The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners

Learners today anticipate some form of blended instruction using technology. This study investigated the effectiveness of scaffolding writing using Facebook in a blended learning ESL class. A qualitative study was chosen to gather data from the subjects from a rural secondary school in Malaysia. T...

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Main Authors:	Abdul Hameed Abdul Majid, Siti Hamin Stapa
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:	http://journalarticle.ukm.my/12857/ http://journalarticle.ukm.my/12857/ http://journalarticle.ukm.my/12857/1/20559-65554-1-PB.pdf

id	ukm-12857
recordtype	eprints
spelling	ukm-128572019-05-07T14:30:56Z http://journalarticle.ukm.my/12857/ The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners Abdul Hameed Abdul Majid, Siti Hamin Stapa, Learners today anticipate some form of blended instruction using technology. This study investigated the effectiveness of scaffolding writing using Facebook in a blended learning ESL class. A qualitative study was chosen to gather data from the subjects from a rural secondary school in Malaysia. The subjects were divided into experimental and control groups. The study then continued for 12 weeks beginning with a pre-test for both groups. The experimental group (blended learning class) went through traditional instruction in the classroom and scaffolding using Facebook after school hours. The control group went through only traditional classroom instruction. A post-test was administered at the end of 14 weeks to determine the effects of the treatment on the experimental group. All essays written by the participants in both groups in the pre-test and post-test were examined in order to see the difference in the ability to produce descriptive patterns. The findings revealed that the participants favoured the use of blended learning as a learning method compared to mere traditional strategy. They also opined that scaffolding-using Facebook enabled them to learn better and improve their writing process and writing performance. Content analysis on the essays written by participants revealed a marked improvement among the experimental group. The implications of this study suggest that Facebook or any online platform should be integrated in the teaching and learning of writing in the ESL classroom. Penerbit Universiti Kebangsaan Malaysia 2017 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/12857/1/20559-65554-1-PB.pdf Abdul Hameed Abdul Majid, and Siti Hamin Stapa, (2017) The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 23 (4). pp. 77-88. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/1059
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	Learners today anticipate some form of blended instruction using technology. This study investigated the effectiveness of scaffolding writing using Facebook in a blended learning ESL class. A qualitative study was chosen to gather data from the subjects from a rural secondary school in Malaysia. The subjects were divided into experimental and control groups. The study then continued for 12 weeks beginning with a pre-test for both groups. The experimental group (blended learning class) went through traditional instruction in the classroom and scaffolding using Facebook after school hours. The control group went through only traditional classroom instruction. A post-test was administered at the end of 14 weeks to determine the effects of the treatment on the experimental group. All essays written by the participants in both groups in the pre-test and post-test were examined in order to see the difference in the ability to produce descriptive patterns. The findings revealed that the participants favoured the use of blended learning as a learning method compared to mere traditional strategy. They also opined that scaffolding-using Facebook enabled them to learn better and improve their writing process and writing performance. Content analysis on the essays written by participants revealed a marked improvement among the experimental group. The implications of this study suggest that Facebook or any online platform should be integrated in the teaching and learning of writing in the ESL classroom.
format	Article
author	Abdul Hameed Abdul Majid, Siti Hamin Stapa,
spellingShingle	Abdul Hameed Abdul Majid, Siti Hamin Stapa, The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners
author_facet	Abdul Hameed Abdul Majid, Siti Hamin Stapa,
author_sort	Abdul Hameed Abdul Majid,
title	The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners
title_short	The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners
title_full	The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners
title_fullStr	The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners
title_full_unstemmed	The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners
title_sort	use of scaffolding technique via facebook in improving descriptive writing among esl learners
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2017
url	http://journalarticle.ukm.my/12857/ http://journalarticle.ukm.my/12857/ http://journalarticle.ukm.my/12857/1/20559-65554-1-PB.pdf
first_indexed	2023-09-18T20:03:32Z
last_indexed	2023-09-18T20:03:32Z
_version_	1777407007432638464

The use of scaffolding technique via Facebook in improving descriptive writing among ESL learners

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