scholarly journals EFL Arab Learners’ Peer Revision of Writing in a Facebook Group: Contributions to Written Texts and Sense of Online Community

2015 ◽  
Vol 8 (12) ◽  
pp. 11
Author(s):  
Norizan Abdul Razak ◽  
Murad Abdu Saeed
Keyword(s):  
Learning Community ◽  
Situated Learning ◽  
Online Community ◽  
Qualitative Content Analysis ◽  
Classroom Context ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Peer Revision ◽  
Written Texts ◽  
Writing Revision

<p>This qualitative study investigated peer writing revision among English as foreign language (EFL) Arab students in a Facebook group. Specifically, it aimed to identify the text revisions made by the learners and to determine their contributions to the learners’ written texts and sense of online community outside the college classroom context. Being framed within the situated learning approach (Wenger, 1998), the current study was carried out among 14 EFL Arab university learners from Yemen, Algeria, Tunisia, Syria, Sudan and Egypt. A purposeful sampling was perfomed to achieve a heterogeneous group of EFL learners. A qualitative content analysis of the learners’ written paragraphs (original and revised drafts), online interactional exchanges and responses to the post-revision reflection discussions was employed in this study. The findings showed that addition, substitution, deletion, permutation, consolidation, and distribution were identified as the main revision operations made by the EFL learners. These revisions operations and changes contributed to enhancing learners’ end-products or texts in terms of content, unity and organization, language and mechanics. The learners’ engagement in the online revision activities fostered their sense of online learning community by creating an interactive friendly learning environment, building and nurturing new relationships based on shared interests and developing a sense of belonging.</p>

PORTFOLIOS ASSESSMENT AS A METHOD OF ASSESSMENT OF LANGUAGE IN ESL CLASSROOM CONTEXT

2015 ◽  
Vol 8 (2) ◽  
pp. 61
Author(s):  
Juella Rumiris
Keyword(s):  
Assessment Tool ◽  
Theoretical Perspective ◽  
Curriculum Planning ◽  
Classroom Context ◽  
Learning Program ◽  
English As Second Language ◽  
English As Foreign Language ◽  
Learning Improvement ◽  
Method Of Assessment ◽  
Teacher's Perspective

The use of portfolios as an assessment tool probably is unlikely common in Asian countries. Portfolios is commonly considered as a compilation of students’ work for a certain period of time. In fact, the portfolios may show the originality of and the nature of students’ learning improvement. In this paper, the writer will discuss portfolios as a method of assessment in English as Second Language or English as Foreign Language (ESL/EFL) classroom context from teacher’s perspective. This paper is designed with this format order: firstly to explain about the degree of portfolios method to assess content, skills and knowledge in the teach-ing-learning program in the ESL/EFL context, to correlate portfolios system to model of curriculum planning and policy context. Secondly, to discuss the strengths and weaknesses of portfolios method from a theoretical perspective, and analyse the validity, reliability, and fairness. Thirdly, to specify the association of portfolios method and the types of assessment and the correlation of portfolios method with assessment for learning. Fourthly, to evaluate the degree of portfolios method of assessment promoting learning of the knowledge, skills, and abilities related to my teaching experience.Keywords : Portfolios, Assessment, Curriculum, Learning, Knowledge, Skills.

scholarly journals Discourse markers in academic and non-academic writings of Thai EFL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1209-1226
Author(s):  
Sumit Choemue ◽  
Barli Bram
Keyword(s):  
Learning Community ◽  
Discourse Markers ◽  
Primary Data ◽  
Writing Assignments ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Raising Awareness ◽  
Writing Course ◽  
University Level ◽  
The University

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 

scholarly journals Online Collaborative Writing via Google Docs: Case Studies in the EFL Classroom

2021 ◽  
Vol 12 (6) ◽  
pp. 922-934
Author(s):  
Nakhon Kitjaroonchai ◽  
Suksan Suppasetseree
Keyword(s):  
Small Group ◽  
Qualitative Content Analysis ◽  
Collaborative Writing ◽  
Interaction Patterns ◽  
Structured Interviews ◽  
Google Docs ◽  
Efl Learners ◽  
Language Functions ◽  
Factors Influencing

This article reported a case study investigating small group interaction patterns in online collaborative writing tasks and factors influencing team collaborations. Participants included six Asian EFL university students who formed two small groups and were engaged in two online collaborative writing tasks via Google Docs. Data collection included the participants’ use of writing change functions and language functions during the collaborative writing processes revealed through Google Docs archives and collaborative essays. Semi-structured interviews were employed to examine factors influencing small group collaborations. The findings revealed that the two teams exhibited divergent interaction patterns, but the patterns of interaction remained consistent within each group across both tasks. The qualitative content analysis showed factors that affected team collaborations were individual goals, learners’ English proficiency, individual roles, and the use of collaborative agency. The findings may help elucidate the divergence of online collaborative writing and provide insightful information for instructors to design collaborative writing activities and assist EFL learners in the co-construction of writing tasks.

scholarly journals Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context

2019 ◽  
Vol 4 (2) ◽  
pp. 215
Author(s):  
Suci Nugrah Amalia ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
Classroom Environment ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
Survey Study ◽  
State Universities ◽  
Self Awareness ◽  
Classroom Context ◽  
Efl Learners ◽  
Self Confidence ◽  
Seating Arrangement

The principal goal of L2 education is to enhance learners’ willingness to communicate (WTC). Hence, this survey study was undertaken with the purpose of exploring Indonesian EFL learners’ WTC especially in a classroom context or the so-called Instructional WTC (IWTC) in order to know the conditions triggering their willingness and unwillingness to communicate using L2. This survey applied descriptive quantitative method where 100 EFL learners from three State Universities in Indonesia were involved as the respondents. The respondents are the English students of IAIN Curup Bengkulu, Universitas Sebelas Maret (UNS) Surakarta and Universitas Musamus Merauke Papua. Those universities represent three of five major islands in Indonesia. A questionnaire was distributed to the respondents in order to explore their WTC in six IWTC components comprising communicative self-confidence, integrative orientation, situational context of L2 use, topical enticement, learning responsibility, and off-instruction communication. The findings revealed that group size, classroom environment, students’ cohesiveness, familiarity to the topic, degree of topic preparation, classroom seating arrangement, gender, self-awareness, and familiarity with interlocutors were the factors that affected learners’ WTC. Further studies are highly recommended to deeply explore the teaching activities done by teachers by considering the influential factors of learners’ willingness and unwillingness to communicate as an effort to maximize their WTC.

QOLP-26. ANALYSIS OF REDDIT USERS' PERSPECTIVES OF BRAIN TUMORS

2021 ◽  
Vol 23 (Supplement_6) ◽  
pp. vi188-vi188
Author(s):  
Sanidhya Tripathi ◽  
Arpan Prabhu ◽  
Kevin Thomas ◽  
Pearman Parker ◽  
Analiz Rodriguez
Keyword(s):  
Social Media ◽  
Brain Tumors ◽  
Online Community ◽  
Qualitative Content Analysis ◽  
Diagnostic Process ◽  
Tumor Patients ◽  
Grief Process ◽  
Qualitative Descriptive ◽  
Met Needs ◽  
Patient Outreach

Abstract BACKGROUND Reddit, ranking 6th in worldwide Internet site traffic, is a commonly used forum among patients and caregivers affected by brain tumors to discuss diagnoses, treatment, and self-care management. The use of the online forum may suggest patients and caregivers have unmet needs and are seeking further support outside of the clinical setting. We aimed to examine trends from Reddit discussion treads on brain tumors to identify areas of need in patient care. METHODS We used a qualitative, descriptive design to understand patient and caregivers unmet and met needs. We analyzed the top 100 posts and accompanying 271 comments from the ‘braincancer’ subreddit to identify common themes. RESULTS The qualitative content analysis revealed three major topic areas: (1) moving through the grief process; (2) processing diagnostic pathway; and (3) expressing gratitude toward other Reddit users. Most of the authors of the posts were patients with brain tumors (n = 32; 38.5%) who used Reddit as a reflective journaling tool to move through the grief process for themselves or loved ones. About 47% of theses posts discussed the diagnostic process of glioblastoma multiforme (GBM) brain tumors, where users requested an inclusive/welcoming environment in the clinic by their healthcare professionals (HPs). Users also solicited and gave support for other members in the online community. CONCLUSIONS This study highlights the need of implementing social media as a part of HPs’ repertoire for patient outreach/needs. Furthermore, social media outlets like Reddit can help HPs understand the level of support they can give to their patients. Plans of action for physicians seeking to meet the needs of brain tumor patients include monitoring the concerns of patients, becoming verified on the platform/openly identifying themselves online, or conducting ‘Ask Me Anything’ discussions to educate patients.

A User Driven Learning Environment in Botany

2011 ◽  
pp. 255-275
Author(s):  
J. M. Garg ◽  
Dinesh Valke ◽  
Max Overton
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Community ◽  
Special Interest ◽  
Lived Experiences ◽  
Online Community ◽  
Information Resources ◽  
Online Learning Community ◽  
Conversational Learning ◽  
Group Members

This chapter introduces the reader to a sample ‘User driven learning environment’ created in an online community with a special interest centred on trees and plants. It traces the development of an online learning community through the lived experiences and thoughts of its founding members and also includes conversational learning experiences of other users to illustrate the process of ‘user driven learning’ in online communities. It illustrates innovative sense making methodologies utilized by group members to create a more meaningful ‘User driven learning environment’ while simultaneously contributing in a positive way to create information resources at no cost along with creating awareness & scientific temper among members.

The Virtual Classroom @ Work

2011 ◽  
pp. 272-288 ◽  
Author(s):  
Terrie Lynn Thompson
Keyword(s):  
Situated Learning ◽  
Online Community ◽  
Teaching And Learning ◽  
New Technologies ◽  
Virtual Work ◽  
Virtual Classroom ◽  
Virtual Spaces ◽  
New Ways Of Working ◽  
Geographically Dispersed ◽  
E Learning

Before we can exploit new technologies to realize new ways of working, we must be able to imagine innovative possibilities for learning. Organizations seeking to improve the way they work and build knowledge reach for new learning paradigms. Possibilities emerge when exploring learning and working in virtual spaces from social learning perspectives, such as situated learning.. In this chapter, findings from a qualitative case study in a geographically dispersed organization are used as a springboard for exploring the challenges of introducing innovative e-learning initiatives. This chapter adds to our understanding of learning and working in virtual spaces by delving into: (1) workplace practices related to virtual learning and work that facilitate and frustrate new ways of learning; and (2) notions of online community, informal learning, and blended learning which offer promise for re-conceptualizing learning within virtual work spaces. Recommendations are provided to guide the creation of fresh teaching and learning practices.

scholarly journals The Impact of Strategic Notetaking on EFL learners’ Academic Performance in Jordan

2020 ◽  
Vol 9 (1) ◽  
pp. 249
Author(s):  
Ibrahim F. F. Almaagbh
Keyword(s):  
Academic Performance ◽  
Foreign Language ◽  
Positive Impact ◽  
Note Taking ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Descriptive Research ◽  
The Social ◽  
Independent Variable ◽  
The Impact

This study investigates the impact of strategic notetaking on English as Foreign Language (EFL) learners’ academic performance among university students in Jordan. Thus, we hypothesized that there is a significant and positive impact of strategic note-taking on EFL learners’ academic performance. To confirm this hypothesis, descriptive research design was applied in this study. 384 (three hundred and eighty-four) respondents were randomly selected from the four public universities in Jordan. This study adapted instruments which include strategic note taking and students’ academic performance measurement items and the data obtained was analysed through Statistical Package for the Social Science (SPSS-22). The result showed that the strategic note taking (i.e. independent variable) has significant effects on EFL learners’ academic performance (R2 =.919). Moreover, the strategic notetaking made the significant contribution (Beta= .449; t= 18.714; P <0.05) to the prediction of EFL learners’ academic performance. In line with the findings, this study emphasised and explained the impact of strategic notetaking and how to improve EFL learners’ level of notetaking for better academic performance in Jordan.

scholarly journals Improving L2 pronunciation inside and outside the classroom

2018 ◽  
Vol 71 (3) ◽  
pp. 99-124
Author(s):  
Angélica Carlet ◽  
Hanna Kivistö-de Souza
Keyword(s):  
Target Language ◽  
Self Awareness ◽  
Classroom Context ◽  
Comparison Task ◽  
Efl Learners ◽  
Perceptual Skills ◽  
Pronunciation Instruction ◽  
Before And After ◽  
First Languages ◽  
L2 Pronunciation

Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction is not sufficient to modify learners’ speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.

Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools

2010 ◽  
Vol 12 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Catherine McLoughlin ◽  
Mark J.W. Lee
Keyword(s):  
Learning Community ◽  
Professional Learning ◽  
Online Community ◽  
Peer Mentoring ◽  
Professional Community ◽  
Social Software ◽  
Mentoring Relationships ◽  
Group Discussions ◽  
Mutual Engagement ◽  
Joint Enterprise

To support students undertaking an initial teacher training program, a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. Participants formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their practicum. Data from the students’ discourse was analyzed to explore issues and patterns that were indicators of a learning community. This data, together with data collected from post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. The authors believe that best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.

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