Effect of Learner Proficiency Levels on Methodological Effectiveness: Case of STAD and WebQuest (STADIBTM)
Saved in:
| Title: | Effect of Learner Proficiency Levels on Methodological Effectiveness: Case of STAD and WebQuest (STADIBTM) |
|---|---|
| Language: | English |
| Authors: | Awada, Ghada, Burston, Jack |
| Source: | Teaching English with Technology. Jul 2020 20(2):63-84. |
| 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: | 22 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Web Based Instruction, College Students, Second Language Learning, Second Language Instruction, English (Second Language), Writing Instruction, Persuasive Discourse, Writing Skills, Advanced Students, Pretests Posttests, Comparative Analysis, Correlation, Language Proficiency, Scoring Rubrics, Writing Improvement, Collaborative Writing, Scaffolding (Teaching Technique), Constructivism (Learning), Semitic Languages, Native Language, Language Tests, Teaching Methods, Inquiry |
| Assessment and Survey Identifiers: | Test of English as a Foreign Language |
| ISSN: | 1642-1027 |
| Abstract: | This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and "WebQuest," STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-posttest comparison of the experimental group (N=54) versus the control group (N=24). The data from the study have been systematically reanalysed to evaluate in detail how the initial learner proficiency levels correlated with improvements in the specific areas covered by the evaluation rubric that guided the collaborative writing activities of experimental group students. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1264171 |
| Database: | ERIC |
| Abstract: | This study set to investigate the critical importance of integrating Student Team Achievement Division (STAD) and "WebQuest," STADIBTM for short, on developing the advanced-level argumentative writing skills of L2 English university students. The study employed a pre-posttest comparison of the experimental group (N=54) versus the control group (N=24). The data from the study have been systematically reanalysed to evaluate in detail how the initial learner proficiency levels correlated with improvements in the specific areas covered by the evaluation rubric that guided the collaborative writing activities of experimental group students. |
|---|---|
| ISSN: | 1642-1027 |
