Article Sidebar

Submitted
Oct 22, 2019
Published
Oct 22, 2019
Download
PDF
Statistic
Read Counter : 841 Download : 353

Main Article Content

Abstract

This quantitative and qualitative study aims to scrutinize the effectiveness of utilizing interactive task-based activities to teach English writing in Bethlehem Secondary School for Girls. The experiment was conducted at the second semester of the academic year 2016/2017. Two scientific sections from the 11th grade participated in the study; section B was the control group and section C was the experimental one. The former group practiced writing traditionally. The students in the latter group were enrolled in two online platforms, “Facebook” and “PBworks”, to practice the target skill electronically. A questionnaire, pre/posttests, online platforms, a text content analyzer tool and self-reports were administered to investigate the participants’ achievement and attitudes. With regard to the writing skill, the results indicated that the experimental group outperformed the control one. Also, the former manifested more positive attitudes towards e-learning than the other one.

Keywords

Online classes task-based activities writing skill.

Article Details

References

  1. Affouneh, S. J., & Raba, A. A. (2017). An Emerging Model of E-Learning in Palestine: The Case of An-Najah National University. Creative Education, 8, 189-201.
  2. Aitchanov, B., Nussipbekov, A., & Zhaparov, M. (2012). Microlearning of web fundamentals based on mo-bilelearning. International Journal of Computer Science Issues, 9(6), 148-150.
  3. Al-Khasawneh, F. M. (2010). Writing for Academic Purposes: Problems faced by Arab postgraduate students of the college of business, UUM. ESP World, 2(28). Retrieved from http://www.esp-world.info.
  4. Al-Menei, A. M. (2008). An Investigation of the Effect of Computer-assisted Writ-ing Instruction on EFL Saudi Learners’ Ability (Master’s thesis, King Saud University, Riyadh, Saudi Arabia). Retrieved from:
  5. http://repository.ksu.edu.sa/jspui/bitstream/
  6. Al-Sayyed, F., & Abdalhaq, B. (2016). Interventional Factors Affecting In-structors Adoption of E-learning System: A Case Study of Palestine. Journal of Theoretical and Applied In-formation Technology, 83(1), 119-137.
  7. Aydin, Z., & Yildiz, S. (2014). Using wikis to promote collaborative EFL writing. Language Learning & Tech-nology, 18(1), 160-180. Retrieved from http://llt.msu.edu/issues/february2014/aydinyildiz.pdf.
  8. Bornmann, L. (2012). The Hawthorne effect in journal peer review. Scien-tometrics, 91(3), 857–862.
  9. Davoudi, L., Gorjian, B., & Pazhakh, A. (2013). The Role of Post-Task CALL Approach in Teaching Writing Accuracy among Advanced EFL Learners. International Journal of Language Learning and Applied Lin-guistics World, 4(4), 228-245. Re-trieved from http://www.ijllalw.org/finalversion4418.pdf.
  10. El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining Mobile Learning in the Higher Education Landscape. Educational Technology & Society, 13(3), 12-21.
  11. Farrah, M., & Tushyeh, H. (2010). En-hancing the English Reading and Writing Skills of Palestinian English Majors by Using CALL. Hebron University Research Journal, 5(2).259-282.
  12. Fulcher‏, G. (2010). Practical Language Testing. Oxon: Routledge. Retrieved from https://books.google.ps/
  13. Ghafoori, B., Dastgoshadeh, A., Aminpanah, A., & Ziaei, S. (2016). The Effect of CALL on Iranian EFL Learners’ Grammar of Writing. In-ternational Journal of Language Learn-ing and Applied Linguistics World, 12(3), 14-23.
  14. Huang, H. (2002). Toward constructiv-ism for adult learners in online learning environments. British Jour-nal of Educational Technology, 33(1), 27-37.
  15. Mehanna, W. N. (2004). e-Pedagogy: the pedagogies of e-learning. ALT-J, Research in Learning Technology, 12(3), 279-293.
  16. Moore, M. (2015). Historical Perspec-tives on E-learning. In B. H. Khan & M. Ally (Eds.), International Handbook of E-Learning (pp. 41-49). Florence: Taylor and Francis.
  17. Myllymäki, M., Hakala, I., Härmänmaa, T., & Laine, S. (2017). Flipped Learning Experiment in Video-Based Education. In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), EDULEARN17 Proceedings. 9th International Conference on Education and New Learning Technologies (pp. 2415-2424). IATED Academy. doi:10.21125/edulearn.2017.1502
  18. Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge University Press.
  19. Sabbah, Y. (2010). e-Learning at Al-Quds Open University Current Sit-uation: A Case Study. International Journal of Excellence in eLearning, 3(2), 1-16.
  20. Shraim, K., & Khlaif, Z. (2010). An e-learning approach to secondary ed-ucation in Palestine: opportunities and challenges. Information Technol-ogy for Development, 16 (3), 159-173.
  21. Swan, M. (2005). Legislation by Hy-pothesis: The Case of Task-Based Instruction. Applied Linguistics, 26(3), 376-401.