Research Article
Year 2019,
Volume: 20 Issue: 4, 99 - 116, 01.10.2019
Abstract
Blended learning is a combination of traditional and technology-enhanced learning. Social networks services can be used in blended learning settings as they support collaboration, resource sharing, and socialization. Edmodo is an educational social network which can facilitate the development of second or foreign language skills. This study intended to investigate the effects of blended learning through implementing Edmodo mobile application on the academic writing proficiency and perceptions of Iranian intermediate EFL learners in higher education. This quasi-experimental research followed a mixed method design. The results indicated that it was possible to integrate Edmodo mobile application into essay writing class successfully since the experimental group who practiced collaborative essay writing through Edmodo mobile application outperformed the control group regarding writing proficiency in general as well as such aspects as organization, vocabulary, and mechanics of writing. The qualitative analysis of follow-up interviews revealed that majority of students had positive opinions and perceived it as an innovative, engaging and helpful activity. Blended Language Learning is a promising area in the field of TEFL, and as such it is crucial for teachers to keep their teaching methodologies and techniques compliant with the technology developments of 21st century.
References
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International Journal of Language Education and Applied Linguistics 39, 48-39. Al-Jarf, R. (2005). Using three online course management systems in EFL instruction. Paper presented at The 4th Asia CALL Conference. Sorabol College, Geongju, South Korea. Retrieved September 15, 2018, fromhttp://files.eric.ed.gov/ fulltext/ ED497937.pdf Al-Khatiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi secondary school EFL instruction, attitudes and challenges. English Language Teaching, 8 (1), 189-204. Almaini, Y. (2013). Issues in integrating information technology in learning and teaching EFL: The Saudi experience. Merit Search Journal of Education and Review, 1 (5), 107-111. Al-Rahmi, W. M., & Othman, M. S. (2013). The impact of social media use on academic performance among university students: A pilot study. Journal of Information Systems Research and Innovation, 4(2), 1–10. Al-Said, KH. M. (2015). Students’ perceptions of Edmodo and mobile learning and their real barriers towards them. Turkish Online Journal of Educational Technology, 14 (2), 167-180. Alseweed, M. (2009). Attitudes of Saudi secondary school level students towards learning of English as a foreign language. Journal of Arabic and Human Sciences, 2 (1), 9-22. Alshawil, SH. T., & Alhomoud, F.A. (2016). The impact of using Edmodo on Saudi university EFL students’ motivation and teacher-student communication. International Journal of Education, 8 (4), Bahce, A., & Taslaci, N. (2009). Learners’ perception of blended writing class: blog and face-to-face. Turkish Online Journal of Distance Education, 10 (4), 188-202. Bates, T. (2005).Technology, e-learning, and distance education. Oxon: Routledge. Bersin, J. (2004). The blended learning book. San Fransisco: Pleiffer. Biggs, J. (1999). What the student does: teaching for enhanced learning. Higher Education Research and Development, 18 (1), 57-75. http://dx.doi.org/10.1080/0729436990180105 Bonk, C. J., & Graham, C. R. (Eds.). (2005). Handbook of blended learning: global perspectives, local designs. San Francisco: Pfeiffer Publishing. Bozanta, A., & Mardikyan, S. (2017). The effects of social media use on collaborative learning: A case of turkey. Turkish Online Journal of Distance Education, 18 (1), 96-110. Brady, P., Holcomb, B., & Smith, B. (2010). The use of alternative social networking sites in higher educational settings: A case study of the E-learning benefits of Ning in education. Journal of Interactive Online Learning, 9(2), 151-170. Chandler, P. D., & Redman, C. (2013). Teaching teachers for the future: Modelling and exploring immersive personal learning networks. Australian Educational Computing, 27(3), 54–62. Clark, R.K., & Mayer, R.E. (2011). E-learning and the science of instruction. San Francisco: Pleiffer. 114 Cohen, L., Manion, L., & Morrison, K. (2007). 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Janpho, J., Chaeturat, C., Multa, D., Harnburut, K., & Kwangsawad, T. (2010). Enhancing English writing skill by using online social network Edmodo. Journal of Education Mahasarakhan University, 4 (4), 707-712. Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179–187. doi:10.1016/j.iheduc.2010.07.003 Karyawati, A. (2014). A descriptive study on the use of Edmodo website for English teaching and learning process in Salatiga State Institute for Islamic studies. (Unpublished master’s thesis). Salatiga: Salatiga State Institute for Islamic Studies. 115 Kirkwood, A., & Price, L. (2005). Learners and learning in the twenty-first century: What do we know about students’ attitudes towards and experiences of Information and communication technologies that will help us design courses?. Studies in Higher Education 30, (3), 257-274. Kirkwood, A. (2008). Getting it from the Web: Why and how online resources are used by independent undergraduate learners. Journal of Computer Assisted Learning, 24, 372–382. http://10.1111/ j.1365-2729.2007.00265.x. Koçak-Usluel, Y., & Mazman, S. G. (2009). Adoption of Web 2.0 tools in distance education. International Journal of Human Sciences, 6 (2), 90-98. Kongchan, C. (2012). How a non-digital-native teacher makes use of Edmodo. Paper Presented at International Conference ICT for Language Learning 5th Edition. Retrieved on 23 February 2018 from https://conference.pixelonline.net/conferences/ ICT4LL2012/common/download/Paper_ pdf/90-IBT18-FP-Kongchan-ICT2012.pdf. Kongchan, C. (2013). How Edmodo and Google docs can change traditional classrooms. Proceedings of the European Conference on Language Learning 2013. Retrieved 23 February 2017 from http:// iafor. org/archives/offprints/ecll2013-offprints/ECLL2013_0442.pdf. Lara, V.D. (2013). The improvement of writing based on a genre approach through the use of an e-learning platform (Unpublished master’s thesis). University of Veracruz, Veracruz Lawson, T. J., Kleinholz, S. A., & Bodle, J. H. (2011). Using Facebook to connect alumni, current students, and faculty: A how-to guide. Teaching of Psychology, 38(4), 265–268. doi:10.1177/0098628311421327 Mack, D., Behler, A., Roberts, B., & Rimland E. (2007). Reaching students with Facebook: Data and best practices. Electronic Journal of Academic and Special Librarianship, 8 (2). Manowong, S. (2016). Undergraduate students’ perceptions of Edmodo as a supplementary learning tool in an EFL classroom’. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 16 (2), 137-162. Masalela, R. K. (2009). Potential benefits and complexities of blended learning in higher education: the case of the University of Botswana. Turkish Online Journal of Distance Education, 10 (1), 66-82. Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computermediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17. doi:10.1080/03634520601009710 Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009). The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175–183. doi:10.1080/17439880902923655 Mokhta, F. A., & Dzakiria, H. (2015). Illuminating the potential of Edmodo as an interactive virtual learning platform for English language learning and teaching. Malaysian Journal of Distance Education, 17 (1), 83−98. Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49 (3), 581-596. Noviana, O., Rufinus, A., & Bunau, E. (2015). The effective use of Edmodo in writing a narrative text in senior high school. Jurnal Pendidikan dan Pembelajaran, 4 (11), 3-17. Oxford Placement Test (2001). Retrieved from http://www.vhsaschaffenburg.de/ cms/media/download/238/ oxford-test.pdf. Paulsen, M.F. (2003). Experiences with learning management systems in 113 European institutions. Educational Technology & Society, 6 (4), 134-148. Potter, J. (2006). Carnival Visions: Digital Creativity in Teacher Education. Learning Media and Technology, 31 (1), 51-66. Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5 (2), 242-252. Ritchie, J., & Spencer, L. (2002). Qualitative data analysis for applied policy research. In A.M. Huberman & M.B. Miles (Eds), The qualitative researcher’s companion (pp. 305-329). London: Sage Publications. 116 Ritchie, S. M. & Rigano, D. L. (2007). Writing together metaphorically and bodily side-by-side: An inquiry into collaborative academic writing. Reflective Practice, 8 (1), 123–135. http://doi. org/10.1080/14623940601139087 Robertson, C. (2008). Integration of Moodle Course Management System (CMS) into an EFL writing class. The JALT CALL Journal, 4(1), 53-59. Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Vince, J. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13 (3), 134–140. Rosenberg, M.J. (2001). E-learning: strategies for delivering knowledge in the digital age. New York: McGrawHill-Professional. Sandu, R. (2015, March). Expectation and reality: Inside an Edmodo EFL classroom. Paper presented at INTED2015 Conference. Madrid, Spain Spika, P. (2002). Approximately “real world” learning with the Hybrid Model. Teaching with Technology Today, 8(6). Stafford, T.F., Stafford, M.R., & Schkade, L.L. (2004). Determining uses and gratifications for the Internet. Decision Sciences, 35 (2), 259-285. Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20 (3), 253-270. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage. Thongmak, M. (2013). Social network system in classroom: Antecedents of Edmodo. Journal of E-learning and Higher Education,2013, 1-15. Tsai, Y., & Ernst, C. (2009). The model and implementation of a Course-Management-System (CMS)- assisted EFL reading strategy instruction. International Journal on Digital Learning Technology, 1(3), 203-223. Tsiakyroudi, M. (2018). Exploring the effectiveness of Edmodo on Greek EFL B1 learners’ motivation to write. Research Papers in Language Teaching and Learning, 9 (1), 96-112. Vernadakis, N., Giannousi, M., Tsitskari, E., Antoniou, p., & Kioumourtzoglou, E. (2012). A comparison of student satisfaction between traditional and blended technology course offerings in physical education. 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Year 2019,
Volume: 20 Issue: 4, 99 - 116, 01.10.2019
Abstract
References
- Abadi, B.B.S., Ahmadi, S.D., & Mehrdad, A.G. (2015).The effect of Edmodo on EFL learners’ writing performance. International Journal of Educational Investigations, 2, 88-97. About Edmodo. (n.d.). Retrieved from https://www.edmodo.com/about. Adas, D., Bakir, A. (2013). Writing difficulties and new solutions: Blended learning as an approach to improve writing abilities. International Journal of Humanities and Social Science, 3 (9), 254-266. Al Shammari, M. (2007). Saudi English as a foreign language learners’ attitudes toward computer-assisted language learning (Unpublished Doctoral Dissertation). West VirginiaUniversity, USA. Retrieved August 28, 2018, from http://wvuscholar.wvu.edu:8881/ Alebaikan, R., & Troudi, S. (2010). Blended learning in Saudi universities: Challenges and perspectives. ALT-J, Research in Learning Technology, 18 (1), 49-59. Ali, Z. (2015). A case study of tertiary students’ experiences using Edmodo in language learning. International Journal of Language Education and Applied Linguistics 39, 48-39. Al-Jarf, R. (2005). Using three online course management systems in EFL instruction. Paper presented at The 4th Asia CALL Conference. Sorabol College, Geongju, South Korea. Retrieved September 15, 2018, fromhttp://files.eric.ed.gov/ fulltext/ ED497937.pdf Al-Khatiri, F. (2015). Beyond the classroom walls: Edmodo in Saudi secondary school EFL instruction, attitudes and challenges. English Language Teaching, 8 (1), 189-204. Almaini, Y. (2013). Issues in integrating information technology in learning and teaching EFL: The Saudi experience. Merit Search Journal of Education and Review, 1 (5), 107-111. Al-Rahmi, W. M., & Othman, M. S. (2013). The impact of social media use on academic performance among university students: A pilot study. Journal of Information Systems Research and Innovation, 4(2), 1–10. Al-Said, KH. M. (2015). Students’ perceptions of Edmodo and mobile learning and their real barriers towards them. Turkish Online Journal of Educational Technology, 14 (2), 167-180. Alseweed, M. (2009). Attitudes of Saudi secondary school level students towards learning of English as a foreign language. Journal of Arabic and Human Sciences, 2 (1), 9-22. Alshawil, SH. T., & Alhomoud, F.A. (2016). The impact of using Edmodo on Saudi university EFL students’ motivation and teacher-student communication. International Journal of Education, 8 (4), Bahce, A., & Taslaci, N. (2009). Learners’ perception of blended writing class: blog and face-to-face. Turkish Online Journal of Distance Education, 10 (4), 188-202. Bates, T. (2005).Technology, e-learning, and distance education. Oxon: Routledge. Bersin, J. (2004). The blended learning book. San Fransisco: Pleiffer. Biggs, J. (1999). What the student does: teaching for enhanced learning. Higher Education Research and Development, 18 (1), 57-75. http://dx.doi.org/10.1080/0729436990180105 Bonk, C. J., & Graham, C. R. (Eds.). (2005). Handbook of blended learning: global perspectives, local designs. San Francisco: Pfeiffer Publishing. Bozanta, A., & Mardikyan, S. (2017). The effects of social media use on collaborative learning: A case of turkey. Turkish Online Journal of Distance Education, 18 (1), 96-110. Brady, P., Holcomb, B., & Smith, B. (2010). The use of alternative social networking sites in higher educational settings: A case study of the E-learning benefits of Ning in education. Journal of Interactive Online Learning, 9(2), 151-170. Chandler, P. D., & Redman, C. (2013). Teaching teachers for the future: Modelling and exploring immersive personal learning networks. Australian Educational Computing, 27(3), 54–62. Clark, R.K., & Mayer, R.E. (2011). E-learning and the science of instruction. San Francisco: Pleiffer. 114 Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). USA, New York, Routledge. Conole, G., & Dyke, M., (2004). What are the affordances of information and communication technologies?. ALT-J, Research in Learning Technology 12 (2), 113-124. http://doi.org/ 10.1080/0968776042000216183 Crowe, A., & MacDonald, C. (2013). Using technology in Social Studies. Journal of the Research Center for Educational Technology, 9(1). 67-78. Delacruz, S. (2013). Online reading response using Edmodo. The Florida Reading Journal, 49 (2), 9-12. Ekici, M., & Kiyici, M. (2012). Sosyal aglarin egitim baglaminda kullanimi [Using social networks in educational context]. Usak Universitesi Sosyal Bilimler Dergisi, 5(2), 156–167. Enriquez, M. A. S. (2014, March). Students’ perceptions on the effectiveness of the use of Edmodo as a supplementary tool for learning. Paper presented at DLSU Research Congress, De La Salle University, Manila, Philippines. Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English language learners through technology. Oxon: Routledge. Fakhir, Z. (2015). The impact of Blended Learning on the achievement of the English language students and their attitudes towards it. (Unpublished master’s thesis). Middle East University, Amman. Forkosh-Baruch, A., & Hershkovitz, A. (2012). A case study of Israeli higher-education institutes sharing scholarly information with the community via social networks. TheInternet and Higher Education, 15(1), 58–68. doi:10.1016/j.iheduc.2011.08.003 Ghahari, SH. & Ameri-Golestan, A. (2013). The effect of blended learning vs. classroom learning technique on Iranian EFL learners’ writing. International Journal of Foreign Lnaguage Teaching and Researching, 1 (3), 77-86. Grosseck, G. (2009). To use or not to use web 2.0 in higher education?. Procedia Social and Behavioral Sciences, 1, 478-482. Grosseck, G., Bran, R., & Tiru, L. (2011). Dear teacher, what should I write on my wall? A ,case study on academic uses of Facebook. Procedia - Social and Behavioral Sciences, 15(2011), 1425–1430. doi:10.1016/j.sbspro.2011.03.306 Hariri, R. O., & Bahanshal, D. A. (2015). Maximizing L2 interaction through using Edmodo in Saudi EFL classrooms, International Journal of Linguistics, Literature and Culture, 2 (4), 48- 60. Hedgcock, J. & N. Leftkowitz. (1992). Collaborative oral/aural revision in foreign language writing instruction. Journal of Second Language Writing,1 (3), 275-276. Hung, H.-T., & Yuen, S. C.-Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703–714. doi:10.1080/13562517.2010.507307 Isiguzel, B. (2014). The blended learning environment on the foreign language learning process: A balance for motivation and achievement. Turkish Online Journal of Distance Education, 15 (3) 108-121. Jacob, A. M. (2011). Benefits and barriers to the hybridization of schools. Journal of Education Policy, Planning, and Administration, 1 (10), 61-82. Janpho, J., Chaeturat, C., Multa, D., Harnburut, K., & Kwangsawad, T. (2010). Enhancing English writing skill by using online social network Edmodo. Journal of Education Mahasarakhan University, 4 (4), 707-712. Kabilan, M. K., Ahmad, N., & Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179–187. doi:10.1016/j.iheduc.2010.07.003 Karyawati, A. (2014). A descriptive study on the use of Edmodo website for English teaching and learning process in Salatiga State Institute for Islamic studies. (Unpublished master’s thesis). Salatiga: Salatiga State Institute for Islamic Studies. 115 Kirkwood, A., & Price, L. (2005). Learners and learning in the twenty-first century: What do we know about students’ attitudes towards and experiences of Information and communication technologies that will help us design courses?. Studies in Higher Education 30, (3), 257-274. Kirkwood, A. (2008). Getting it from the Web: Why and how online resources are used by independent undergraduate learners. Journal of Computer Assisted Learning, 24, 372–382. http://10.1111/ j.1365-2729.2007.00265.x. Koçak-Usluel, Y., & Mazman, S. G. (2009). Adoption of Web 2.0 tools in distance education. International Journal of Human Sciences, 6 (2), 90-98. Kongchan, C. (2012). How a non-digital-native teacher makes use of Edmodo. Paper Presented at International Conference ICT for Language Learning 5th Edition. Retrieved on 23 February 2018 from https://conference.pixelonline.net/conferences/ ICT4LL2012/common/download/Paper_ pdf/90-IBT18-FP-Kongchan-ICT2012.pdf. Kongchan, C. (2013). How Edmodo and Google docs can change traditional classrooms. Proceedings of the European Conference on Language Learning 2013. Retrieved 23 February 2017 from http:// iafor. org/archives/offprints/ecll2013-offprints/ECLL2013_0442.pdf. Lara, V.D. (2013). The improvement of writing based on a genre approach through the use of an e-learning platform (Unpublished master’s thesis). University of Veracruz, Veracruz Lawson, T. J., Kleinholz, S. A., & Bodle, J. H. (2011). Using Facebook to connect alumni, current students, and faculty: A how-to guide. Teaching of Psychology, 38(4), 265–268. doi:10.1177/0098628311421327 Mack, D., Behler, A., Roberts, B., & Rimland E. (2007). Reaching students with Facebook: Data and best practices. Electronic Journal of Academic and Special Librarianship, 8 (2). Manowong, S. (2016). Undergraduate students’ perceptions of Edmodo as a supplementary learning tool in an EFL classroom’. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 16 (2), 137-162. Masalela, R. K. (2009). Potential benefits and complexities of blended learning in higher education: the case of the University of Botswana. Turkish Online Journal of Distance Education, 10 (1), 66-82. Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computermediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17. doi:10.1080/03634520601009710 Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2009). The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175–183. doi:10.1080/17439880902923655 Mokhta, F. A., & Dzakiria, H. (2015). Illuminating the potential of Edmodo as an interactive virtual learning platform for English language learning and teaching. Malaysian Journal of Distance Education, 17 (1), 83−98. Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49 (3), 581-596. Noviana, O., Rufinus, A., & Bunau, E. (2015). The effective use of Edmodo in writing a narrative text in senior high school. Jurnal Pendidikan dan Pembelajaran, 4 (11), 3-17. Oxford Placement Test (2001). Retrieved from http://www.vhsaschaffenburg.de/ cms/media/download/238/ oxford-test.pdf. Paulsen, M.F. (2003). Experiences with learning management systems in 113 European institutions. Educational Technology & Society, 6 (4), 134-148. Potter, J. (2006). Carnival Visions: Digital Creativity in Teacher Education. Learning Media and Technology, 31 (1), 51-66. Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5 (2), 242-252. Ritchie, J., & Spencer, L. (2002). Qualitative data analysis for applied policy research. In A.M. Huberman & M.B. Miles (Eds), The qualitative researcher’s companion (pp. 305-329). London: Sage Publications. 116 Ritchie, S. M. & Rigano, D. L. (2007). Writing together metaphorically and bodily side-by-side: An inquiry into collaborative academic writing. Reflective Practice, 8 (1), 123–135. http://doi. org/10.1080/14623940601139087 Robertson, C. 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Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | October 1, 2019 |
| Submission Date | December 10, 2018 |
| Published in Issue | Year 2019 Volume: 20 Issue: 4 |