The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners
Learners today anticipate some form of blended instruction using technology. This study investigated the effectiveness of scaffolding writing using Facebook in a blended learning ESL class. A qualitative study was chosen to gather data from the subjects from a rural secondary school in Malaysia. T...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2017
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| Online Access: | http://journalarticle.ukm.my/12857/1/20559-65554-1-PB.pdf |
| _version_ | 1796931758369800192 |
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| author | Abdul Hameed Abdul Majid, Siti Hamin Stapa, |
| author_facet | Abdul Hameed Abdul Majid, Siti Hamin Stapa, |
| author_sort | Abdul Hameed Abdul Majid, |
| collection | UKM |
| description | Learners today anticipate some form of blended instruction using technology. This study investigated the
effectiveness of scaffolding writing using Facebook in a blended learning ESL class. A qualitative study was
chosen to gather data from the subjects from a rural secondary school in Malaysia. The subjects were divided
into experimental and control groups. The study then continued for 12 weeks beginning with a pre-test for both
groups. The experimental group (blended learning class) went through traditional instruction in the classroom
and scaffolding using Facebook after school hours. The control group went through only traditional classroom
instruction. A post-test was administered at the end of 14 weeks to determine the effects of the treatment on the
experimental group. All essays written by the participants in both groups in the pre-test and post-test were
examined in order to see the difference in the ability to produce descriptive patterns. The findings revealed that
the participants favoured the use of blended learning as a learning method compared to mere traditional
strategy. They also opined that scaffolding-using Facebook enabled them to learn better and improve their
writing process and writing performance. Content analysis on the essays written by participants revealed a
marked improvement among the experimental group. The implications of this study suggest that Facebook or
any online platform should be integrated in the teaching and learning of writing in the ESL classroom. |
| first_indexed | 2024-03-06T04:22:47Z |
| format | Article |
| id | ukm.eprints-12857 |
| institution | Universiti Kebangsaan Malaysia |
| language | English |
| last_indexed | 2024-03-06T04:22:47Z |
| publishDate | 2017 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| record_format | dspace |
| spelling | ukm.eprints-128572019-05-07T14:30:56Z http://journalarticle.ukm.my/12857/ The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners Abdul Hameed Abdul Majid, Siti Hamin Stapa, Learners today anticipate some form of blended instruction using technology. This study investigated the effectiveness of scaffolding writing using Facebook in a blended learning ESL class. A qualitative study was chosen to gather data from the subjects from a rural secondary school in Malaysia. The subjects were divided into experimental and control groups. The study then continued for 12 weeks beginning with a pre-test for both groups. The experimental group (blended learning class) went through traditional instruction in the classroom and scaffolding using Facebook after school hours. The control group went through only traditional classroom instruction. A post-test was administered at the end of 14 weeks to determine the effects of the treatment on the experimental group. All essays written by the participants in both groups in the pre-test and post-test were examined in order to see the difference in the ability to produce descriptive patterns. The findings revealed that the participants favoured the use of blended learning as a learning method compared to mere traditional strategy. They also opined that scaffolding-using Facebook enabled them to learn better and improve their writing process and writing performance. Content analysis on the essays written by participants revealed a marked improvement among the experimental group. The implications of this study suggest that Facebook or any online platform should be integrated in the teaching and learning of writing in the ESL classroom. Penerbit Universiti Kebangsaan Malaysia 2017 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12857/1/20559-65554-1-PB.pdf Abdul Hameed Abdul Majid, and Siti Hamin Stapa, (2017) The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 23 (4). pp. 77-88. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1059 |
| spellingShingle | Abdul Hameed Abdul Majid, Siti Hamin Stapa, The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners |
| title | The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners |
| title_full | The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners |
| title_fullStr | The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners |
| title_full_unstemmed | The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners |
| title_short | The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners |
| title_sort | use of scaffolding technique via facebook in improving descriptive writing among esl learners |
| url | http://journalarticle.ukm.my/12857/1/20559-65554-1-PB.pdf |
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