scholarly journals Writing Classes with Writeabout.com: Learning Mode, Feedback, and Collaboration

2021 ◽  
pp. 397-402
Author(s):  
Budi Waluyo ◽  
Benjamin Panmei
Keyword(s):  
Learner Autonomy ◽  
The Other ◽  
Written Feedback ◽  
Writing Classes ◽  
Online Writing ◽  
Online Platform ◽  
Writing Class ◽  
Virtual Classes ◽  
Collaborative Activities

This review seeks to provide an alternative online platform for running an online writing class inside and outside the classroom. It focuses on Writeabout.com, which enables the integration of different modes of instruction, types of feedback, and collaborative activities that are necessary for providing an effective writing class. Its features allow teachers to create virtual classes and add students by using codes or importing from Google Classroom. The other features enable teachers to monitor the progress of each student’s writing and give both oral and written feedback synchronously and asynchronously. Writeabout.com provides some stimulating ideas to inspire students to start writing. This review also elaborates on the pedagogical applications of Writeabout.com inside and outside the classroom in a self-access context and for developing learner autonomy in writing.

scholarly journals Implementing Blended Learning Toward Students’ Self Efficacy in Writing Class: Students and Teachers’ Voice

2019 ◽  
Vol 3 (3) ◽  
pp. 270-286
Author(s):  
Jamila Hamidah ◽  
Ishak Said ◽  
Ratnawati .
Keyword(s):  
Blended Learning ◽  
Self Efficacy ◽  
The Other ◽  
Survey Study ◽  
English Department ◽  
Learning Achievement ◽  
Writing Classes ◽  
Teachers Perceptions ◽  
The Third ◽  
Writing Class

This article reports on students' and teachers’ perceptions and of their self-efficacy on implementing blended learning in writing class. Self-efficacy has been defined as the belief we have in our own abilities, specifically our ability to meet the challenges and complete a task successfully (Akhtar, 2008).This research employed a survey study by means of questionnaire and interview. Fifty one of the third year students of English Department Galuh University were employed as participants. The result of this research showed that students’ self-efficacy improved after learning in writing classes on implementing blended learning, the students felt confident, enjoy the class, and then the students felt more motivated when learning. Furthermore, most of the students stated that self-efficacy was necessary, because it affected not only on implementing blended learning in writing class but also in the other courses. Each student has different self-efficacy, high and low self-efficacy that is able to influence how their learning achievement. it is recommended to further research that self-efficacy measurements must be far better and more accurate from various aspects. Thus the results would be certainly more relevant and detailed.

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF ROBERT FROST’ POETRY IN WRITING CLASS AT MUSAMUS UNIVERSITY

2021 ◽  
Vol 4 (2) ◽  
pp. 115
Author(s):  
Natalia Manuhutu
Keyword(s):  
Undergraduate Students ◽  
Short Story ◽  
Student Evaluation ◽  
English Literature ◽  
Teaching Writing ◽  
Robert Frost ◽  
Writing Classes ◽  
Authentic Material ◽  
Writing Class ◽  
Evaluation Of Teaching

This study investigated the students’ perceptions concerning the use of Robert Frost’s poetry in writing class at English Literature Department of Musamus University which was obtained through a survey. A total of 17 undergraduate students taking writing class participated in this study. The participants responded to a questionnaire and an open-ended questions concerning the two focal points: (1) how the students perceived the use of Robert Frost’s poetry in teaching writing, (2) the implementation of Frost’s poetry in improving students’ writing short story. The results of the study revealed that the implementation of Frost’s poetry helped them to be easier in writing short story. Most of the participants gave positive response to the use of Frost’s poetry in teaching them to write a short story. In addition, they seemed to prefer learning writing short story by using English poetry in writing classes. The concluding discussion addresses suggestion about the need to consider students’ wants and needs by gauging their perceptions as the student evaluation of teaching in order to keep up the better improvement to the teaching writing the texts and the using of authentic material or media in English Literature Department at Musamus University.

scholarly journals College Students' Perceptions of an Automated Writing Evaluation as a Supplementary Feedback Tool in a Writing Class

2021 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Meilisa Sindy Astika Ariyanto ◽  
Nur Mukminatien ◽  
Sintha Tresnadewi
Keyword(s):  
Structured Interview ◽  
Writing Achievement ◽  
Writing Classes ◽  
Efl Writing ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Class Time ◽  
Self Confidence ◽  
Writing Class ◽  
Different Levels

Automated Writing Evaluation (AWE) programs have emerged as the latest trend in EFL writing classes. AWE programs act as a supplementary to teacher feedback and offer automated suggestions and corrections to students' linguistic errors such as grammar, vocabulary, or mechanics. As there is a need for better recognition of different AWE brands utilized for different levels of students, this research sheds light on identifying six university students’ views of an AWE program, namely ProWritingAid (PWA). The six students are categorized as having high or low writing achievement. This descriptive study delineates the students’ perceptions qualitatively. A semi-structured interview was used to collect the data. The findings suggest the students’ positive views of PWA because it could make class time more effective; it had useful feedback on grammar, vocabulary choices, and mechanics; and it built students‘ self-confidence over their compositions. In addition, for different reasons, the students engaged differently with PWA to enhance their drafts, e.g. using PWA only for the first drafts or for the first and final drafts. Finally, despite of the students’ constructive views on PWA, there was a risk that students only engaged superficially with the program by hitting the correction directly.

scholarly journals Influence of Peer Review on College ESL Writers

2018 ◽  
Vol 3 (9) ◽  
pp. 121
Author(s):  
Irda Haryani Tahir
Keyword(s):  
Open Access ◽  
Peer Review ◽  
Publishing House ◽  
Written Feedback ◽  
Writing Teachers ◽  
Writing Class ◽  
International Publishing ◽  
The Right ◽  
Giving Feedback ◽  
Open Access Article

Both students and teachers are environmentally challenged. Teachers are not well-heeled to do everything including giving feedback to students. Writing is a challenging area in teaching ESL. It was said that giving written feedback to students’ writing is the most time consuming and challenging job (Ferris, 2007). This paper reports on a study designed to investigate and identify the benefits and the challenges of peer review, to investigate the influence of content and form based feedback to students writing. Teachers should be more aware of the right techniques to use in a writing class to produce all-rounder future communities.Keywords: Environmentally challenged, future communities, influence, peer evaluation.eISSN 2398-4295 © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

Online-Communication Forums

2012 ◽  
pp. 19-34
Keyword(s):  
Online Communication ◽  
The Other ◽  
It Professionals ◽  
Online Forum ◽  
Online Writing

This chapter takes a close look at online-communication forums. IT professionals often have to prepare information for an online forum. Writing for an online audience (what the author calls online writing) is a vastly different activity than writing for an offline audience (called offline writing here), and being good at one form of writing does not ensure that one will be effective at the other form. Thus it is worth carefully exploring the differences in these two styles. The chapter begins by making a comparison between online and offline writing.

Sign in / Sign up

Export Citation Format

Share Document