scholarly journals Students’ emotional engagement in online collaborative writing through google document

2021 ◽  
Vol 12 (2) ◽  
pp. 58-67
Author(s):  
Rahmadania Putri Ferdianawati Iskandar ◽  
Muhammad Reza Pahlevi
Keyword(s):  
High School ◽  
High School Students ◽  
Collaborative Writing ◽  
Study Participant ◽  
Structured Interview ◽  
Emotional Engagement ◽  
Writing Quality ◽  
School Students ◽  
Google Docs ◽  
Writing Activity

Learning writing has been conducted by using various methods. Collaborative writing is one of method that used in writing learning practice. Studies about collaborative writing reveal that online collaborative writing is effective to promote students’ writing quality. There are many previous studies have explored the students’ perception, effectiveness, and benefits of collaborative writing. However, the study about students’ emotional engagement in collaborative writing is limited. This study aims to explore students’ emotional engagement during online collaborative writing through Google Docs. The exploration of students’ emotional engagement is beneficial to understand students’ feelings and emotions during the learning process. Classroom Action Research is used as the research design of the study. Participant of the research is four eleven grade high school students. The research was conducted at the SMA Negeri 1 Cikarang Barat in three weeks. Semi-structured interview and documentation were used for collecting the data. The result of the study showed that online collaborative writing through Google Docs involves students to learn writing enthusiastically. Online collaborative writing also involves students cognitively by acquiring new vocabulary during the online collaborative writing activity.

scholarly journals Collaborative Writing Using Google Docs in an EFL Classroom: Voices from High School Students

2021 ◽  
Vol 5 (2) ◽  
pp. 156-166
Author(s):  
Salim Nabhan ◽  
◽  
Halimatus Sa’diyah ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Collaborative Writing ◽  
School Students ◽  
Google Docs ◽  
English Classes ◽  
English Class ◽  
Writing Students

The employment of technology in the teaching and learning process is unavoidable in the digital age. One of the online media utilized in English classes is Google Docs. However, there has been minimal discussion on the use of Google Docs for collaborative writing, particularly in high school EFL classes. As a result, the purpose of this study is to find out what EFL students think about utilizing Google Docs for collaborative writing in an English class at a senior high school. The researchers performed a qualitative case study to solve the problem. The information was gathered through an interview with kids from one of Sidoarjo's private schools in East Java, Indonesia. To support the main, classroom observations and the analysis of students' documents in the form of a portfolio were used to triangulate the data. After that, the data were subjected to thematic analysis. The study uncovered two key topics that addressed the advantages and drawbacks of utilizing Google Docs for collaborative writing. Students' enthusiasm, digital literacy, social skills, and writing skills improved when they used Google Docs for collaborative writing. Students, on the other hand, experienced some difficulties in terms of internet connection, the availability of accompanying gadgets, and their own abilities. The findings of the study could have practical implications in English classes.

A Comparative Analysis of Student Engagement in Career Academies and a Comprehensive High School

2019 ◽  
Vol 44 (2) ◽  
pp. 144-176 ◽  
Author(s):  
Edward Fletcher ◽  
Tony Xing Tan ◽  
Victor M. Hernandez-Gantes
Keyword(s):  
High School ◽  
High School Students ◽  
Student Engagement ◽  
Comprehensive School ◽  
Emotional Engagement ◽  
Career Academies ◽  
Comprehensive High School ◽  
Career Academy ◽  
School Students ◽  
Diverse Backgrounds

The purpose of this study was to compare the student engagement of career academy students to those at a traditional comprehensive high school. We operationalized student engagement using a multi-dimensional construct comprised of behavioral, cognitive, and emotional measures. Based on data from 669 career academy students and 614 comprehensive school students, we found that academy students had significantly higher levels of cognitive and emotional engagement than those at comprehensive schools. However, we found no statistically significant differences in the levels of behavioral engagement of academy students compared to comprehensive school students. Based on our findings, participation in the academy model has the potential to increase high school students' levels of cognitive and emotional engagement, particularly those from underrepresented and ethnically and racially diverse backgrounds.

scholarly journals Investigation of Vocational High School Students 'Views on Smart Phone Use: A Case Study

2019 ◽  
Vol 9 (3) ◽  
pp. 45
Author(s):  
Ezgi Pelin Yildiz ◽  
Ayşe Alkan
Keyword(s):  
High School ◽  
High School Students ◽  
Information And Communication Technologies ◽  
Smart Phone ◽  
Structured Interview ◽  
Smart Phones ◽  
Vocational High School ◽  
School Students ◽  
Information And Communication

The most preferred tools of technology today are internet and smart phones. Nowadays, these two tools offer numerous services and facilities to humanity in many areas. Accessing technology at any time, having a pleasant time, interacting without the limitations of face to face communication are some of them. That is why; individuals have become unable to live without internet and smartphones. Especially the rapid developments in information and communication technologies, internet and social media media, which is among the means of access to smart phones among university students and has made widespread use. In this context, a case study was conducted in order to examine the opinions of the students about the use of smart phones in Vocational High School students. For this purpose, the students' opinions were taken with a structured interview form. The questions in the interview form were developed by the researchers by conducting a comprehensive literature review. Expert opinion was consulted in the preparation of the interview form. The experts evaluated the suitability of the questions in terms of scope and language. The study group consisted of 10 students from the Department of Computer Programming and Computer Technology of Kafkas University. It is foreseen that the results of the research can lead to future scientific studies.

scholarly journals Tourism Vocational High School Students' Online EFL Learning Experience during COVID-19 Pandemic

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Eka Prasetio ◽  
Joko Priyana
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Structured Interview ◽  
Vocational High School ◽  
Language Learning Strategies ◽  
School Students ◽  
Efl Learning

This study aimed to explore the tourism vocational high school (VHS) students' experience of EFL learning during the COVID-19 pandemic. A qualitative study was utilized to obtain 20 students' experience. The data were obtained from grades 10 and 11 students of tourism VHS in Yogyakarta. A semi-structured interview was conducted, and verbatim transcripts were analyzed using inductive and thematic analysis approaches. Three major themes were identified from the students' experiences, namely (a) how they conducted the EFL teaching and learning, (b) language learning strategies, and (c) perceptions of online EFL learning. It was found that students have made use of all available resources. This study suggests that students have used appropriate language learning strategies for online EFL learning, such as cognitive, metacognitive, resource management, and social strategies. Their perceptions toward EFL online learning were mainly positive. However, students still prefer face-to-face learning to online learning.

scholarly journals Corrective Feedback on Pronunciation Errors: Teacher’s Perception and EFL High School Students’ Self-Reflection

2019 ◽  
Vol 3 (3) ◽  
pp. 311-327
Author(s):  
Neng Eva Agustuna ◽  
Rina Herlina ◽  
Didih Faridah
Keyword(s):  
High School ◽  
High School Students ◽  
Corrective Feedback ◽  
Structured Interview ◽  
Self Awareness ◽  
School Students ◽  
Self Reflection ◽  
Self Evaluation ◽  
Teacher's Perception

This research investigates EFL high school students’ self reflection of teacher’s corrective feedback on pronunciation errors. The methodology of this research was qualitative which used case study as a research design. The data were collected from classroom observation, semi-structured interview of one English teacher, and questionnaire of twenty five students at eleventh grade. The findings revealed that the students’ self reflection could be seen when the teacher providing the corrective feedback. The students could be aware that they often do the errors in pronouncing English because of the difficulties of using English. However, the teacher’s feedback was directed the students to learn about how to pronounce English properly. The researchers conclude that by using self-reflection, the students would be aware of their strength and weakness. Furthemore, it supports self motivated, self-awareness, self-observation, self-analysis, and self-evaluation of the students in pronouncing English. Finally, the researchers suggest that self-reflection can integrate into the other aspects such as writing, reading, and listening. Thus, the students can get the valuable learning process.

scholarly journals The Contribution of Scientific Project Competitions upon High School Students’ Acquiring a Scientific Viewpoint (Geography Lesson Case)

2017 ◽  
Vol 6 (2) ◽  
pp. 294
Author(s):  
Ali Meydan
Keyword(s):  
Applied Sciences ◽  
High School ◽  
High School Students ◽  
Interdisciplinary Approach ◽  
Structured Interview ◽  
Point Of View ◽  
School Students ◽  
Content Analysis Method ◽  
Technological Research Council ◽  
Scientific Project

Scientific research projects competitions for high school students have been held by TUBITAK (The Scientific and Technological Research Council of Turkey) since 1969. Whereas only projects on science were taken into the scope of competition for long years, the projects appropriate to the interdisciplinary approach such as social sciences projects and values education have been started to be included beside science broadening the range since 2000s. In projects, it has been aimed to encourage students studying at high school grade for carrying out studies on basic, social and applied sciences, directing their studies and providing contribution upon the development of current scientific studies. The required qualification is projects’ being originated and developed from own knowledge, skill and original thoughts of the students, and being completed by the support of a counselor.Geography has started to be included in scientific project competitions since 2011. In this research, it was aimed to reveal the importance of secondary education students’ scientific project competitions upon their gaining a scientific point of view depending upon the branch of geography. In the research, case study design as one of the qualitative research methods was used. The study group of the research included 38 geography teachers carrying on their duties in Nevsehir province in 2015-2016 academic year. Semi-structured interview technique was used as data collection tool, and the data were analyzed using content analysis method. Obtained quantitative data were digitized, their frequency and percentage were obtained and interpreted.In the research, it was concluded that participating into scientific project competitions was very beneficial in terms of students, developed viewpoint of students in terms of various aspects, most of the geography teachers considered that the institutions they carried on their duties were adequate for students’ developing projects, teachers considered themselves competent for guiding students during the process of preparing the project, and preparing a project provided significant benefits and experiences for the future of students.

scholarly journals SUGGESTIONS FOR PROMOTING STUDENTS’ PARTICIPATION IN ENGLISH SPEAKING CLASSES: STUDENTS’ PERCEPTIONS

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Huynh Thien Chi ◽  
Le Xuan Mai
Keyword(s):  
High School ◽  
High School Students ◽  
Classroom Climate ◽  
Mekong Delta ◽  
Structured Interview ◽  
School Students ◽  
Self Confidence ◽  
Learning Tasks ◽  
English Speaking ◽  
Caring Relationship

EFL high school students’ low level of participation is reported as a problem commonly found in English speaking classes. This study aims to investigate high school students’ perceptions of suggestions for promoting students’ participation in English speaking classes. Questionnaires and interviews were employed as data collection instruments of the study. 206 EFL high school students from three grades in a high school in the Mekong Delta, Vietnam responded to the questionnaire and then 6 of them participated in the semi-structured interview sessions. The results strongly endorsed that “promote students’ self-confidence”, “make learning tasks stimulating and the way teachers present tasks”, “establish a supportive and caring relationship”, and “create a pleasant classroom climate” were significant strategies promoting students’ participation. The results of the study are expected to contribute to the comprehension of teachers’ strategies to enhance students’ participation in English speaking classes. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0727/a.php" alt="Hit counter" /></p>

scholarly journals L2 WRITING STRATEGIES USED BY HIGH SCHOOL STUDENTS

2020 ◽  
Vol 3 (6) ◽  
pp. 805
Author(s):  
Syaadiah Arifin
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Strategies ◽  
Structured Interviews ◽  
Writing Quality ◽  
School Students ◽  
Effective Strategies ◽  
Efl Context ◽  
Think Aloud Protocols ◽  
English Students

Writing is a challenging activity that comprises a complex cognitive process, as well as various strategies. Furthermore, minimal research has been performed on using writing strategies among High School students in the EFL context, specifically in Indonesia. Although the applications of effective strategies have been evidenced to be helpful, many students are not aware of using them to alleviate their writing quality. Therefore, this study aims at investigating English L2 strategies when writing recount texts using three skilled English students. This is a qualitative research that utilized purposive sampling and the instruments employed were Think-Aloud Protocols (TAPs), observation, retrospective, and semi-structured interviews. Following the analysis and interpretation of the data obtained from these instruments, the acquired results demonstrated that they used similar writing strategies. However, the occurrences from this use differed from one individual to another as some were unaware that the writing process was recursive and not linear. Therefore, this study implies that students need to be encouraged to apply different strategies to develop their writing, and teachers also, were required to explicitly teach these strategies as it will lead students to use them effectively. Training on the use of writing strategies is needed for Indonesian students to support and help them write efficiently in English.                       

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