Combining subtext application technology and collaborative writing to improve EFL remedial students’ writing competence with different learning style

<p>This paper reported on a study of using blogs as out-of-class assignments for the development of learners’ writing competence. There were 36 students of English majors from an intact second language (L2) writing class participating in this study. A mixed method design was employed to obtain both quantitative and qualitative data. The results showed that blog-based peer feedback had a statistically significant positive correlation with learners’ motivation, collaboration, and course satisfaction. The findings also revealed that the feedback was conducive to learners’ self-reflection and self-confidence in L2 writing and could give rise to an enhanced L2 writing experience. The study concludes that group collaborative writing via blogging can not only encourage collaboration and self-reflection but also engage learners in noticing and co-construction of knowledge. Pedagogical implications and challenges are addressed and suggestions for future research are advanced.</p>

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Applying ELMS Technology Based Teaching Strategy to Improve Writing Competence for EFL Remedial Students across Different Motivation Level

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i3.2.18752 ◽

2018 ◽

Vol 7 (3.2) ◽

pp. 770 ◽

Cited By ~ 3

Author(s):

Sujito . ◽

Nuning Kurniasih ◽

Wildan Mahir Muttaqin ◽

Ifit Novita Sari ◽

Andre Paulus Saleky ◽

...

Keyword(s):

Teaching Strategy ◽

Teaching Technology ◽

Learning Achievement ◽

Writing Ability ◽

Remedial Students ◽

Before And After ◽

Motivation Level ◽

The Difference ◽

Writing Competence ◽

Low Motivation

Technology provides an alternative to improve learning outcomes in new ways. ELMS (Edmodo Learning Management System) technology based teaching is expected to provide solutions in teaching English in Indonesia, especially for teaching writing. This research is to determine how application technology can improve the writing ability of remedial students who are low motivated. This study was aimed to see the difference of the remedial students' writing competence before and after taught using ELMS teaching technology by considering learners’ motivation level. This study used experimental design using factorial design 2x2. Two classes of remedial learners consisted of 30 students for each group was assigned into 2 smaller groups to match with their motivation falling into two classifications: high and low motivation. The two groups were given treatment for about 7 meetings. The study revealed three findings. First, learning achievement of the subjects after given subtext application teaching technology was higher than the subjects given conventional non technology media writing. Second, the learning achievement of the subjects having high motivation was higher than the learning achievement of the subject with low motivation. Third, there was significant interaction between the use of application teaching technology with the subjects' motivation level towards writing achievement improvement of the first year remedial EFL students.

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Zum Begriff der Sprachbewusstheit in der Schreibforschung und -didaktik

Zeitschrift für Angewandte Linguistik ◽

10.1515/zfal-2020-2024 ◽

2020 ◽

Vol 72 (1) ◽

pp. 1-32

Author(s):

Muhammed Akbulut ◽

Sabine Schmölzer-Eibinger ◽

Christopher Ebner

Keyword(s):

Writing Instruction ◽

Academic Writing ◽

Theoretical Foundation ◽

Collaborative Writing ◽

Metalinguistic Awareness ◽

Mixed Methods Approach ◽

Depth Analysis ◽

Writing Competence ◽

The Relationship ◽

Instruction Model

AbstractThe goal of text-procedure-oriented writing instruction models is to foster metalinguistic awareness, but they lack a sound theoretical foundation for the concept of metalinguistic awareness. In response to this, this paper discusses theories from the field of metalinguistic awareness research, which are then used to develop a text-procedure-orientated writing instruction model. Using a mixed methods approach which combines inferential statistics, corpus analysis and the in-depth analysis of individual cases, the writing instruction model was evaluated, and the texts produced by the students were analyzed in conjunction with their collaborative writing dialogues (since these document the genesis of the texts) to examine the relationship between metalinguistic awareness and academic writing competence.

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