INTERVENTIONS FOR STUDENT AUTONOMY IN A VIRTUAL EFL WRITING CLASSROOM
Keywords:
prewriting intervention, EFL argumentative writing, autonomy, virtual writing classroom, authentic sample text, peer evaluation
Abstract
The study investigates whether the design of a combined intervention with selfanalysis of re-contextualized sample texts and subsequent peer interactions might be promising in supporting writing skills development of
Vietnamese EFL students in a virtual environment. A pretest-posttest control group design with switching replications was set up with one experimental condition of the combined intervention and one conventional condition with teacherled analysis of textbook-based samples. Participants included 97 Vietnamese English-majored undergraduate students in the third year in a university in Mekong Delta, Vietnam: 46 students
in the experimental condition and 51 students in the control condition. Univariate covariance analyses showed that experimental condition had a positive effect on quality of texts. For writing fluency, students of the experimental condition wrote longer texts in the second panel (posttest 2); the effect could not be seen immediately in the first panel (posttest 1). Implications for EFL writing pedagogy and research, including
research planning to avoid the effect of topic on quality of writing, importance of writing topics relevant to L2 student writers, and organization of prewriting sessions are discussed in the last part of the paper.
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References
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[33] Heift T, Vyatkina N. Technologies for teaching and
learning L2 grammar. In: Chapelle CA, Sauro S.
(eds.) The handbook of technology and second language teaching and learning. Oxford: Wiley Blackwell; 2017. p.26–44.
[34] Liu J, Berger CM. Tesol: A guide. London: Bloomsbury; 2015.
[35] Lee I. EFL writing in schools. In: Manchon RM,
Matsuda PK. (eds.) Handbook of second and foreign
language writing. De Gruyter; 2016; p.113–140.
[36] Nguyen PNT, Rijlaarsdam G. Focused freewriting,
Tchart, or group debate: Effects of prewriting conditions on EFL argumentative writing. English Teaching
& Learning. 2023;47(2): 1–20.
Moreno RG. (ed.) Words for working: professional
and academic English for international business and
economics. Universitat de Valencia; 2010. p.99–138.
[2] Aquino CA, Asplin W, Bohlke D, Lambert J. Final
draft 3. New York: Cambridge University Press; 2016.
[3] Nguyen PNT, Rijlaarsdam G, Janssen T, Admiraal W. Effects of rhetorical text analysis on idea
generation and text quality. International Journal of Applied Linguistics. 2020;171(2): 280–306.
https://doi.org/10.1075/itl.16013.rij.
[4] Liss R, Davis J. Effective academic writing 3. Oxford:
Oxford University Press; 2019.
[5] Byram M. Teaching and assessing intercultural communicative competence. UK: Multilingual Matters;
1997.
[6] Dau TTL. Primary school EFL teachers’ readiness
for the emergency remote teaching amid the Covid-
19 pandemic in Vietnam. Paper presented at: The
12th International Conference on Tesol English Language teaching in the New Era: Empowering Teachers
and Students; 25th November 2021. Seameo Retrac
HCMC, Vietnam.
[7] Benson P. Teachers’ and learners’ perspectives on autonomy. In: Lamb T, Reinders H. (eds.) Learner and
teacher autonomy: Concepts, realities, and responses.
Amsterdam: John Benjamins Publishing Company;
2008. p.15–32.
[8] Trebbi T. Freedom-a prerequisite for learner autonomy? Classroom innovation and language teacher education. In: Lamb T, Reinders H. (eds.) Learner and
teacher autonomy: Concepts, realities, and responses.
Amsterdam: John Benjamins Publishing Company;
2008. p.33–46.
[9] Dickinson L. Autonomy and motivation: A literature
review. System. 1995;23(2): 165–174.
[10] D’Andrea V. Organizing teaching and learning:
outcomes-based planning. In: Fry H, Ketteridge S,
Marshall S. (eds.) A handbook for teaching and
learning in higher education. London: Kogan Page;
2003. p.26–41.
[11] Sade LA. Autonomy, complexity, and networks of
learning. In: Murray G. (ed). Social dimension of
autonomy in language learning England: Palgrave
Macmillan; 2014. p.155–174.
[12] Andrade MS, Evans NW. Principles and practices
for response in second language writing: Developing
self-regulated learners. New York: Routledge; 2013.
[13] Littlewood W. Defining and developing autonomy in
East Asian contexts. Applied Linguistics. 1999;20(1): 71–94.
[14] Thomas M, Reinders H, Warschauer M. In: Thomas
M, Reinders H, Warschauer M. (eds.) Contemporary computer-assisted language learning. London:
Bloomsbury; 2013; p.243–248.
[15] Hemmi C, Banegas DL. CLIL: An overview. In:
Hemmi C, Banegas DL. (eds.) International perspectives on CLIL. Cham: Palgrave Macmillan; 2021. p.1–
20.
[16] Hyland K. Genre and second language writing. Ann
Arbor: The University of Michigan Press; 2004.
[17] Rossi T, Leochko D. Key Strategies for teaching editing: punctuation, grammar, and spelling. Winnipeg:
Portage and Main Press; 2009.
[18] Hanson A. Brain-friendly strategies for developing
student writing skills. London: Corwin Press; 2009.
[19] Ma M, Teng MF. Metacognitive knowledge development of low proficiency Hong Kong English as
a foreign language university students in a processoriented writing course: An action research study. In:
Reynolds BL, Teng MF. (eds.) Innovative approaches
in teaching English writing to Chinese speakers.
Berlin: De Gruyter Mouton; 2021. p.117–144.
[20] Lee Y. Accommodation for success: Korean EFL students’ writing practices in personal opinion writing.
In: Carter A, Lillis T, Parkin S. (eds.) Why writing
matters: Issues of access and identity in writing
research and pedagogy. Amsterdam: John Benjamins
Publishing; 2009. p.111–126.
[21] Peha S, Lester MC. Be a better writer: Power tools for
young writers!. Bend: The Leverage Factory; 2006.
[22] Chase E, Morabito NP, Abrams SS. Writing in education: The art of writing for educators. Leiden: Brill
Sense; 2020.
[23] Selman RL, Kwok J. Tensions past, present, and
future: Using literature to promote social awareness
and literacy in children. In: Falk B. (ed.) Defending
childhood: Keeping the promise of early education.
New York: Teachers College Press; 2012. p.173–191.
[24] Brookfield SD, Preskill S. Discussion as a way of
teaching: Tools and techniques for democratic classrooms. San Francisco: John Wiley & Sons; 2005.
[25] Belgrad S, Burke K, Fogarty R. The portfolio connection: student work linked to standards. Thousand
Oaks: Corwin Press; 2008.
[26] Breuch LK. Virtual peer review: Teaching and learning about writing in online environments. State University of New York Press; 2004.
[27] Rice K, Skelcher S. The effective middle level virtual
teacher. In: Eisenbach BB, Greathouse P. (eds.) The
online classroom: Resources for effective middle level
virtual education. Information Age Publishing; 2018.
p.23–37.
[28] Hughes J, Burke A. The digital principal: How to
encourage a technology-rich learning environment
that meets the needs of teachers and students. Ontario:
Pembroke Publishers; 2014.
[29] Kononenko A, Kravchenko M, Nedospasova L, Fedorovich E. E-learning online platforms for educational approach. In: Guda A. (ed.) Networked control systems for connected and automated vehicles.
Springer; 2022. p.1089–1096.
[30] Ryane I. Impact of Covid-19 on higher education:
Case study of a Moroccan engineering school. In:
Hassanien AE, Snasel V, Tang M, Sung T, Chang K.
(eds.) Proceedings of the 8th international conference
on Advanced Intelligent Systems and Informatics.
Springer; 2023. p.683–691.
[31] York E, Wilcox D, Stewart J, McCarthy S, Barron K. Transforming emergency into opportunity:
Unleashing the creative potential of student-faculty
collaborations to prototype better educational futures
in response to crisis. In: Dennen V, Dickson-Deane C,
Ge X, Ifenthaler D, Murthy S, Richardson JC. (eds.)
Global perspectives on educational innovations for
emergency situations. Springer; 2022. p.209–220.
[32] Lech IB, Harris LN. Language learning in the virtual
wild. In: Carrio-Pastor ML. (ed.) Teaching language
and teaching literature in virtual environments. Singapore: Springer Nature; 2019. p.39–53.
[33] Heift T, Vyatkina N. Technologies for teaching and
learning L2 grammar. In: Chapelle CA, Sauro S.
(eds.) The handbook of technology and second language teaching and learning. Oxford: Wiley Blackwell; 2017. p.26–44.
[34] Liu J, Berger CM. Tesol: A guide. London: Bloomsbury; 2015.
[35] Lee I. EFL writing in schools. In: Manchon RM,
Matsuda PK. (eds.) Handbook of second and foreign
language writing. De Gruyter; 2016; p.113–140.
[36] Nguyen PNT, Rijlaarsdam G. Focused freewriting,
Tchart, or group debate: Effects of prewriting conditions on EFL argumentative writing. English Teaching
& Learning. 2023;47(2): 1–20.
Published
29-June-2023
How to Cite
1.
Nguyen N, Nguyen H, Nguyen N, Huynh T, Nguyen T, Trinh N. INTERVENTIONS FOR STUDENT AUTONOMY IN A VIRTUAL EFL WRITING CLASSROOM. journal [Internet]. 29Jun.2023 [cited 22Dec.2024];13(2):19-7. Available from: https://journal.tvu.edu.vn/tvujs_old/index.php/journal/article/view/1932
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