scholarly journals Collaborative Blended Learning Writing Environment: Effects on EFL Students’ Writing Apprehension and Writing Performance

2016 ◽  
Vol 9 (6) ◽  
pp. 229 ◽  
Author(s):  
Ala’a Ismael Challob ◽  
Nadzrah Abu Bakar ◽  
Hafizah Latif
Keyword(s):  
Blended Learning ◽  
International Schools ◽  
Writing Process ◽  
Structured Interview ◽  
Male Students ◽  
Writing Apprehension ◽  
Writing Performance ◽  
Face To Face ◽  
Writing Students ◽  
Efl Students

<p>This study examined the effects of collaborative blended learning writing environment on students’ writing apprehension and writing performance as perceived by a selected group of EFL students enrolled in one of the international schools in Malaysia. Qualitative case study method was employed using semi-structured interview, learning diaries and observation. Twelve male students enrolled in Class Ten were selected to participate in a 13-week study. To learn how to write collaboratively, the students followed the procedures of the blended learning writing process. Students were divided into three groups and were given the freedom to choose the members of the group they would like to work with. They went through the writing process in face-to-face and online learning modes via the class blog and online Viber discussion. Data collected were analyzed qualitatively using thematic analysis. The findings indicated that the students had positive perceptions towards the collaborative blended learning writing environment they had experienced. They perceived that the collaborative blended learning activities had helped them reduced their writing apprehension and improve their writing performance as they experienced and learnt much knowledge concerning the micro and macro aspects of writing. Students also viewed that their online discussion and collaboration on writing in Viber groups and the class blog had assisted them greatly in their writing task.</p>

The Influence of Blended Learning on EFL Students' Writing Apprehension and Writing Performance: A Qualitative Case Study

2016 ◽  
Vol 1 (2) ◽  
pp. 253
Author(s):  
Ala’a Ismael Challob ◽  
Nadzrah Abu Bakar ◽  
Hafizah Latif
Keyword(s):  
Blended Learning ◽  
Online Discussion ◽  
International Schools ◽  
Structured Interview ◽  
Learning Activities ◽  
Writing Apprehension ◽  
Efl Writing ◽  
Writing Performance ◽  
Efl Students

This case study attempts to investigate the usefulness of using the blended learning approach on EFL students' writing apprehension and their improvement in writing performance. Twelve male secondary school students enrolled in Class Ten in one of the International Schools in Malaysia participated in the 13-week study. Data collection instruments were pre and post-study semi-structured interview and pre and post-study descriptive writing tasks. The data gained from these instruments were analyzed qualitatively using thematic analysis of students' responses to the interview questions and content analysis for their pre and post writing tasks. Students were encouraged to do the different writing stages in three collaborative groups in face-to-face class setting and online writing learning activities via the class blog and online discussion via Viber groups. Analysis of the qualitative results indicated that there is a remarkable improvement in students' writing apprehension. Results also showed that students experienced improvement in their writing ability and performance as a whole and in the various macro and micro aspects of EFL writing. The study concluded that integrating online discussion and learning activities with in-class learning activities in an EFL writing context enhances students' positive feelings towards writing, decreases their writing apprehension and improves their writing performance.

scholarly journals Using portfolio assessment to improve EFL students’ expository-writing performance

2019 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Waode Nur Gita Dahviyanti
Keyword(s):  
Expository Text ◽  
Writing Process ◽  
Portfolio Assessment ◽  
Descriptive Statistics ◽  
Expository Writing ◽  
Writing Performance ◽  
Writing Test ◽  
South Sulawesi ◽  
Efl Students ◽  
Positive Motivation

The objectives of the research were to find out the extent to which the use of portfolio assessment improves EFL students’ performances in expository-writing and to find out the students’ responses about the taking of portfolio assessment in improving their performance in writing expository text. The researcher applied classroom action research which was done through two cycles. The location of this research was at one of the secondary schools in Makassar, South Sulawesi, Indonesia. There were 31 students as a sample in this research and the data were collected using observation, writing test, interview, and analyzed by using descriptive statistics. The result showed that portfolio assessment had improved EFL students’ expository-writing performance. The students were better in arranging the words into sentences and paragraph in order to convey their ideas, opinions, and feeling because they had already known the steps in the writing process, and they learned from their previous evaluated portfolios, and their responses on the using of portfolio assessment as a method in writing expository process was positive. They got positive motivation and appreciation to progress their writing performance. They were excited to revise and edit their draft to become the best work in every meeting.

scholarly journals An Investigation of the Perceptions and Experiences of the EFL Teachers and Learners About the Effectiveness of Blended Learning at Taif University

2019 ◽  
Vol 10 (1) ◽  
pp. 329
Author(s):  
Fahmeeda Gulnaz ◽  
Amani Dakheel Allah Althomali ◽  
Daliyah Hesham Alzeer
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Quantitative Methods ◽  
Structured Interview ◽  
Target Language ◽  
Discussion Forums ◽  
Face To Face ◽  
Qualitative And Quantitative Methods ◽  
Efl Teachers ◽  
Negative Perceptions

The traditional face-to-face teaching, despite being constantly criticized by the methodologists and ever-emerging modern approaches, has never lost its scope in the (EFL) English as a Foreign Language context. Researchers and pedagogues, in order to get the both ends meet, have converged traditional face-to-face instructions and online activities into the concept of blended learning. By establishing on previous works and contexts, the present study aims at investigating Taif University&rsquo;s EFL teachers and learners&rsquo; positive and negative perceptions and experiences towards the effectiveness of online (CLMS) Cambridge Learning Management System and on-site learning environments. The work utilized triangulation in the use of research methods, i.e., both qualitative and quantitative methods overlap each other: (i) structured interview of experienced EFL (4 male and 4 female) teachers of Taif University, with maximum open ended questions, exhibit qualitative dimensions of the study; (ii) an opinionnaire developed with closed ended questions by employing Likert&rsquo;s five point scale to collect the data from 100 male and 100 female EFL learners of Taif University, represents quantitative perspective of the work. The opinionnaire includes 22 items and has been developed to measure the four subscales; learners&rsquo; beliefs and attitudes, promising strands that help develop learners&rsquo; confidence and language coupled with the perils that impede their creativity and motivation to learn. The findings of the study indicate that the level of strengths of blended learning is higher than its limitations. Learners found themselves satisfied being more exposed to the target language through vivid images, videos, audios, reading texts, chatting and discussion forums and acknowledged that (BLE) blended learning environment enhanced their language proficiency.

scholarly journals Blended Learning in a Paragraph Writing Course: A Case Study

2018 ◽  
Vol 2 (3) ◽  
pp. 216-226
Author(s):  
Anggri Muhtia ◽  
Suparno Suparno ◽  
Sumardi Sumardi
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Activities ◽  
Writing Performance ◽  
Face To Face ◽  
Writing Class ◽  
Writing Course ◽  
Specific Formula ◽  
Face To Face Learning

The emergence of online learning offers the opportunities that are not possessed by the traditional face-to-face learning environment. Combining the strengths of the online learning and face-to-face learning, known as blended learning, is believed to enhance the quality of learning. Different subjects may have different designs of blended learning because there is no specific formula for the best practices of blended learning. This paper reports a study investigating the implementation of blended learning in a paragraph writing course. The purposes were to investigate the blended learning activities carried out in the paragraph writing course and to find out the extent to which it affected students’ writing paragraph performance. The participants of this case study, who were selected purposively, involved one lecturer and six students of a paragraph writing class. The techniques for collecting data included interviews, observations, and document analysis, and the data were analyzed using Miles and Huberman’s interactive model. Ten blended learning activities, including five activities in face-to-face settings and five activities online, were identified in the course. The students’ paragraph writing performance seen from the result of final test was satisfying, indicating that the use of blended learning had a positive effect on students’ writing performance.

Investigating the Effects of Using Writing Process on Students’ Writing Performance at Foundation Program- Hai’l University

2018 ◽  
Vol 10 (3) ◽  
pp. 14
Author(s):  
Najwa Rebhi Wahdan ◽  
Dipima Buragohain
Keyword(s):  
Saudi Arabia ◽  
Traditional Method ◽  
Writing Process ◽  
Process Approach ◽  
Teaching Writing ◽  
Writing Performance ◽  
Writing Skill ◽  
Foundation Program ◽  
Efl Students ◽  
Preparatory Year

This study sheds the light on investigating the effects of using Writing Process Approach in developing EFL students in writing skill. It consists of 60 students from foundation program at Hai’l University –Saudi Arabia. The researchers use content analysis procedures to analyze students’ writing. This paper also focuses on the importance of the methods of teaching writing for preparatory year.  Pretest and posttest were used to investigate the effects of traditional and writing process on students’ writing performance. The results showed that students who studied according to the writing process outperformed than those who studied by traditional method. The study recommended to use the writing process in the foundation program at university of Hai’l. 

scholarly journals Solving the Students’ Problems in Writing Argumentative Essay Through the Provision of Planning

2017 ◽  
Vol 17 (1) ◽  
pp. 86
Author(s):  
Lestari Setyowati ◽  
Sony Sukmawa ◽  
Mohamad Anan Latief
Keyword(s):  
Action Research ◽  
Research Design ◽  
Writing Process ◽  
Writing Performance ◽  
Essay Writing ◽  
Writing Class ◽  
Different Types ◽  
Efl Students ◽  
Classroom Action Research ◽  
Argumentative Essays

Most Indonesian students who are learning English often consider writing as not only the most difficult skill to master, but also a demanding activity. To help them cope these problems, the application of planning in the writing process seems to be a solution. This study attempts to find out howdifferent planning formats can improve EFL students’ writing performance in argumentative essays. The subjects of the studywere the fourth semester students taking essay writing class. The research was conducted from May to June 2015, consisting of three cycles in Classroom Action Research design by using different planning types, namely rough drafting and outlining strategy in which each cycle consisted of two meetings.The students’ compositions were measured by using primary trait scoring rubric for argumentative essay. The result of the study shows that the provision of planning is effective to improve the students’ performance in writing argumentative essay. The effectiveness of different types planningdepends on the students’ preference of which to use.

scholarly journals Factors roles in Communication and Effective Teaching for the Fourth Year students in Modern British and American Novel lesson classes and their Impacts on Students' Motivation.

2018 ◽  
Vol 224 (1) ◽  
pp. 19-42
Author(s):  
Assist. Prof. Dr. Juan Abdullah Ibrahim Al-Banna
Keyword(s):  
Locus Of Control ◽  
Writing Apprehension ◽  
Writing Performance ◽  
American Novel ◽  
Low Level ◽  
Control Orientation ◽  
Academic Locus Of Control ◽  
Efl Students ◽  
High Level ◽  
The University

This study aims at investigating Iraqi EFL students' level of writing apprehension, writing performance, and locus of control orientation. It also seeks to find out the correlation between these three variables according to the academic locus of control orientation (internal and external). The instruments of the study are administered to (160) participants who are randomly selected from two departments of English in the University of Baghdad. The statistical manipulation of the data collected indicates that the participants show external orientation of academic locus of control, high level of writing apprehension, and low level of writing performance. The study also reveals that academic locus of control orientation (including both internal and external) does not correlate with writing apprehension, while, writing performance correlate negatively with external orientation of academic locus of control and positively with the internal orientation. Finally writing apprehension and writing performance are found to negatively correlate in both cases of academic locus of control orientation

scholarly journals Student opinions regarding strengths and weaknesses of face to face and online teaching

2020 ◽  
Vol 10 (1) ◽  
pp. 261-290
Author(s):  
Ömer NAYCİ
Keyword(s):  
Online Teaching ◽  
Structured Interview ◽  
Public University ◽  
Male Students ◽  
Communication Link ◽  
Data Collection Tool ◽  
Learning And Teaching ◽  
Face To Face ◽  
Student Opinions

This qualitative case study was carried out to identify the strengths and weaknesses of face to face and online teaching. The study group of the research study consisted of a total of 47 students attending a public university, 36 of whom are female and 11 of whom are male students. In the study, semi-structured interview form was used as the data collection tool. The data obtained within the scope of the research were analyzed by means of content analysis. When the findings were evaluated in general, it was seen that students mostly prefer face to face teaching. Besides it was also seen that both online and face to face teaching have strengths and weaknesses relative to each other. However, it has emerged that face to face teaching has more strengths than online learning. Although this view comes into prominence, online applications which are one of the important tools of accessing information in today's conditions, should also be used in the learning and teaching process. Especially in situations where face to face teaching is not available, online applications can be used as an important tool in order to establish the communication link between the learner and teacher and also to maintain learning.

scholarly journals Article Review on The Impact of Blended Learning on Students’ Vocabulary Enhancement.

2019 ◽  
Vol 14 ◽  
pp. 3331-3336
Author(s):  
Sisay Ayalew
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Vocabulary Learning ◽  
Learning Approach ◽  
Face To Face ◽  
Learning Conditions ◽  
Efl Students ◽  
Central Argument ◽  
Full Face ◽  
The Impact

This critique examines three studies about the impact of blended learning on students’ vocabulary enhancement. The name of the author of the first article is Sezen Tosun. The article is entitled as “The effects of blended learning on EFL students’ vocabulary enhancement”. It was published by Elsevier Ltd-Procedia - Social and Behavioral Sciences 199 (2015) 641 – 647. The second article is “Enhancement of Students' Vocabulary Learning through a Blended Learning Approach”. The authors of this article are Dinara G. Vasbieva, Irina I. Klimova, Elena L. Agibalova, Natalya V. Karzhanova and Jana Bírová. The article accessed on IEJME-Mathematics Education on look academic publishers (open access), VOL. 11, NO. 5, 1195-1203 in 2016. The last article is a study about “A Blended Learning Approach to Enhance College Students’ Vocabulary Learning”. It is written by Djiwandono, and released on 2013, Vol. 10, No. 2, pp. 210–220 from Electronic Journal of Foreign Language Teaching. The credentials of the authors are not specifically stated in the articles except Vasbieva et al.  The central argument of the articles was to investigate the effects of the blended learning approach to teach and learn English vocabulary. Therefore, this critique was designed to produce a systematic review of studies contrasting vocabulary learning outcomes for either blended learning conditions or with those of full face-to-face classroom instruction.

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