Maria Cequena - Academia.edu (original) (raw)
Papers by Maria Cequena
Previous studies lack findings on how an instructional setting that utilizes CMC may both aid in ... more Previous studies lack findings on how an instructional setting that utilizes CMC may both aid in the development of writing proficiency and reduce anxiety that are associated with the demands of writing. This pilot study attempts to fill this gap by investigating the effects of online portfolio through weblogs (blogging) on students' writing anxiety and writing skills. Seventeen respondents enrolled in an English Communication course of a private university in the Philippines participated in the study. Quantitative and qualitative data were gathered using Cheng's (2004) Second Language Writing Anxiety Inventory (SLWAI), Discourse Completion Task (DCT), focus group discussion (FGD), and content analysis of students' blog comments. Results of the questionnaire revealed that students with low, average, and high writing anxiety reported common causes of their writing anxiety such as limited vocabulary, difficulty in organizing their thoughts when asked to write under time pr...
Education and Information Technologies, 2019
The advent of Information Communications Technology has revolutionized ESL writing instruction. T... more The advent of Information Communications Technology has revolutionized ESL writing instruction. This quasi-experiment investigated the correlations of selfperception in reading, self-perception in writing, reading performance and writing performance of two groups of freshman college students representing two learning conditionsthe experimental group (38) exposed to Web-mediated Instruction and the control group (38) taught using the Conventional Method. Researcher-made reading test, self-perception in reading and self-perception in writing inventory validated by language experts, and writing prompt for informative essay were administered to both groups of students before and after the treatment period which ran for 13 weeks. Partial least squares structural equation modeling was used to examine the correlations among variables and ANCOVA was used to determine the effect of web-mediated and conventional writing instruction on students' writing performance. Results of independent t-test show that there is a significant difference in the pre-test and posttest writing scores of both experimental and control groups. However, there is no significant difference between the reading and writing performance of experimental group and control group at p < 0.05) based on ANCOVA results. Therefore, web-mediated writing instruction via weblogs and conventional writing instruction are equally effective in enhancing students' writing performance. As regards, correlations of variables tested in this study, for experimental group, reading performance positively significantly affects writing performance. Both self-perception in reading and self-perception in writing insignificantly affect writing performance. Reading performance is insignificantly correlated with self-perception in reading. For control group, self-perception in reading and reading performance positively significantly affect the control group's writing performance. Reading performance is insignificantly correlated with self-perception in reading and self-perception in writing. In both groups, self-perception in reading is Education and Information Technologies
International Journal of Advanced Research, 2016
Reading plays a significant role in students' academic life. Pretorius (2010) found a strong corr... more Reading plays a significant role in students' academic life. Pretorius (2010) found a strong correlation between students' reading proficiency and their academic success by explaining that more reading leads to higher grades. However, in the Philippines, reading is often combined with other subjects which means lesser time for students to develop their comprehension skills (Philippine Star, 2010). This results inpoor reading comprehension skills.Thus, students'performance inother subjects also gets affected.Quijano (2007) describes-reading problems the main culprit for the poor performance of some students in the National Achievement Test(NAT)‖(para.4). In this paper, we explore the possibility of addressing this problemthroughgood reading practices (Duke & Pearson, 2002), particularly the use of critical reading strategies (Salisbury University, 2009; Harvard, 2015). Several scholars have proven the facilitative effect of critical reading strategies on reading comprehension which relates to improved subject area performance (
Evolution Education and Outreach, 2013
The present study was undertaken to determine the relationship between students' self-perception ... more The present study was undertaken to determine the relationship between students' self-perception and actual performance in reading and in writing. Using self-report questionnaire, reading test, and essay writing test administered to sixty-two university freshman students enrolled in various courses, the study reveals that a positive strong relationship exists between self-perception and actual performance in writing; however, a weak relationship exists between self-perception and actual performance in reading. The outcome indicated an unexpected pattern as studies maintain that students express a higher level of difficulty in writing, hence, an expected lower self-perception. Moreover, though studies reveal a strong relationship between perceived self-efficacy for reading and writing and actual performance in reading and in writing tasks, the result of this study will encourage future researchers to explore other aspects that may have resulted in low correlation between the two variables measured, and elucidate the unexpected outcome of this investigation.
ABSTRACT Previous studies lack findings on how an instructional setting that utilizes CMC may bot... more ABSTRACT Previous studies lack findings on how an instructional setting that utilizes CMC may both aid in the development of writing proficiency and reduce anxiety that are associated with the demands of writing. This pilot study attempts to fill this gap by investigating the effects of online portfolio through weblogs (blogging) on students&#39; writing anxiety and writing skills. Seventeen respondents enrolled in an English Communication course of a private university in the Philippines participated in the study. Quantitative and qualitative data were gathered using Cheng&#39;s (2004) Second Language Writing Anxiety Inventory (SLWAI), Discourse Completion Task (DCT), focus group discussion (FGD), and content analysis of students&#39; blog comments. Results of the questionnaire revealed that students with low, average, and high writing anxiety reported common causes of their writing anxiety such as limited vocabulary, difficulty in organizing their thoughts when asked to write under time pressure, and fear of students&#39; and teacher&#39;s evaluations. Based on their DCT and FGD replies, blogging has improved their writing skills and has lessened their writing anxiety.
International Journal of Linguistics and Literature
The influx of Information Communications Technology (ICT) has revolutionized instructional delive... more The influx of Information Communications Technology (ICT) has revolutionized instructional delivery in language courses. This quasi-experiment is an attempt to investigate the impact of ICT via Web-mediated instruction and Conventional instruction on students' reading and writing performance. Two groups of respondents representing two learning conditionsthe experimental group exposed to Web-mediated Instruction and the control group taught using the Conventional Method participated in this study for one term consisting of 13 weeks. Top findings reveal that significant improvements were found in the writing performance of both experimental and control groups but no improvements were noted in their reading performance. Furthermore, both groups posted significant improvements in their writing performance particularly on content and organization. However, there is no significant difference in the reading and writing performance of both groups. Experimental groups perceived that web-mediated instruction, the use of web blog in particular, contributed to the development of their writing skills. Thus, educators can utilize any methods of instruction in teaching ESL writing provided that fundamental concepts in academic writing are thoroughly discussed and adequate opportunities are provided to ensure optimum development of students' academic writing skills.
Previous studies lack findings on how an instructional setting that utilizes CMC may both aid in ... more Previous studies lack findings on how an instructional setting that utilizes CMC may both aid in the development of writing proficiency and reduce anxiety that are associated with the demands of writing. This pilot study attempts to fill this gap by investigating the effects of online portfolio through weblogs (blogging) on students' writing anxiety and writing skills. Seventeen respondents enrolled in an English Communication course of a private university in the Philippines participated in the study. Quantitative and qualitative data were gathered using Cheng's (2004) Second Language Writing Anxiety Inventory (SLWAI), Discourse Completion Task (DCT), focus group discussion (FGD), and content analysis of students' blog comments. Results of the questionnaire revealed that students with low, average, and high writing anxiety reported common causes of their writing anxiety such as limited vocabulary, difficulty in organizing their thoughts when asked to write under time pr...
Education and Information Technologies, 2019
The advent of Information Communications Technology has revolutionized ESL writing instruction. T... more The advent of Information Communications Technology has revolutionized ESL writing instruction. This quasi-experiment investigated the correlations of selfperception in reading, self-perception in writing, reading performance and writing performance of two groups of freshman college students representing two learning conditionsthe experimental group (38) exposed to Web-mediated Instruction and the control group (38) taught using the Conventional Method. Researcher-made reading test, self-perception in reading and self-perception in writing inventory validated by language experts, and writing prompt for informative essay were administered to both groups of students before and after the treatment period which ran for 13 weeks. Partial least squares structural equation modeling was used to examine the correlations among variables and ANCOVA was used to determine the effect of web-mediated and conventional writing instruction on students' writing performance. Results of independent t-test show that there is a significant difference in the pre-test and posttest writing scores of both experimental and control groups. However, there is no significant difference between the reading and writing performance of experimental group and control group at p < 0.05) based on ANCOVA results. Therefore, web-mediated writing instruction via weblogs and conventional writing instruction are equally effective in enhancing students' writing performance. As regards, correlations of variables tested in this study, for experimental group, reading performance positively significantly affects writing performance. Both self-perception in reading and self-perception in writing insignificantly affect writing performance. Reading performance is insignificantly correlated with self-perception in reading. For control group, self-perception in reading and reading performance positively significantly affect the control group's writing performance. Reading performance is insignificantly correlated with self-perception in reading and self-perception in writing. In both groups, self-perception in reading is Education and Information Technologies
International Journal of Advanced Research, 2016
Reading plays a significant role in students' academic life. Pretorius (2010) found a strong corr... more Reading plays a significant role in students' academic life. Pretorius (2010) found a strong correlation between students' reading proficiency and their academic success by explaining that more reading leads to higher grades. However, in the Philippines, reading is often combined with other subjects which means lesser time for students to develop their comprehension skills (Philippine Star, 2010). This results inpoor reading comprehension skills.Thus, students'performance inother subjects also gets affected.Quijano (2007) describes-reading problems the main culprit for the poor performance of some students in the National Achievement Test(NAT)‖(para.4). In this paper, we explore the possibility of addressing this problemthroughgood reading practices (Duke & Pearson, 2002), particularly the use of critical reading strategies (Salisbury University, 2009; Harvard, 2015). Several scholars have proven the facilitative effect of critical reading strategies on reading comprehension which relates to improved subject area performance (
Evolution Education and Outreach, 2013
The present study was undertaken to determine the relationship between students' self-perception ... more The present study was undertaken to determine the relationship between students' self-perception and actual performance in reading and in writing. Using self-report questionnaire, reading test, and essay writing test administered to sixty-two university freshman students enrolled in various courses, the study reveals that a positive strong relationship exists between self-perception and actual performance in writing; however, a weak relationship exists between self-perception and actual performance in reading. The outcome indicated an unexpected pattern as studies maintain that students express a higher level of difficulty in writing, hence, an expected lower self-perception. Moreover, though studies reveal a strong relationship between perceived self-efficacy for reading and writing and actual performance in reading and in writing tasks, the result of this study will encourage future researchers to explore other aspects that may have resulted in low correlation between the two variables measured, and elucidate the unexpected outcome of this investigation.
ABSTRACT Previous studies lack findings on how an instructional setting that utilizes CMC may bot... more ABSTRACT Previous studies lack findings on how an instructional setting that utilizes CMC may both aid in the development of writing proficiency and reduce anxiety that are associated with the demands of writing. This pilot study attempts to fill this gap by investigating the effects of online portfolio through weblogs (blogging) on students&#39; writing anxiety and writing skills. Seventeen respondents enrolled in an English Communication course of a private university in the Philippines participated in the study. Quantitative and qualitative data were gathered using Cheng&#39;s (2004) Second Language Writing Anxiety Inventory (SLWAI), Discourse Completion Task (DCT), focus group discussion (FGD), and content analysis of students&#39; blog comments. Results of the questionnaire revealed that students with low, average, and high writing anxiety reported common causes of their writing anxiety such as limited vocabulary, difficulty in organizing their thoughts when asked to write under time pressure, and fear of students&#39; and teacher&#39;s evaluations. Based on their DCT and FGD replies, blogging has improved their writing skills and has lessened their writing anxiety.
International Journal of Linguistics and Literature
The influx of Information Communications Technology (ICT) has revolutionized instructional delive... more The influx of Information Communications Technology (ICT) has revolutionized instructional delivery in language courses. This quasi-experiment is an attempt to investigate the impact of ICT via Web-mediated instruction and Conventional instruction on students' reading and writing performance. Two groups of respondents representing two learning conditionsthe experimental group exposed to Web-mediated Instruction and the control group taught using the Conventional Method participated in this study for one term consisting of 13 weeks. Top findings reveal that significant improvements were found in the writing performance of both experimental and control groups but no improvements were noted in their reading performance. Furthermore, both groups posted significant improvements in their writing performance particularly on content and organization. However, there is no significant difference in the reading and writing performance of both groups. Experimental groups perceived that web-mediated instruction, the use of web blog in particular, contributed to the development of their writing skills. Thus, educators can utilize any methods of instruction in teaching ESL writing provided that fundamental concepts in academic writing are thoroughly discussed and adequate opportunities are provided to ensure optimum development of students' academic writing skills.