Investigating the Effectiveness of Edmodo on EFL Learners’ Motivation in Writing Class (original) (raw)
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Using Edmodo as a Social Platform to teach EFL Writing for Preparatory School Students
2019
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.
Utilization of Edmodo as an Online Tool in EFL Writing Class to Increase Students' Writing Ability
This article reports the results of investigation on the utilization of Edmodo as an online tool in EFL writing class to increase the students' ability in producing an argumentative essay. Classroom Action Research was applied in the study. 15 Indonesian EFL students who enrolled in the course of Argumentative Writing became the participants of the study. Observation, writing task, questionnaire, and field notes were used for the data collection. The data obtained were categorized into qualitative and quantitative data. The collected data were then analyzed for the conclusion drawn. The results show that the utilization of Edmodo in EFL writing class could significantly increase the students' ability in producing an argumentative essay in the Cycle 2. The Appropriate teaching procedures are; prepare the teaching materials, introduce Edmodo, guide students to get ready to use Edmodo, give an opportunity to students to get in the Edmodo group, train students to use Edmodo group, group students in the small group via Edmodo, give students writing tasks through Edmodo, provide a guideline and tell students to follow the guideline to access their small group, ask students to post their first drafts of an argumentative essay on their small groups, ask students to give feedback on their peers' works, ask students to revise their drafts of the argumentative essay based on the their peers' feedback and teacher, and ask students to post their final products of an argumentative essay on their Edmodo account.
The Effect of Edmodo on EFL Learners' Writing Performance
2015
Writing as a productive skill in EFL classes is outstandingly significant. In writing classes there needs to be an efficient relationship between the teacher and students. The teacher as the only audience in many writing classes responds to students' writing. In the early part of the 21 st century the range of technologies available for use in classes has become very diverse and the ways they are being used in classrooms all over the world might affect the outcome we expect from our classes. As the present generations of students are using new technologies, the application of these recent technologies in classes might be useful. Using technology in writing classes provides opportunities for students to hand their written work to the teacher without the need for any face-to-face interaction. This present study investigates the effect of Edmodo on EFL learners' writing performance. A quasi-experimental design was used in this study. The participants were 40 female advanced-lev...
Tell : Teaching of English Language and Literature Journal, 2021
In Education 4.0 a vision of learning will form which will focus on how the sources of learning will be, then where and how students learn, so learning will become more meaningful while the teacher only acts as a facilitator in learning. However, achieving this vision is not easy, because there are still some problems found, related to the lack of use of technology in learning, and the lack of student knowledge in using technology as a support for the success of one learning. Based on the problems, the solution offered is Training of Utilizing Edmodo E-Learning Application Media to Improve Students' English Writing Ability. This research aims to investigate how the students of MA Masyhudiyah perceive the use of Edmodo as a media in English writing skills and how Edmodo helps the students in developing their writing ability. The participants were taken for the analysis as they fall under the Edmodo users. This research study used a quantitative method and a survey design was admi...
Book Chapter: Innovations in Applied Linguistics: During and After the Pandemic (Editors: Siusana Kweldju et al.), 2023
The Coronavirus Disease (Covid-19) pandemic affects the teaching and learning process and raises problems. To tackle the problems with my Essay Writing class, I took action innovatively to run online learning by taking an Edmodo digital platform as a space for virtual learning. The digital platform with innovations helped the students engage in online collaborative writing and improved their writing skills. This chapter discusses how I could run the writing class successfully as my best practice integrating Edmodo digital platform into collaborative writing in online learning during the pandemic. This chapter lies under the theoretical frameworks of social cognitive learning and collaborative learning that postulate knowledge of student learning outcomes emerging from social experiences and observations in learning activities. Some innovations I made in the writing class assisted with the Edmodo digital platform were carried out through teaching scenarios in three parts of the course during one semester: part one focusing on Edmodo use in collaborative writing, part two centering on essay writing theory, and part three concerning essay writing practice. Based on the implementation of collaborative writing instruction with the Edmodo digital platform, I can reflect on my writing instruction as follows: the online collaborative writing instruction was very useful due to learning features and some innovations, Edmodo as a potential instruction tool can be applied for future application in post-pandemic with modification, and the modification should stress on the practical and technical ways to encourage all team members in collaborative writing learning engagement in Edmodo small group where the social cognitive learning through collaborative learning can be applied.
Journal of English Education, 2017
The increase of interest in the use of computer-mediated communication (CMC) into students learning and English Language Teaching (ELT) has become a crucial part of a 21st century education. Virtual Learning Environments as a supplementary tool for motivating and empowering independent learning and innovative teaching is practicing to deliver coursework in higher education. Edmodo, called as the “Facebook for Education”, was used to discuss the findings of students’ attitude in writing skill. Data was collected by means of questionnaires, interview, forum discussion, and students’ written evaluation. A mixed method of qualitative and quantitative was used to analyze the students’ perspective about using this online learning tool and the results attained from the assignment feature. The primary instrument, a researcher at Muhammadiyah University of North Maluku (UMMU), worked with a class of fifth semester undergraduate students (approximately 20) of English department of UMMU to introduce Edmodo as online learning is a part of new curriculum practices. The research investigated the effectiveness of using a CMC tool to improve students' writing skill, especially to explore how the use of Edmodo in language learning might contextualize and integrate language instruction using Internet technology. These include relationships with significant social settings, implementation of Edmodo into the curriculum, affective factors, and mastery of metacognitive skills. The results show that the use of Edmodo is successfully facilitating students’ participation in online discussions and task. This also enhanced students’ interest and motivation in improving their writing skill.It reflected that a curriculum and learning activities developed on the basis of sociocultural theory and communicative teaching approach could increase interaction and communication through the SCMC system
Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 2022
Many studies on the use of Edmodo learning management system (ELMS) in writing classes have been documented. However, little is known about learners' attitudes toward collaborative writing assisted with ELMS and their learning engagement in online learning. The present study aims to examine learners' attitudes toward ELMS-assisted collaborative writing and their attitudes toward learning engagement in ELMS-assisted collaborative writing. The study involved the second-year undergraduate learners enrolled in an Essay Writing course offered in the third semester of the English education department at a university in Central Borneo, Indonesia. A sample (n=85) was selected from a population sample of all learners of the three classes. A writing attitude survey questionnaire was distributed to the participants to examine learners' attitudes toward ELMS-assisted collaborative writing. Out of the total number of participants, twelve learners were selected for in-depth interviews to explore their attitudes toward learning engagement in ELMS-assisted collaborative writing. They were selected according to their English proficiency and contribution level to collaborative writing practices. The study used a quantitative method using a survey questionnaire and a qualitative method using in-depth interviews. The data obtained from the questionnaire were analyzed statistically while the data obtained from the interviews were analyzed using thematic analysis. The results show that the learners demonstrated positive attitudes toward ELMSassisted collaborative writing. They were actively engaged in learning to write by sharing ideas for writing, providing feedback for revision, having a productive discussion through peer-to-peer learning, and developing creativity in writing. This study has pedagogical implications for how learners' positive attitudes and learning engagement contribute to the successful ELMS-assisted collaborative writing practices in online learning for the enhancement of their writing skills in EFL classes.
Edmodo as a Virtual Learning Environment in Academic Writing Class
Minister of Education and Culture Republic of Indonesia, through its substantial policy stipulated in Indonesian Qualification Framework (KKNI), has issued integrating technology into teachers’ pedagogical practices. Responding creatively to the policy, the study explores 21 Indonesian undergraduates’ perspectives on the use of Edmodo, as a virtual learning environment, a pedagogical and collaborative communication system, in facilitating them to achieve learning objectives in their Academic Writing Class at English Language Education Study Program, Satya Wacana Christian University (ED-SWCU). Data were collected through an online questionnaire and interview. On the questionnaire, the participants responded 18 multiple-choice statements and 2 open-ended questions dealing with possible advantages and challenges in using Edmodo. In the interview process, the researcher involved 4 participants to explore their perspectives on how Edmodo facilitates them to achieve learning objectives in their classroom. The data analysis provides some evidence that the students respond the use of Edmodo positively. Further, with regard to the findings, the study appears to prove the essence of teacher-student communication and the teacher’s feedback in helping the students achieve the learning objectives. Eventually, the study hopes to provide ED-SWCU students, regarded as an English teacher candidate, and Indonesian teachers with insights into the pedagogical applications of using Edmodo. It is expected that they can have more alternatives on conceivable educational technologies they can utilize to support their teaching activities and to facilitate their students achieve particular learning objectives in their classrooms.
Utilizing Edmodo in writing class: Why and how?
ACITYA Journal of Teaching & Education, 2020
This paper comes up to discuss the theories and previous studies about using Edmodo in writing class. Using social network system in the Industrial era 4.0 helps teaching and learning activities become more effective because students can learn in and outside the class. Thus, it is helpful especially in writing class which require long learning time to use this kind of application. Therefore, utilizing an online applications in writing class can help students to improve their writing skill and to make learning time more efficient. One of online applications that is widely used in writing is Edmodo. Generally, this paper then will discuss about explanation of writing processes, problems in writing, explanation about learning media, description of online application, description of Edmodo,benefits of Edmodo, and how to apply Edmodo in writing course. Some previous research highlighting the effect of Edmodo on student’s writing skill is the next discussion. This paper finally gives conc...
Palestinian EFL Students' Perceptions of Using Edmodo in Developing their Writing Skills
Research Paper , 2022
The present study explored Palestinian EFL students’ perceptions towards the use of Edmodo in developing their writing skills at Palestine Ahliya University, Bethlehem. Sixteen sophomore English major students taking the Oral Communication II course in the Spring Semester 2019 -2020 served as the participants of the study. The researchers adopted a mixed methodological approach. A questionnaire consisting of 27 items was adapted by the researchers for the purpose of eliciting students’ perceptions towards the use of Edmodo in developing their writing skills and the barriers they faced while using the platform. In addition, in-depth qualitative data was gathered from students' written responses to an end-of-course assignment posted on Edmodo. In general, the results of the study revealed that students had positive perceptions towards using Edmodo in terms of writing development and collaborative learning. However, it is worth noting that several participants reflected negative responses which resulted from the technological difficulties and their limited experiences with Edmodo. Keywords: Blended learning, Edmodo, mixed-methods, mobile learning