Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment
This study explored the narrative writing experience of 28 freshmen EFL Libyan university students in a learner blog modeled on online fanfiction writing environment. It examined the impact of blogging on narrative writing quality. It looked at blog functions stimulating writing, management of...
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| 格式: | Thesis |
| 语言: | English |
| 出版: |
2017
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| 主题: | |
| 在线阅读: | http://psasir.upm.edu.my/id/eprint/75578/1/FBMK%202018%2062%20IR.pdf |
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| 总结: | This study explored the narrative writing experience of 28 freshmen EFL Libyan
university students in a learner blog modeled on online fanfiction writing environment.
It examined the impact of blogging on narrative writing quality. It looked at blog
functions stimulating writing, management of peer feedback and discussed how peer
feedback may contribute to improving writing. The study reported participants’ and
their class teacher’s perspectives on the online writing experience. This one-semester
study adopted the mixed-method approach. Data were collected through writing test
scores, questionnaire responses from students and transcripts of the interview session
with the writing class teacher and the students’ posted peer feedback. Descriptive
statistics and the Wilcoxon Signed-Ranks Test were used to analyze quantitative
results while textual and thematic analyses were used to analyze qualitative data. The
findings revealed that narrative writing performance did not significantly improve
after the blog use. The findings also indicated that technological and social functions
moderately stimulated writing. Task-Related Feedback was higher than Non-Task
Related Feedback, but students’ writing activity on the blog lacked constructive
feedback. Most participants preferred teacher feedback and developed subject-related
and non-subject related skills due to of their participation on the blog. The study
suggests that EFL writing teachers need to understand the environment, which
stimulates students’ writing improvement. The study also reemphasizes the
importance of a real audience, socialization and a balance of teacher feedback and peer
feedback as proposed in constructivism and connectivism. |
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