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All Journal DIKSI Script Journal: Journal of Linguistic and English Teaching
Gita Mutiara Hati
University of Limerick
Arts Humanities Languange, Linguistic, Communication & Media

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Collaborative Online Writing: Students’ Perspectives and Their Actual Writing Performance Syamdianita Syamdianita; Gita Mutiara Hati
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.1902

Abstract

Background: This study explores a topic that has not received enough attention in the literature: the relationship between EFL students' perceptions of online collaborative writing and their actual writing performance. Few studies have specifically looked at how learners' self-assessments match quantifiable writing outcomes, despite prior research emphasizing the advantages of collaborative writing for language development. Methodology: 91 Indonesian EFL undergraduate students took part in this study by working together to write an argumentative essay while receiving online instruction. Open-ended surveys, self-perception questionnaires, documentation of online collaborative interactions, and student essays were used to gather data. Findings: According to both quantitative and qualitative analyses, the majority of students had favorable opinions about collaborative writing and thought it improved their speaking and writing confidence. Statistical analysis, however, revealed no meaningful relationship between students' assessments of themselves and their actual writing abilities. Conclusion: These results underline the need for more reflective and feedback-rich writing instruction in EFL contexts by indicating that students may misjudge their own writing abilities. Originality: The originality of this study lies in its dual focus on EFL students' self-perceptions and their actual writing performance within an online collaborative writing context. Unlike previous research that typically examines these aspects separately, this study uniquely correlates self-assessment with quantifiable writing outcomes, particularly in the demanding genre of argumentative writing. Conducted in an Indonesian EFL setting during remote learning, it highlights important cultural and technological influences often overlooked in similar studies. Thus, it provides a novel perspective on the gap between students' perceived and actual writing abilities in online collaborative environments.
Virtual reality implementation for enhanced listening skills learning: A study of student engagement Nafri Yanti; Arono Arono; Edi Susanto; Fina Hiasa; Kastam Syamsi; Nur Hidayah; Gita Mutiara Hati
Diksi Vol. 34 No. 2026: DIKSI (SEPTEMBER 2026)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v34i1.77695

Abstract

The need to adopt more innovative and interactive learning technologies is becoming increasingly important in the digital era. Virtual Reality (VR) technology has emerged as a potential solution to improve the quality of learning in higher education. This study aims to investigate the effectiveness of implementing VR to enhance student engagement and learning outcomes in listening skills courses. It was hypothesized that the immersive VR experience would significantly improve motivation and understanding compared to conventional methods. The research adopted a pre-experimental quantitative design with a one-group pretest and post-test-only method, complemented by descriptive analysis. The respondents were 33 undergraduate students at the University of Bengkulu taking listening skills courses. Data were collected through pre-test and post-implementation tests (for outcome comparison), quantitative questionnaires (for engagement and motivation), and interviews. The VR content utilized a 360-degree video simulation from local tourist attractions in Bengkulu City, specifically designed as a stimulus for critical listening practice. The results showed that students gave an overwhelmingly positive assessment, with the average response score across all measured components (novelty, effectiveness, motivation, engagement, immersiveness, and content understanding) exceeding 4.20 on a 5-point Likert scale. Specifically, content understanding and motivation scored 4.33, confirming the positive impact. These findings indicate that VR technology significantly enhances the quality of listening instruction by fostering engagement and deeper content understanding. However, this study still has limitations, such as the small number of respondents and limited knowledge of VR technology. Although challenges related to technology adaptation and infrastructure persist, VR demonstrates great potential as an effective, immersive pedagogical tool in higher education.
Co-Authors Agus Susanta Arono Arono Fina Hiasa Kastam Syamsi Nafri Yanti Nur Hidayah Syamdianita Syamdianita, Syamdianita