment tool that helped them boost their motivation, decrease their writing errors, and enhance their writing skills through reflective, aided, social, and collaborative learning. The written feedback provided by the teacher via Padlet was positively received because it altered the conventional method of providing feedback, lowered students’ anxiety, improved their writing shortcomings, and raised their awareness. However, Padlet’s open learning environment was insufficient and still posed a threat and embarrassment for some students who feared making mistakes. Moreover, no correlation was observed between students’ perceptions of their learning experience with Padlet-mediated feedback and their writing outcomes. This adds to our understanding that, despite being perceived as useful, technology-mediated feedback may not directly and positively affect students’ success in their EFL writing development.

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Section: Discussionmentioning

confidence: 99%

efficacy of integrating Padlet-mediated feedback into writing lessons: A case of low-proficiency students

Rofiah,

Aba Shaar,

Waluyo

2023

JALTCALL

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“…The results indicated improved learning outcomes and student achievement in a general English course. Additionally, a recent study by Waluyo et al (2023) with Thai non-English major students demonstrated that formative online writing tasks mediated by Writeabout.com significantly enhanced students' writing performance. These studies contribute to our understanding of the benefits of integrating Writeabout.com in EFL writing instruction.…”

Section: Process-genre Approach and Technologymentioning

confidence: 97%

Implementing process-genre approach, feedback, and technology in L2 writing in higher education

Peungcharoenkun,

Waluyo

2023

Asian. J. Second. Foreign. Lang. Educ.

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The process-genre approach, varied feedback types, and technology integration have been shown to improve students' writing skills, but there is little research on how these three variables interact when implemented together in writing instruction. This study applied a quasi-experimental design with a sequential explanatory design to integrate the process-genre approach, teacher and peer oral and written feedback, and an online technology platform into a Thai university's English writing course. The experimental group received interventions, whereas the control group received standard writing instruction with papers and teacher and peer feedback. Writing pre- and post-tests, formative writing assignments, teacher, peer, oral, and written feedback surveys, and semi-structured interviews were the evaluation instruments. Descriptive statistics, the Wilcoxon Signed Rank Test, the Mann–Whitney–Wilcoxon test, Spearman's correlation, and Kendall–Theil regression were used to examine quantitative data. A thematic analysis examined qualitative data. The experimental group scored higher on post-tests than pre-tests, indicating that they valued instructor feedback more than other types of feedback. Task response and lexical resource showed substantial gains, although coherence and cohesion, grammatical range, and accuracy did not. The control group had no significant changes in pre- and post-test scores except for task responsiveness. Written feedback was significantly associated with post-test scores and certain post-test criteria in the experimental group. The findings emphasize the importance of a process-genre approach, constant feedback, and technology to improve students' writing.

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“…While there was a lack of specific statistical on Google Slides' impact on student's writing proficiency, the broader premise of leveraging technology to improve writing has garnered support from various scholars. Studies by Lopez-Pellisa et al ( 2021), Kuimova & Zvekov (2016), Waluyo (2023), andYundayani et al (2019) have all underscored the positive effects of technological integration on students' writing abilities.…”

Section: Low Motivation In Learningmentioning

confidence: 99%

Revealing the Effect: How Google Slides Helps Improve Vocational Students' Writing Skills

Kusumaningrum,

Pratiwi

2024

VELES

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Despite the widespread integration of Google Slides in educational settings, its direct effect on students' writing skills has received limited attention, primarily focusing on students' perceptions rather than measurable outcomes. This research aimed to quantify the impact of Google Slides on enhancing students' abilities to construct descriptive texts, employing qualitative and quantitative methods to provide a comprehensive analysis. Conducted over eight weeks at a Vocational High School in Banyumas, Central Java, the study involved 36 tenth-grade students. Utilizing a mixed-methods design, observations and pre-post test scores were collected to assess the effectiveness of Google Slides in the classroom. The quantitative analysis of pre-and posttest results showed a significant improvement in writing skills (t(35) = -16.095, p < 0.001), indicating that Google Slides positively affects students’ writing capabilities. Qualitative observations further highlighted the tool's broader benefits, including increased motivation, readiness to learn, and enhanced vocabulary among participants. The study thus confirms the significant positive impact of Google Slides on students' writing development and offers insights into its potential as a valuable educational resource.

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Using Writeabout as a Tool for Online Writing and Feedback

Cited by 5 publications

References 89 publications

efficacy of integrating Padlet-mediated feedback into writing lessons: A case of low-proficiency students

efficacy of integrating Padlet-mediated feedback into writing lessons: A case of low-proficiency students

Implementing process-genre approach, feedback, and technology in L2 writing in higher education

Revealing the Effect: How Google Slides Helps Improve Vocational Students' Writing Skills

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