Using Edmodo as a Social Platform to teach EFL Writing for Preparatory School Students

Yıl 2021, , 17 - 33, 27.04.2021

Turan Paker , Nurgül Doğan

https://doi.org/10.31464/jlere.850794

Cited By: 1

Öz

This study aimed to identify the perceptions of preparatory school students studying in the School of Foreign Languages in a state university towards using Edmodo to improve their writing skill in English. The participants were 52 students who used Edmodo together with Google Docs collaboratively and interactively for their nine collaborative and individual writing tasks. Besides, the teacher has uploaded some course materials onto Edmodo to support their learning process. The students have studied various EFL writing tasks for one semester through Edmodo. In order to collect the data, convergent parallel design of mixed design was adopted. Quantitative and qualitative data were collected and analysed separately, then they were classified and interpreted together. The results revealed that the participants highly favoured using Edmodo for their writing classes and found it very useful and enjoyable, and they also pointed out that using Edmodo interactively helped them develop their writing skill. In addition, they highly appreciated the e-portfolio function of Edmodo since it has provided easy access to their previous tasks and related feedback.

Anahtar Kelimeler

Collaborative Writing, Social Constructivism, Edmodo, e-portfolio, Google Docs

Kaynakça

• Brown, H.D., & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th Edition). USA: Pearson.
• Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd Ed.). The USA: Sage.
• Elola, I., & Oskoz, A. (2010). Collaborative writing: fostering foreign language and writing conventions development. Language Learning & Technology, 14(3), 51–71. EJ907767.
• Hamutoğlu, N. B. &Kıyıcı, M. (2017). Bir eğitsel sosyal ağ olarak Edmodo’nun yükseköğretimde kullanımına yönelik öğrenci görüşlerinin incelenmesi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 322-343. https://doi.org/10.24315/trkefd.290573
• Harasim, L. (2012) Learning theory and online technologies. New York/London: Routledge.
• Kayacan, A., & Razı, S. (2017). Digital self-review and anonymous peer feedback in Turkish high school EFL writing. Journal of Language and Linguistic Studies, 13(2), 561-577. https://dergipark.org.tr/tr/download/article-file/440790
• Klimova, B. F. (2014). Approaches to the teaching of writing skills. Procedia-Social and Behavioral Sciences (112), 147-151. https://doi.org/10.1016/j.sbspro.2014.01.1149
• Kongchan, C. (2013). How Edmodo and Google Docs can change traditional classrooms. The European Conference on Language Learning 2013 Official Conference Proceedings 2013. Retrieved on 13.04.2018 from http://iafor.info/archives/offprints/ecll2013offprints/ECLL2013_0442.pdf.
• Manowong, S. (2016). Undergraduate Students’ Perceptions of Edmodo as a Supplementary Learning Tool in an EFL classroom. Silpakorn University Journal Social Sciences, Humanities and Arts Vol. 16(2), 137-161. Retrieved on 17.04.2018 from http://www.thaiscience.info/ journals/Article/SUIJ/10984811.pdf
• Pop, A. (2013). Edmodo e-portfolios in EFL – A case study. The 8th International Conference on Virtual Learning ICVL 2013. Retrieved on 17.04.2018 from http://c3.icvl.eu/disc/2013/icvl/documente/pdf/intel/ICVL_IntelEducation_paper8.pdf
• Prensky, M. (2001). Digital natives, digital immigrants, part 1, On the Horizon, 9(5), 1-6. https:// doi.org/10.1108/10748120110424816
• Purnawarman, P., Susilawati, &Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5 (2), 242- 252. https://doi.org/10.17509/ijal.v5i2.1348
• Seyyedrezaie, Z. S., Ghonsooly, B., Shahriari, H.,&Fatemi, H. H. (2016). Mixed methods analysis of the effect of Google Docs environment on EFL Learners’ writing performance and causal attributions for success and failure. Turkish Online Journal of Distance Education (TOJDE), (17), 90-110. Retrieved on 17.04.2018 from http://dergipark.ulakbim.gov.tr/tojde/article/viewFile/ 5000196874/5000170473
• Stacey, E. (1999). Collaborative learning in an online environment. Journal of Distance Education, 14(2), 14–33. Retrieved on 17.04.2018 from http://www.ijede.ca/index.php/jde/article/view/154/379
• Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173. https://doi.org/10.1016/j.jslw.2005.05.002
• Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge, Mass: Harvard University Press.
• Woodrich, M., & Fan, Y. (2017). Google Docs as a tool for collaborative writing in the middle school classroom. Journal of Information Technology Education: Research, 16, 391-410. Retrieved from http://jite.org/documents/Vol16/JITEv16ResearchP391-410Woodrich3331.pdf
• Wu, H. J., & Wu, P. L. (2011). Learners' perceptions on the use of blogs for EFL learning. US-China Education Review, 1(3), 323-330.