THE EFFECT OF USING DISCUSSION BOARDS ON EFL WRITING CLASSES: AN ACTION RESEARCH CASE STUDY
Online discussion boards (henceforth DBs) are nowadays widely implemented to guarantee better learning outcomes. DBs are considered a teaching method that provides more opportunities to learn a new language beyond time and physical constraints. This study was conducted to investigate the effect of the use of DBs on EFL students’ learning, particularly their achievement in academic writing. The study was carried out in the department of English, College of Basic Education, University of Duhok, Kurdistan Region of Iraq. The sample of this study involved a total number of 56 male and female undergraduate students divided into two groups, the experimental group involved 28 students and the control group involved 28 students. The experimental group students were enrolled in a blended course to learn academic writing. The students involved were taught using both modes, online DBs and face-to-face sessions. The results indicated that students in the experimental group showed a better degree of improvement in exam scores than those in the control group. The findings showed that the implementation of DBs in addition to face-to face-classes in teaching English is likely to lead students to better achievement.
2. Al‐ Jarf, R. S. (2004). The effects of Web‐Based learning on struggling EFL college writers. Foreign Language Annals, 37(1), 49-57. https://doi.org/10.1111/j.1944-9720.2004.tb021. Retrieved in October 18th 2018
3. Alghamdi, A. (2013). Pedagogical Implications of Using Discussion Board to Improve Student Learning in Higher Education. Higher Education Studies, 3(5), 68-80. https://doi.org/10.5539/hes.v3n5p68 .Retrieved in March 22nd 2018
4. Alharbi, M. (2015). Effects of Blackboard's Discussion Boards, Blogs and Wikis on Effective Integration and Development of Literacy Skills in EFL Students. English Language Teaching, 8(6), 111-132. https://doi.org/10.5539/elt.v8n6p111 .Retrieved in June 3rd 2018
5. Alzahrani, M. G. (2017). The Effect of Using Online Discussion Forums on Students' Learning. Turkish Online Journal of Educational Technology-TOJET, 16(1), 164-176. https://doi.org/10.5430/wje.v7n2p1 .Retrieved in March 22nd 2019
6. McTaggart, R., & Kemmis, S. (Eds.). (1988). The action research planner. Deakin University.
7. Noytim, U. (2010). Weblogs enhancing EFL students’ English language learning. Procedia-Social and Behavioral Sciences, 2(2), 1127-1132. https://doi.org/10.1016/j.sbspro.2010.03.159
8. Raba, A. A. A., & Dweikat, K. A. J.(2016) The influence of English teaching forums on improving eleventh graders ‘writing skills in Habla secondary school for girls.
9. Rainey, I. (2000). Action research and the English as a foreign language practitioner: Time to take stock. Educational Action Research, 8(1), 65-91.https://doi.org/10.1080/09650790000200112
10. Raman, K., & Yamat, H. (2014). English teachers’ voices on the challenges of the school-based assessment. Frontiers of Language and Teaching, 5(1), 66-74.
11. Ramasubbu, S.The evolution of blended learning 2015,12,December.Huffpost. Retrieved from https://www.huffingtonpost.com/suren-ramasubbu/the-evolution-of-blended-learning_b_6666284.html
12. Riasati, M. J., Allahyar, N., & Tan, K. E. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25-30.
13. Salehi, H., & Salehi, Z. (2012). Integration of ICT in language teaching: Challenges and barriers. Proceedings of the 3rd International Conference on e-Education, e-Business, e-Management and e-Learning (pp. 215219). Singapore: IACSIT Press
14. Sharadgah, T. A. (2013). Writing in an Internet-Based Environment; Improving EFL Students' Writing Performance through Text-Based Chat. International Journal of Humanities and Social Science, 3(14), 258-266.
15. Singh, H., & Reed, C. (2001). A white paper: Achieving success with blended learning. Centra software, 1, 1-11.
16. Warni, S. (2016). Implementation of Online portfolios in an Indonesian EFL Writing Class (Doctoral dissertation, University of Sheffield).
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License [CC BY-NC-ND 4.0] that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
AJNU is committed to protecting the privacy of the users of this journal website. The names, personal particulars and e-mail addresses entered in this website will be used only for the stated purposes of this journal and will not be made available to third parties without the user's permission or due process. Users consent to receive communication from the AJNU for the stated purposes of the journal. Queries with regard to privacy may be directed to email@example.com.