The Impacts Of Online Writing On Efl Jordanian Students' Writing Proficiency And Their Perceptions Of It
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Date
2020
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Universiti Malaysia Terengganu
Abstract
English as a Foreign Language (EFL) students embarking on a tertiary education and
pursuing any degree programmes are required to do a lot of serious academic writing
in English. However, writing is one of the most difficult skills to master and naturally
it is much more challenging and taxing for EFL learners. With the advancement of
technology, writing online such as on Facebook and Twitter has become a trendy
pastime for the world population. Regardless of its many benefits such as more
practice, exposure and real time audience, this writing fascination fails to win the
hearts of many EFL teachers as many reportedly argue that online tasks promote
lackadaisical attitude and carelessness among students. Hence, EFL teachers remain
loyal to the traditional writing practices in class. This study draws upon the theories
on learning and motivation and argues that the improvement in language
performance or lack of it is highly influenced by the time to write, real audience and
constructive feedbacks all of which could reduce writing anxiety that is the
delimiting factor in EFL classrooms. The study employs a quasi-experimental design
in which 90 participants were selected purposively from Al-Husain University
Jordan. They were divided into two equal groups, experimental group and control
group, with 45 participants per group. Participants were introduced to one of the
online writing platforms which in the study were Edmodo. They were taught to use
the tools in Edmodo and later write English essays on them and submit online. Their
essays were available for others to read. The data were collected through quantitative
and qualitative instruments which included pre and post writing tests, survey
questionnaires and semi-structured interviews.
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PE 1115 .K4 2020