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Collective scaffolding in virtual collaborative writing: A study during emergency remote teaching in Indonesia Hanna Sundari; Rina Husnaini Febriyanti
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Along with online education and emergency remote teaching trends during the COVID-19 pandemic, collective scaffolding within virtual collaboration in an academic writing course is still under investigation. To fill the gap, this present study explored to what extent the collective scaffolding provided in virtual collaborative writing helped learners complete writing tasks and examined EFL university students’ responses to this learning activity. Guided by a qualitative case study design framework, 43 EFL university students, who attended an academic writing course, voluntarily participated in the study. The data were collected through multiple sources during the virtual writing course, such as students’ work artifacts (photographs and descriptions), an online questionnaire, and teacher’s written reflective journals of Zoom class video recordings as the research instruments. A thematic analysis with a category system was applied to answer the formulated research questions. The findings reveal that collective scaffolding occurred during collaborative writing in the text co-construction during the writing process. Further, collaborative writing allowed L2 improvements, mutual support, and contribution. Additionally, the activity of assisting and monitoring by the teacher was still significant during group deliberation and text development. Although technology-assisted collaborative writing sounds possible and affordable, a few students felt disappointed as they experienced some technological constraints and unexpected group dynamics. Some groups successfully achieved the tasks and social dimensions easily; while others needed a longer time to reach the group development and text productivity.

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application Amrina Rosyada; Hanna Sundari
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? Fakhrurrazi M. Amin; Hanna Sundari
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality. However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? Fakhrurrazi M. Amin; Hanna Sundari
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16929

The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality. However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application Amrina Rosyada; Hanna Sundari
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.18374

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

Collective scaffolding in virtual collaborative writing: A study during emergency remote teaching in Indonesia Hanna Sundari; Rina Husnaini Febriyanti
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.25039

Along with online education and emergency remote teaching trends during the COVID-19 pandemic, collective scaffolding within virtual collaboration in an academic writing course is still under investigation. To fill the gap, this present study explored to what extent the collective scaffolding provided in virtual collaborative writing helped learners complete writing tasks and examined EFL university students’ responses to this learning activity. Guided by a qualitative case study design framework, 43 EFL university students, who attended an academic writing course, voluntarily participated in the study. The data were collected through multiple sources during the virtual writing course, such as students’ work artifacts (photographs and descriptions), an online questionnaire, and teacher’s written reflective journals of Zoom class video recordings as the research instruments. A thematic analysis with a category system was applied to answer the formulated research questions. The findings reveal that collective scaffolding occurred during collaborative writing in the text co-construction during the writing process. Further, collaborative writing allowed L2 improvements, mutual support, and contribution. Additionally, the activity of assisting and monitoring by the teacher was still significant during group deliberation and text development. Although technology-assisted collaborative writing sounds possible and affordable, a few students felt disappointed as they experienced some technological constraints and unexpected group dynamics. Some groups successfully achieved the tasks and social dimensions easily; while others needed a longer time to reach the group development and text productivity.

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