Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning

By Ru-Chu Shih. 2011

446 citations recorded by the source corpus.

The goal of this study was to investigate the effect of integrating  Facebook and peer assessment with college English writing class instruction through a blended teaching approach. This blended approach consisted of one-third of a semester of classroom instruction and two-thirds of a semester combining  Facebook , peer assessment, and classroom instruction. The subjects were 23 first-year students majoring in English at a technological university in Taiwan participating in an 18 week English writing class. The students were divided into three groups with three  Facebook platforms. Both quantitative and qualitative approaches were employed in the study. Research instruments included pre-test and post-test of English writing skills, a self-developed survey questionnaire, and in-depth student interviews. The findings suggest that incorporating peer assessment using  Facebook in learning English writing can be interesting and effective for college-level English writing classes. Students can improve their English writing skills and knowledge not only from the in-class instruction but also from cooperative learning. In addition, this  Facebook integrated instruction can significantly enhance students' interest and motivation. Finally, the findings may provide useful instructional strategies for teachers of ESL English writing courses.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2815be589cda2ac81a2b641aac81a17dcf4a8275

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Shulin Yu
2. Icy Lee
3. Jie-Chi Yang
4. W. Wu
5. Tosh Yamamoto
6. Josh McCarthy
7. Rongrong Fu
8. Renzhong Peng

In Education

1. Shulin Yu
2. Icy Lee
3. Jie-Chi Yang
4. W. Wu
5. Tosh Yamamoto
6. Liwen Chen
7. Josh McCarthy
8. Tung-Liang Chen

Citations in the corpus

• The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, methodology): “The integration of a blended learning model into traditional language teaching has proven to be effective in increasing students’ language proficiency, such as speaking, writing, listening and reading (Lungu, 2013; Obari & Lambacher, 2014; Shams, 2013; Shih, 2011; Wichadee, 2017; Y. Y. Zheng, 2019),”
• Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, background): “…through the processes of comprehension checking, idea organization for coherence, and clarification of feedback learners have received from their peers (Pritchard & Woollard, 2010; Shih, 2011), effective in enhancing the quality of the EFL learning by maintaining the students’ motivation to learn.”
• Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment (2013, unknown): “© 2013 Blackwell Publishing Ltd and knowledge (Shih, 2011).”
• Enhancing feedback in higher education: Students’ attitudes towards online and in-class formative assessment feedback models (2017, background): “Since 2007, many SNSs have been formally and informally utilised within tertiary education, and the successful integration of Facebook, Flickr, YouTube, Twitter and Pinterest into curriculum has been reported in recent years (Irwin et al., 2012; Kurtz, 2013; McCarthy, 2010, 2012, 2013a; Rambe, 2012;”
• Peer feedback in second language writing (2005–2014) (2016, methodology): “In addition to the research methods reviewed above, a mixed-methods design has been increasingly used in recent studies (Hu & Lam 2010; Rosalia 2010; Shih 2011; Chang 2012; Diéz-Bedmar & Pérez-Parades 2012; Gabarre 2012; Tian 2012; Woo, Chu & Li 2013) mainly to address two key issues: the value of p”
• Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, background): “Many researchers stress that CL helps to attain both academic and social goals (Gillies & Boyle, 2010; Gillies & Boyle, 2011; Shih, 2011; Thurston, et al., 2010).”