EFL TEACHERS’ VOICE ON THEIR PREFERRED STRATEGIES IN TEACHING EFL WRITING DURING THE PANDEMIC: INVESTIGATING THE ROLE OF TECHNOLOGY

Year 2023, Volume: 24 Issue: 3, 330 - 350, 01.07.2023

Bambang Yudi Cahyono , Faizatul Istıqomah Ima Fıtrıyah , Imelda Gozalı

https://doi.org/10.17718/tojde.1175925

Cited By: 1

Abstract

This study endeavored to gain insights into English as a Foreign Language (EFL) preferred strategies in teaching EFL writing during the pandemic, particularly dealing with technology use. Six writing teachers from various universities in East Java, Indonesia, participated in this study. They were asked to respond to interview questions that were based on Lee’s (2017) five categories of technology use in a writing class and Chi’s (2009) Interactive-Constructive-Active-Passive (ICAP) taxonomy levels. Thematic analysis of the interview data revealed that five teachers managed to use technological tools in all five categories of technology usage, with the self- and peer-evaluation categories being the most frequently used. They were also able to conduct activities in all of the ICAP taxonomy levels, although some technical issues and students’ factors hindered the students from being fully engaged in the lessons. Lastly, the experience of integrating technology in the online writing class during the pandemic resulted in a moderately optimistic view by the teachers on technological integration in future onsite classes. It is recommended that the government and educational institutions provide support in terms of infrastructure, facilities, and professional development training in technology usage for teachers, especially for those who teach in remote regions.

Keywords

COVID-19 pandemic, ICAP framework, strategies, technology usage, writing

Supporting Institution

Sayyid Ali Rahmatullah State Islamic University of Tulungagung, State Islamic Institute of Kediri, and Widya Mandala Catholic University of Surabaya

References

• Al-Jarf, R. (2022). Blogging about the Covid-19 pandemic in EFL writing courses. Journal of Learning and Development Studies, 2(1), 01-08.
• Aldaghrı, A. A. & Oraıf, I. M. (2022). The impact of online teaching on students’ engagement in writing during the pandemic of COVID-19. Turkish Online Journal of Distance Education, 23 (3), 216-229. Retrieved from https://dergipark.org.tr/en/pub/tojde/issue/70682/1137290
• Alsmari, N. A. (2019). Fostering EFL students’ paragraph writing using Edmodo. English Language Teaching, 12(10), 44-54. https://doi.org/10.5539/elt.v12n10p44
• Altiparmak, İ. B., & Cebecioğlu, G. (2022). Evaluation of the reflections of pandemic (COVID-19) on university education from the perspective of faculty. Participatory Educational Research, 9(4), 270-288.
• Aniq, L. N., Drajati, N. A., & Fauziati, E. (2021). Unravelling teachers’ beliefs about TPACK in teaching writing during the Covid-19 pandemic. AL-ISHLAH: Jurnal Pendidikan, 13(1), 317-326. https://doi.org/10.35445/alishlah.v13i1.423
• Atapattu, T., Thilakaratne, M., Vivian, R., & Falkner, K. (2019). Detecting cognitive engagement using word embeddings within an online teacher professional development community. Computers & Education, 140, 103594.
• Bestari, A. C. Y., Faiza, D., & Mayekti, M. H. (2020). Instagram caption as online learning media on the subject of extended writing during pandemic of COVID-19. Surakarta English and Literature Journal, 3(1), 9-21.
• Barrot, J. S. (2021). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 1-24. https://doi.org/10.1080/09588221.2021.1936071
• Boudjadar, T. (2015). ICT in the writing classroom: The pros and the cons. International Journal of Applied Linguistics & English Literature, 4(1), 8-13. https://doi.org/10.7575/aiac.ijalel.v.4n.1p.8
• Bui, T. K. L. (2022). The challenges of online writing learning via Microsoft Teams. AsiaCALL Online Journal, 13(1), 132-149.
• Cabrera-Solano, P., Gonzalez-Torres, P., & Ochoa-Cueva, C. (2021). Using Pixton for teaching EFL writing in higher education during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(9), 102-115.
• Chen, T. (2016). Technology-supported peer feedback in ESL/EFL writing classes: A research synthesis. Computer Assisted Language Learning, 29(2), 365-397. https://doi.org/10.1080/09588221.2014.960942
• Chi, M. T. (2009). Active‐constructive‐interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73-105.
• Chi, M. T. (2021). Translating a theory of active learning: An attempt to close the research‐practice gap in education. Topics in Cognitive Science, 13(3), 441-463.
• Chi, M. T., Adams, J., Bogusch, E. B., Bruchok, C., Kang, S., Lancaster, M., ... & Yaghmourian, D. L. (2018). Translating the ICAP theory of cognitive engagement into practice. Cognitive Science, 42(6), 1777-1832.
• Chi, M. T., & Menekse, M. (2015). Dialogue patterns in peer collaboration that promote learning. Socializing intelligence through academic talk and dialogue, 253-264. http: file:///C:/Users/TOSHIBA/Downloads/ChiMenekse.pdf
• Chi, M. T., & Wylie, R. (2014). The ICAP framework: Linking cognitive engagement to active learning outcomes. Educational psychologist, 49(4), 219-243.
• Copeland, C., & Franzese, J. (2021) Using the Technology Acceptance Model to understand attitudes about a Virtual Learning Environment for EFL writing. Korean Journal of General Education, 15(5), 215-227. https://doi.org/10.46392/kjge.2021.15.5.215
• Dal, B. Ö., Güler, D., Tufan, E., & Kaban, A. L. (2021, September). Using Padriseup as a collaborative writing tool in higher education EFL classes. In EDEN Conference Proceedings (No. 1, pp. 1-19).
• Deepika, A., Kandakatla, R., Saida, A., & Reddy, V. B. (2021). Implementation of ICAP principles through technology tools: Exploring the alignment between Pedagogy and Technology. Journal of Engineering Education Transformations, 34(SP ICTIEE), 542-549.
• Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford university press.
• Du, X., Chaaban, Y., Sabah, S., Al-Thani, A. M., & Wang, L. (2020). Active learning engagement in teacher preparation programmes-A comparative study from Qatar, Lebanon and China. Asia Pacific Journal of Education, 40(3), 283-298.
• Fithriani, R., & Alharbi, M. A. (2021). The adoption of Edmodo in a hybrid EFL writing class: What do Indonesian students and lecturers say? Asian EFL Journal, 28(2.3), 38–60.
• Fitria, T. N. (2021). Grammarly as AI-powered English writing assistant: Students’ alternative for writing English. Metathesis: Journal of English Language, Literature, and Teaching, 5(1), 65-78. https://doi.org/10.31002/metathesis.v5i1.3519
• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The internet and higher education, 2(2-3), 87-105.
• Gleason, J. (2014). “It helps me get closer to their writing experience” Classroom ethnography and the role of technology in third-year FL courses. System, 47, 125–138. https://doi.org/10.1016/j.system.2014.09.023
• Henderson, J. B. (2019). Beyond “active learning”: How the ICAP framework permits more acute examination of the popular peer instruction pedagogy. Harvard Educational Review, 89(4), 611-634.
• Jeong, K.-O. (2016). A Study on the integration of Google Docs as a web-based collaborative learning platform in EFL writing instruction. Indian Journal of Science and Technology, 9(39). https://doi.org/10.17485/ijst/2016/v9i39/103239
• Karakaya, F., Adigüzel, M., Üçüncü, G., Çimen, O., & Yilmaz, M. (2021). Teachers’ views towards the effects of COVID-19 pandemic in the education process in Turkey. Participatory Educational Research, 8(2), 17-30.
• Kurtianti, E., Setyaningsih, E., & Drajati, N. A. (2021). Formulating EFL writing lecturers' expectations: Lessons from Islamic tertiary education during the COVID-19 Pandemic. Al-Ishlah: Jurnal Pendidikan, 13(3), 1888-1898.
• Lawson, A. P., & Mayer, R. E. (2021). Benefits of writing an explanation during pauses in multimedia lessons. Educational Psychology Review, 33(4), 1859-1885.
• Lee, I. (2017). Classroom Writing Assessment and Feedback in L2 School Contexts. Springer. https://utpjournals.press/doi/10.3138/cmlr.599
• Li, L. (2018) Integrating technology in ESP: Pedagogical principles and practice. R. Muñoz-Luna & L. Taillefer (Eds.). Integrating Information and Communication Technologies in English for Specific Purposes (Vol. 10). Springer International Publishing. https://doi.org/10.1007/978-3-319-68926-5
• Li, M., & Storch, N. (2017). Second language writing in the age of CMC: Affordances, multimodality, and collaboration. Journal of Second Language Writing, 36, 1-5. https://doi.org/10.1016/j.jslw.2017.05.012
• Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D. & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
• Machili, I., Papadopoulou, I., & Kantaridou, Z. (2020). Effect of strategy instruction on EFL students’ video-mediated integrated writing performance. Journal of Second Language Writing, 48, 100708. https://doi.org/10.1016/j.jslw.2019.100708
• Marissa, K. L. (2021). Using an online social annotation tool in a Content-Based Instruction (CBI) classroom. International Journal of TESOL Studies, 3(2), 5-23.
• Maru, M. G., & Nur, S. (2020). Applying video for writing descriptive text in senior high school in the COVID-19 pandemic transition. International Journal of Language Education, 4(3), 408-419.
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook. Sage.
• Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
• Prasetyawati, O. A., & Ardi, P. (2020). Integrating Instagram into EFL writing to foster student engagement. Teaching English with Technology, 20(3), 40–62.
• Puentedura, R. (2006). Substitution, augmentation, modification, and redefinition (SAMR) model. Ruben R. Puentedura’s Weblog. http://www.hippasus.com/rrpweblog/
• Regan, K., Evmenova, A. S., Sacco, D., Schwartzer, J., Chirinos, D. S., & Hughes, M. D. (2019). Teacher perceptions of integrating technology in writing. Technology, Pedagogy and Education, 28(1), 1-19. https://doi.org/10.1080/1475939X.2018.1561507
• Reynolds, J. A., Cai, V., Choi, J., Faller, S., Hu, M., Kozhumam, A., Schwartzman, J., & Vohra, A. (2020). Teaching during a pandemic: Using high-impact writing assignments to balance rigor, engagement, flexibility, and workload. Ecology and Evolution, 10(22), 12573–12580. https://doi.org/10.1002/ece3.6776
• Roscoe, R. D., Gutierrez, P. J., Wylie, R., & Chi, M. T. (2014). Evaluating lesson design and implementation within the ICAP framework. Boulder, CO: International Society of the Learning Sciences.
• Rosyada, A., & Sundari, H. (2021). Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application. Studies in English Language and Education, 8(2), 710-725.
• Shang, H.-F. (2017). An exploration of asynchronous and synchronous feedback modes in EFL writing. Journal of Computing in Higher Education, 29(3), 496–513. https://doi.org/10.1007/s12528-017-9154-0
• Sheerah, H. A. H., Yadav, M. S., Allah, M. A. E. F., & Abdin, G. J. (2022) Exploring teachers and students’ perceptions towards emergency online learning intensive English writing course during COVID-19 pandemic. Arab World English Journal (AWEJ). (2nd Special Issue on COVID-19 Challenges, pp. 64-84). https://dx.doi.org/10.24093/awej/covid2.5
• Shelvam, H., & Bahari, A. A. (2021). A case study on the ESL upper secondary level students views in engaging with online writing lessons conducted via Google Classroom. LSP International Journal, 8(2), 93-114.
• Stevenson, M., & Phakiti, A. (2014). The effects of computer-generated feedback on the quality of writing. Assessing Writing, 19, 51–65.
• Setyowati, L., Sukmawan, S., & El-Sulukkiyah, A. A. (2021). Learning from home during pandemic: A blended learning for reading to write activity in EFL setting. JEES (Journal of English Educators Society), 6(1), 9-17.
• Stewart, M. K. (2021). Social presence in online writing instruction: Distinguishing between presence, comfort, attitudes, and learning. Computers and Composition, 62, 102669.
• Svyrydjuk, V., Kuzmytska, M., Bogdanova, T., & Yanchuk, O. (2021). Internet resources: Optimization of second language writing skills mastering during COVID-19 pandemic. Arab World English Journal (AWEJ) Special Issue on CALL, (7), 266-278.
• Tarihoran, N., Alhourani, A. Q., Ocaña-Fernandez, Y., Alanya-Beltran, J., & Hernández, R. M. (2022). “CALLing the process of writing": Facebook as language support learning tool in enhancing the EFL learners’ online writing performance. Journal of Language and Linguistic Studies, 18(1), 496-510
• Trevisan, O., & Smits, A. (2021, July). Quality of preservice teachers’(technological) pedagogical reasoning and action during internships. In EdMedia+ Innovate Learning (pp. 293-299). Association for the Advancement of Computing in Education (AACE).
• Tusino, Sukarni, S., & Rokhayati, T. (2021). Hybrid synchronous and asynchronous language learning in writing class: The learners’ psychosocial perspectives in Indonesia. The New Educational Review, 65, 190-199. DOI: 10.15804/tner.2021.65.3.15
• Wekerle, C., Daumiller, M., & Kollar, I. (2020). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 1-17.
• Wen, Y. (2020). Augmented reality enhanced cognitive engagement: Designing classroom-based collaborative learning activities for young language learners. Educational Technology Research and Development, 69(2), 843-860.
• Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers & Education, 128, 227–242. https://doi.org/10.1016/j.compedu.2018.09.024
• Yee, L. Y., & Yunus, M. M. (2021). Collaborative tools in enhancing ESL writing during Covid 19: A systematic review. In International Conference on Business Studies and Education (ICBE), 10 (Vol. 19).
• Zhu, F. (2021). Supporting EFL writing during the pandemic: The effectiveness of data-driven learning in error correction. Asian EFL Journal, 25(5), 8-27.
• Zou, M., Kong, D., & Lee, I. (2021). Teacher engagement with online formative assessment in EFL writing during COVID-19 pandemic: the case of China. The Asia-Pacific Education Researcher, 30(6), 487-498.