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Effect of Blended Learning Using Google Classroom on Writing Ability of EFL Students across Autonomy Levels

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Title: Effect of Blended Learning Using Google Classroom on Writing Ability of EFL Students across Autonomy Levels
Language: English
Authors: Sujannah, Wahyu Diny, Cahyono, Bambang Yudi, Astuti, Utari Praba
Source: Teaching English with Technology. Apr 2020 20(2):82-97.
Availability: IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, English (Second Language), Second Language Learning, Second Language Instruction, Teaching Methods, Pretests Posttests, Comparative Analysis, Writing Skills, Personal Autonomy, Undergraduate Students, Essays, Writing Instruction, Student Attitudes, Instructional Effectiveness, Foreign Countries, Computer Software, Computer Assisted Instruction
Geographic Terms: Indonesia
ISSN: 1642-1027
Abstract: A lot of studies have shown that the integration of the Internet in the teaching process in the classroom, or commonly called 'blended learning,' improves EFL students' writing ability. Nonetheless, the effect of blended learning using Google Classroom on EFL students' writing ability by considering autonomy levels has not been conducted yet. Therefore, this study aimed to examine the effect of blended learning using Google Classroom on writing ability of EFL students across autonomy levels. This study involved 53 third semester students taking Essay Writing course in two classes at Universitas Negeri Malang, Indonesia. One of the classes received blended learning using Google Classroom and the other was taught in a conventional way. Pre-test and post-test were given to students in the two groups to know their writing ability before and after the treatment. The students in the experimental group were also given a questionnaire to know their autonomy levels. The results of the study showed that the writing ability of the EFL students taught by using blended learning using Google Classroom was better than that of the other group. Besides, the high autonomous EFL students outperformed the low autonomous EFL students in their writing ability.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1253138
Database: ERIC
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  Data: Effect of Blended Learning Using Google Classroom on Writing Ability of EFL Students across Autonomy Levels
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  Data: <searchLink fieldCode="SO" term="%22Teaching+English+with+Technology%22"><i>Teaching English with Technology</i></searchLink>. Apr 2020 20(2):82-97.
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  Data: IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org
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  Data: A lot of studies have shown that the integration of the Internet in the teaching process in the classroom, or commonly called 'blended learning,' improves EFL students' writing ability. Nonetheless, the effect of blended learning using Google Classroom on EFL students' writing ability by considering autonomy levels has not been conducted yet. Therefore, this study aimed to examine the effect of blended learning using Google Classroom on writing ability of EFL students across autonomy levels. This study involved 53 third semester students taking Essay Writing course in two classes at Universitas Negeri Malang, Indonesia. One of the classes received blended learning using Google Classroom and the other was taught in a conventional way. Pre-test and post-test were given to students in the two groups to know their writing ability before and after the treatment. The students in the experimental group were also given a questionnaire to know their autonomy levels. The results of the study showed that the writing ability of the EFL students taught by using blended learning using Google Classroom was better than that of the other group. Besides, the high autonomous EFL students outperformed the low autonomous EFL students in their writing ability.
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  Data: EJ1253138
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      – Text: English
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        PageCount: 16
        StartPage: 82
    Subjects:
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Writing Skills
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Essays
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      – SubjectFull: Writing Instruction
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      – SubjectFull: Computer Software
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Indonesia
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    Titles:
      – TitleFull: Effect of Blended Learning Using Google Classroom on Writing Ability of EFL Students across Autonomy Levels
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            NameFull: Sujannah, Wahyu Diny
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