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https://ptsldigital.ukm.my/jspui/handle/123456789/497750Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Siti Hamin Stapa, Prof. Dr. | - |
| dc.contributor.author | Abdul Hameed Abdul Majid (P55258 ) | - |
| dc.date.accessioned | 2023-10-13T08:09:44Z | - |
| dc.date.available | 2023-10-13T08:09:44Z | - |
| dc.date.issued | 2014-01-23 | - |
| dc.identifier.other | ukmvital:119362 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/497750 | - |
| dc.description | Appropriate use of technology benefits language learners. It harnesses their language acquisition by lowering the affective filter. Learners today anticipate some form of blended instruction using technology as it encourages collaboration which benefits second language acquisition. The aim of this study is to investigate the effectiveness of scaffolding in writing using Facebook in a blended learning ESL class. A quasiexperimental study was chosen to gather data from 90 subjects where a pre and posttest was administered to both experimental and control groups. A semi-structured interview was administered to participants from both the experimental and control groups to ascertain their perceptions about using blended scaffolding through Facebook as opposed to traditional classroom teaching for learning. The study then continued for 12 weeks beginning with a pre-test for both groups. The experimental group (blended learning class) went through face to face instruction in the classroom and scaffolding using Facebook after school hours. On the other hand, the control group received face to face classroom instruction only. A post-test was administered at the end of 14 weeks to determine the effects of the treatment on the experimental group. Two independent raters were assigned to grade the essays. 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 will enable them to learn better and improve their writing process and writing performance. Additionally, test scores were analysed using independent sample t-test. Statistical analyses revealed that the experimental group significantly outperformed their counterparts in the control group in their writing performance. Finally, content analysis of the essays written by participants revealed a marked improvement among the experimental group in their writing ability. The implication of this study suggest that Facebook to be integrated in the teaching of writing in the ESL classroom.,Certification of Master's/Doctoral Thesis" is not available | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | - |
| dc.rights | UKM | - |
| dc.subject | Blended learning | - |
| dc.subject | - | |
| dc.subject | Scaffolding writing | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.title | Scaffolding writing using facebook in a blended learning ESL classroom | - |
| dc.type | Theses | - |
| dc.format.pages | 275 | - |
| dc.identifier.callno | P53.285.A239 2014 tesis | - |
| dc.identifier.barcode | 002749 (2014);002750 (2014) | - |
| Appears in Collections: | Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_119362+SOURCE1+SOURCE1.0.PDF Restricted Access | 1.45 MB | Adobe PDF |  View/Open |
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