|
UPSI Digital Repository (UDRep)
|
|
| ||||||||||||||||||||||
| Abstract : Universiti Pendidikan Sultan Idris |
| This study aimed to address three vital issues applying lesson study in EFL literature review writing course, namely to explain the effect of applying Facebook aided lesson study instruction model on the students' comprehension of literature review patterns/moves and literature review writing ability, to compare the effect of Facebook-aided lesson study and traditional teaching instruction model, and to elaborate the correlation between students' literature review patterns comprehension and their literature writing ability. Experimental research was employed to examine those three potentials. This research involved 30 EFL learners, with 15 studying in a Facebook-aided lesson study instruction and 15 in a traditional classroom. Results indicated that the implementation of Facebook-aided lesson study in an EFL setting could not improve students' literature review comprehension, but this teaching approach could enhance students' literature writing ability. Finally, the positive correlation between EFL students' literature review comprehension and their literature writing ability was found from the study. Implementing a lesson study activities plan, do, and see using a Facebook-aided media in EFL teaching and learning context is recommended. This study could not comprehensively explore online teacher interactions during the Facebook discussion as it was more emphasized on outcome-based learning. Consequently, research on process-based interaction among lesson study teams is worth pursuing. |
| References |
Aydin, S. (2012). A review of research on Facebook as an educational environment. Educational Technology Research and Development, 60(6), 1093-1106. Aydin, S. (2014). Foreign language learners' interactions with their teachers on Facebook. System, 42, 155-163. Boote, D. N., & Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Edu. Researcher, 34(6), 3-15. Boyd, D. M., & Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230. Buela, S., & Joseph, M. C. (2015). Relationship between Personality and Teacher Effectiveness of High School Teachers. The International Journal of Indian Psychology, 3. Cain, K., & Oakhill, J. (2014). Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension? LAnnee Psychologique, 114(4), 647-662. Chase, R.T. (2011). World English placement test package. Retrieved from http://cengage.com.br/parcerias/goup/pdfs/World_English_Placement_Test_Package.pdf. Chen, X., & Li, M. (2019). Chinese learner writers' niche establishment in the literature review chapter of theses: A diachronic perspective. Journal of English for Academic Purposes, 39, 48-58. https://doi.org/10.1016/j.jeap.2019.03.006. Coskun, A. (2017). The application of lesson study in teaching English as a foreign language. Inonu Universitesi Egitim Fakultesi Dergisi, 18(1), 151-162. Ducrey Monnier, M., & Gruson, B. (2018). Lesson Study research and initial teacher education: how to teach interactive speaking in English as a Foreign Language (EFL) in primary school? RISTAL. Res. in Subject-Matter Teaching and Learning, 1, 119-134. Facebook (2018). Statistics. Palo Alto, CA: Facebook. Fryer, D. L. (2012). Analysis of the generic discourse features of the English-language medical research article: A systemic-functional approach. Functions of Language, 19(1), 5-37. Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction. Longman Publishing. Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. The Teachers College Record, 103, 942-1012. Hsiao, C. (2015). Genre Analysis of Low-rated and High-rated Literature Reviews by EFL Postgraduates. International Journal of English Language Teaching, 3(1), 1. Jankovic, B., Nikolic, M., Vukonjanski, J., & Terek, E. (2016). The impact of Facebook and smartphone usage on the leisure activities and college adjustment of students in Serbia. Computers in Human Behavior, 55, 354-363. Karabuga, F., & Ilin, G. (2019). Practicing lesson study in a Turkish education context: Considering the challenges, suggestions, and benefits from EFL teachers' perspectives. International Journal for Lesson and Learning Studies, 8(1), 60-78. Kwan, B. S. (2006). The schematic structure of literature reviews in doctoral theses of applied linguistics. English for Specific Purposes, 25(1), 30-55. Lander, B. (2015). Lesson study at the foreign language university level in Japan: Blended learning, raising awareness of technology in the classroom. International Journal for Lesson and Learning Studies, 4(4), 362-382. Lawrence, J. F., Hagen, A. M., Hwang, J. K., Lin, G., & Lervag, A. (2019). Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge. Reading and Writing, 32(2), 285-306. Li, L., & Pitts, J. P. (2009). Does it really matter? Using virtual office hours to enhance student-faculty interaction. Journal of Information Systems Education, 20(2), 175. Lim, J. M.-H. (2012). How do writers establish research niches? A genre-based investigation into management researchers' rhetorical steps and linguistic mechanisms. Journal of English for Academic Purposes, 11(3), 229-245. Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015. J. of Computer Assisted Learning, 32(6), 503-528. https://doi.org/10.1111/jcal.12154. Mayrhofer, E. (2019). Lesson study and teachers' beliefs: How a Bourdieuian perspective could make a difference. International Journal for Lesson and Learning Studies, 8(1), 19-33. https://doi.org/10.1108/IJLLS-11-2018-0091. Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on "Facebook": The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication education, 56(1), 1-17. McCarthy, J. (2010). Blended learning environments: Using social networking sites to enhance the first-year experience. Australasian J. of Educational Technology, 26(6). Michikyan, M., Subrahmanyam, K., & Dennis, J. (2015). Facebook use and academic performance among college students: A mixed-methods study with a multi-ethnic sample. Computers in Human Behavior, 45, 265-272. Muls, J., Triquet, K., Vlieghe, J., De Backer, F., Zhu, C., & Lombaerts, K. (2019). Facebook group dynamics: an ethnographic study of the teaching and learning potential for secondary school teachers. Learning, Media, and Technology, 44(2), 162-179. https://doi.org/10.1080/17439884.2019.1583670. Patahuddin, S. M., & Logan, T. (2019). Facebook as a mechanism for informal teacher professional learning in Indonesia. Teacher Development, 23(1), 101-120. https://doi.org/10.1080/13664530.2018.1524787. Phillips Galloway, E., & Uccelli, P. (2019). Beyond reading comprehension: exploring the additional contribution of core academic language skills to early adolescents' written summaries. Reading and Writing: An Interdisciplinary Journal, 32(3), 729-759. Randolph, J. (2009). A guide to writing the dissertation literature review. A PeerReviewed Electronic Journal, 14(13), 1-13. Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics: Routledge. Robelia, B. A., Greenhow, C., & Burton, L. (2011). Environmental learning in online social networks: Adopting environmentally responsible behaviors. Environmental Education Research, 17(4), 553-575. Rukmini, D. (2019). The literature review in the dissertation: The language education of Universitas Negeri Semarang. Paper presented at the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Saini, C., & Abraham, J. (2019). Implementing a Facebook-based instructional approach in pre-service teacher education: An empirical investigation. Computers & Education, 128, 243-255. Sayer, E. J. (2018). The anatomy of an excellent review paper. Functional Ecology, 32(10), 2278-2281. Spicer, D. E., & Dede, C. (2006). Collaborative design of online professional development: Building the Milwaukee professional support portal. Journal of Technology and Teacher Education, 14(4), 679-699. Steinfield, C., Ellison, N. B., & Lampe, C. (2008). Social capital, self-esteem, and use of online social network sites: A longitudinal analysis. Journal of Applied Developmental Psychology, 29(6), 434-445. Stewart, P. (2008). Facebook: a school librarian's tool for building a community of readers'. International Association of School Librarianship, 1-17. Stoll, L., Bolam, R., McMahon, A., Wallace, M., & Thomas, S. (2006). Professional learning communities: A review of the literature. J. of Edu. Change, 7(4), 221-258. Swales, J. M., & Feak, C. B. (2004). Academic writing for graduate students: Essential tasks and skills (Vol. 1): University of Michigan Press Ann Arbor, MI. Teclehaimanot, B., & Hickman, T. (2011). Student-teacher interaction on Facebook: What students find appropriate. TechTrends, 55(3), 19. Thai, M., Sheeran, N., & Cummings, D. J. (2019). We're all in this together: The impact of Facebook groups on social connectedness and other outcomes in higher education. The Internet and Higher Education, 40, 44-49. Tseng, M.-Y. (2018). Creating a theoretical framework: On the move structure of theoretical framework sections in research articles related to language and linguistics. Journal of English for Academic Purposes, 33, 82-99. Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes: Harvard University Press. Wilson, S. M., & Berne, J. (1999). Chapter 6: Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24(1), 173-209. Yang, Y., Wang, Q., Woo, H. L., & Quek, C. L. (2011). Using Facebook for teaching and learning: A review of the literature. International Journal of Continuing Engineering Education and Life-Long Learning, 21(1), 72-86. |
| This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |