A wiki, namely, Wikispaces is a component of Web 2.0 technology tools. It is utilised as a peer editing platform for students in correcting errors made by them in their essay writing. The purpose of this article is to find out how the affordances of Wikispaces encourage collaborative learning and knowledge management in correcting errors in L2 students‟ essays. The experience of using Wikispaces throughout the peer editing context and its affordances are described extensively based on three perspectives: pedagogical, social and technological. Data was obtained from online-writing records (students‟ essays), field notes, questionnaire, reflective research diary, and feedback form. The qualitative data are analysed thematically and then triangulated. In terms of pedagogical affordances, Wikispaces supports dual applications of pedagogical approaches (teaching and learning). In relation to social affordances, Wikispaces promotes a variety of interactions (peer-peer and students-teache.....

2342 hits

2562 hits

The study investigates the effects of peer instruction and examines students’ participation in a flipped learning environment on ESL students’ argumentative essay writing performance and critical thinking. A mixed-method design was used. A total of 120 upper-intermediate English proficiency students from a university in Malaysia were chosen as participants for seven weeks. Quantitative data were analysed using descriptive statistics and one-way analysis of variance (ANOVA). Descriptive interpretations and thematic analysis were used to analyse the qualitative data. The results indicated a significant difference in mean scores for writing performance in the posttest between the experimental group (group work in a flipped learning environment) (M = 63.95, sd = 13.04) and the control group (M = 56.65, sd = 11.15). There is also a significant difference in mean scores for critical thinking in the posttest between the experimental group (pair work in a flipped learning enviro.....

929 hits

Assessment for Learning (AfL) and Assessment as Learning (AaL) are gaining increasing prominence especially in university EFL writing lessons. This study sheds light on the practices and values of Indonesian EFL writing teachers towards AfL and AaL strategies during the constrained context of online learning setting because of the COVID-19 pandemic. By using descriptive statistics and thematic analysis, explanatory sequential mixed method was used in conjunction with a case study research design. Quantitative data were obtained from 54 teachers who responded to the AfL and AaL Strategy Questionnaire (AfL-AaLSQ), indicating their practices and values of AfL-AaL strategies. Meanwhile, the qualitative data were the results of interview sessions with seven selected participants, who described their practices and values in details. The findings show that all respondents accorded high importance to all AfL-AaL strategies and rated themselves as frequently implementing the AfL-AaL strategies......

51 hits

Technology can be directed to provide effective and productive pedagogy in the English language classroom. One of these fairly recent technological platforms for English language teaching and learning is the mobile phone. Also known as m-learning, it offers valuable opportunities for educators to create effective teaching strategies through the utilisation of mobile phones. On the receiving end of this pedagogical strategy are our students, our clients, whose perspectives and attitudes towards m-learning warrant equaly important considerations. Thus, this study was pursued to probe the role of mobile phone for English language learning in the Indonesian context. The study was guided by the theory of connectivism, activity theory, and communities of practice. This case study adopted a mix of qualitative and quantitative means for the purpose of accumulating data with semi-structured interviews and questionnaires as primary research instruments. It was learnt through the study that stude.....

54 hits