Devising Online Writing Services: An Exploration of an Academic Writing Class

Authors

  • Hamamah Hamamah
  • Yulia Hapsari
  • Ive Emaliana
  • Putu Dian Danayanti Degeng
  • Lydia Kusumahwati

Keywords:

academic writing; feedback; online applications; web-based assessment; WISSE

Abstract

As a part of a longitudinal study on the development of a web-based integrated writing service (WISSE), this article explores the most needed technological services in assisting students in their academic writing. This is a response to the widely available yet unintegrated online applications that have the potential to assist students’ writing. This study involved four students, four teachers, and two stakeholders of academic writing classes at a prominent university in Indonesia. The Nominal Group Technique (NGT) was applied to explore beneficial features that could be embedded in the WISSE by taking into account the problems, solutions, and roles of online applications in academic writing. The collected field notes from the NGT were then analyzed using thematic analysis. The results revealed that the most needed online applications to feature in the WISSE are those that assist students during the outlining process, check for grammatical accuracy, and communicate ideas through face-to-face conferences with teachers. The demand for these features stem from the necessity of teacher feedback, especially in ensuring the coherence and validity of their ideas which is especially crucial for students since the online applications are considered lacking in providing such feedback. These findings suggest improvements in how and at which stage(s) feedback is provided throughout the WISSE learning process. The results of this study focally emphasize the importance of teachers’ presence to provide human-based feedback to cater to students’ critical thinking through the use of online writing assistants.

https://doi.org/10.26803/ijlter.22.12.14

References

Abdulkareem, M. N. (2013). An investigation study of academic writing problems faced by Arab postgraduate students at Universiti Teknologi Malaysia (UTM). Theory and Practice in Language Studies, 3(9), 1552–1557. https://doi.org/10.4304/tpls.3.9.1552-1557

Ahlstrom, D. (2017). How to publish in academic journals: writing a strong and organized introduction section. Journal of Eastern European and Central Asian Research, 4(2). https://doi.org/10.15549/jeecar.v4i2.180

Al-Badi, I. A. H. (2015). Academic writing difficulties of ESL learners. WEI International Academic Conference Proceedings, 63–76. http://www.westeastinstitute.com/wp-content/uploads/2015/02/Ibtisam-Ali-Hassan-Al-Badi-full-Paper.pdf

Al Mubarak, A. A. (2017). An investigation of academic writing problems level faced by undergraduate students at Al Imam Al Mahdi University-Sudan. English Review: Journal of English Education, 5(2), 175–188. https://doi.org/10.25134/erjee.v5i2.533

Alharbi, M. A. (2019). EFL university students’ voice on challenges and solution in learning academic writing. Indonesian Journal of Applied Linguistics, 8(3), 576–587. https://doi.org/10.17509/ijal.v8i3.15276

AlMarwani, M. (2020). Academic writing: challenges and potential solutions. Arab World English Journal, 6(6), 114–121. https://doi.org/10.24093/awej/call6.8

Andrews, R., Torgerson, C., Beverton, S., Freeman, A., Locke, T., Low, G., Robinson, A., & Zhu, D. (2006). The effect of grammar teaching on writing development. British Educational Research Journal, 32(1), 39–55. https://doi.org/10.1080/01411920500401997

Bowen, N. E. J. A., & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: a keystroke logging study. Journal of Second Language Writing, 50 (January), 100773. https://doi.org/10.1016/j.jslw.2020.100773

Buultjens, M., & Robinson, P. (2011). Enhancing aspects of the higher education student experience. Journal of Higher Education Policy and Management, 33, 337 - 346. https://doi.org/10.1080/1360080X.2011.585708

Cennetku?u, N. G. (2017). International students’ challenges in academic writing: A case study from a prominent U.S. university. Journal of Languaage and Lingustic Studies, 13(2), 309–323. https://dergipark.org.tr/en/pub/jlls/issue/36120/405613

Chapple, M., & Murphy, R. (1996). The nominal group technique: Extending the evaluation of students’ teaching and learning experiences. Assessment and Evaluation in Higher Education, 21(2), 147–160. https://doi.org/10.1080/0260293960210204

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.

Chen, Y. C., & Tsai, C. C. (2009). An educational research course facilitated by online peer assessment. Innovations in Education and Teaching International, 46(1), 105–117. https://doi.org/10.1080/14703290802646297

Cheng, K. H., Liang, J. C., & Tsai, C. C. (2015). Examining the role of feedback messages in undergraduate students’ writing performance during an online peer assessment activity. Internet and Higher Education, 25, 78–84. https://doi.org/10.1016/j.iheduc.2015.02.001

Clarence, S., Albertus, L., & Mwambene, L. (2014). Building an evolving method and materials for teaching legal writing in large classes. Higher Education, 67(6), 839–851. https://doi.org/10.1007/s10734-013-9707-8

Degeng, P. D., Hamamah, H., Emaliana, I., & Hapsari, Y. (2022). Providing feedback for a large writing class: an application prototype for integrated academic writing online assessment. Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021. https://doi.org/10.4108/eai.9-10-2021.2319684

Dwigustini, R., Sari, N., Susilawati, S., & Nisa, B. (2021). Fostering students’ writing skill by the integration of mall application. Journal of Languages and Language Teaching, 9(1), 34. https://doi.org/10.33394/jollt.v9i1.3264

Ebadi, S., & Rahimi, M. (2017). Exploring the impact of online peer-editing using Google Docs on EFL learners’ academic writing skills: a mixed methods study. Computer Assisted Language Learning, 30(8), 787–815. https://doi.org/10.1080/09588221.2017.1363056

Ebadi, S., & Rahimi, M. (2019). Mediating EFL learners’ academic writing skills in online dynamic assessment using Google Docs. Computer Assisted Language Learning, 32(5–6), 527–555. https://doi.org/10.1080/09588221.2018.1527362

Fitria, T. N. (2021). QuillBot as an online tool: students’ alternative in paraphrasing and rewriting of English writing. Englisia: Journal of Language, Education, and Humanities, 9(1), 183. https://doi.org/10.22373/ej.v9i1.10233

Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant’s impact on English language learners. Computers and Education: Artificial Intelligence, 3(February), 100055. https://doi.org/10.1016/j.caeai.2022.100055

Hadi, M. S., Izzah, L., & Paulia, Q. (2021). Teaching writing through Canva application to enhance students’ writing performance. JOLLT Journal of Languages and Language Teaching, 9(2), 228. http://ojs.ikipmataram.ac.id/index.php/jollt/index

Hamamah, H., Hapsari, Y., Emaliana, I., & Degeng, P. D. D. (2020). Integrated academic writing assessment model to support the implementation of OBE curriculum. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(7), 1040. https://doi.org/10.17977/jptpp.v5i7.13827

Hamamah, H., Sahar, R., Emaliana, I., Hapsari, Y., & Degeng, P. D. D. (2023). Assessing the feasibility of a web-based interactive writing assessment (WISSE): An evaluation of media and linguistic aspects. Journal of English Education and Linguistics Studies, 10(1), 177–197. https://doi.org/10.30762/jeels.v10i1.1093

Inge, K. (2006). Customized employment: A growing strategy for facilitating inclusive employment. Journal of Vocational Rehabilitation, 24, 191-193

Ilham, I., Musthafa, B., & Yusuf, F. N. (2020). University students’ needs of writing course materials: A case of Indonesia. English Review: Journal of English Education, 8(2), 31. https://doi.org/10.25134/erjee.v8i2.2988

Jayavalan, K., & Razali, A. B. (2018). Effectiveness of online grammar checker to improve secondary students’ English narrative essay writing. International Research Journal of Education and Sciences (IRJES), 2(1), 1–6.

Jokhio, A. A., Raza, S. S., Younus, M., & Soomro, A. H. (2020). Teaching writing skills in university large. JEELS (Journal of Education and Linguistics Studies, 7(1), 25–47.

Jong, B., & Kim Hua, T. (2021). Using Padlet as a technological tool for assessment of students’ writing skills in online classroom settings. International Journal of Education and Practice, 9(2), 411–423. https://doi.org/10.18488/journal.61.2021.92.411.423

Juan, L. (2011). Cognitive Mechanism of the Acquisition of English Irregular Forms. Journal of Nanjing University of Science and Technology.

Lestari, S. (2017). Implementing Padlet application to improve writing ability in English writing skill for non English department students. LET: Linguistics, Literature and English Teaching Journal, 7(1), 1. https://doi.org/10.18592/let.v7i1.1509

Li, Z. (2021). Teachers in automated writing evaluation (AWE) system-supported ESL writing classes: Perception, implementation, and influence. System, 99, 102505. https://doi.org/10.1016/j.system.2021.102505

Lin, H. C., Hwang, G. J., Chang, S. C., & Hsu, Y. D. (2021). Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context. Computers & Education, 173, 104266. https://doi.org/10.1016/j.compedu.2021.104266

Lintangsari, A. P., Emaliana, I., & Kusumawardani, I. N. (2022). Improving learners’ critical thinking and learning engagement through Socratic Questioning in nominal group technique. Studies in English Language and Education, 9(2), 705–723. https://doi.org/10.24815/siele.v9i2.22352

Lynch, T., & Anderson, K. (2013). Grammar for Academic Writing. English Language Teaching Centre. https://www.ed.ac.uk/files/atoms/files/grammar_for_academic_writing_ism.pdf

Ng, J., Lloyd, P., Kober, R., & Robinson, P. (1999). Developing writing skills; a large class experience: A teaching note. Accounting Education, 8(1), 47–55. https://doi.org/10.1080/096392899331035

Nurkamto, J., Djatmika, & Prihandoko, L. A. (2022). Students’ problems of academic writing competencies, challenges in online thesis supervision, and the solutions: Thesis supervisors’ perspectives. Teflin Journal, 33(1), 123–147. https://doi.org/10.15639/teflinjournal.v33i1/123-147

Park, J. (2019). An AI-based English grammar checker vs. human raters in evaluating EFL learners’ writing. Multimedia-Assisted Language Learning, 22(1), 112–131.

http://journal.kamall.or.kr/wpcontent/uploads/2019/3/Park_22_1_04.pdfhttp://www.kamall.or.kr

Prihandoko, L. A. (2021). The interplay between digital competencies and information literacy in academic writing online class during COVID-19 pandemic (PLS-SEM approach). Eralingua: Jurnal Pendidikan Bahasa Asing Dan Sastra, 5(1), 234. https://doi.org/10.26858/eralingua.v5i1.18843

Rosyada, A., & Sundari, H. (2021). Learning from home environment: Academic writing course for EFL undergraduates through google classroom application. Studies in English Language and Education, 8(2), 710–725. https://doi.org/10.24815/siele.v8i2.18374

Samosir, S. A., & Daulay, S. H. (2023). EFL students’ perception of the use “Grammarly application” as Automated Writing Evaluation (AWE). Conference on English Language Teaching, 928–940. Retrieved from https://proceedings.uinsaizu.ac.id/index.php/celti/article/view/562

Saricaoglu, A., & Bilki, Z. (2021). Voluntary use of automated writing evaluation by content course students. ReCALL, 33(3), 265–277. https://doi.org/10.1017/S0958344021000021

Shang, H. F. (2022). Exploring online peer feedback and automated corrective feedback on EFL writing performance. Interactive Learning Environments, 30(1), 4–16. https://doi.org/10.1080/10494820.2019.1629601

Srivastava, S., Satsangi, K., & Satsangee, N. (2019). Identification of entrepreneurial education contents using nominal group technique. Education and Training, 61(7–8), 1001–1019. https://doi.org/10.1108/ET-05-2018-0105

Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33–48. https://doi.org/10.1016/j.compedu.2018.12.005

Su-Yeon Park, C., Kim, H., & Lee, S. (2021). Ethical for thinking critical toward do less teaching, do more coaching: Applications of artificial intelligence. Journal of Learning and Teaching in Digital Age, 6(2), 97–100. https://dergipark.org.tr/en/pub/joltida

Sudirman, A., Gemilang, A. V., & Male, H. (2020). Incorporating academic writing phrases into EFL students’ research proposals. International Journal of Learning, Teaching and Educational Research, 19(7), 35–54. https://doi.org/10.26803/ijlter.19.7.3

Suthiwartnarueput, T., & Wasanasomsithi, P. (2012). Effects of using Facebook as a medium for discussions of English grammar and writing of low-intermediate EFL students. Electronic Journal of Foreign Language Teaching, 9(2), 194–214.

Syakira, S., & Nur, S. (2022). Learners’ perceptions on the use of oral corrective feedback in One-to-One EFL classroom. Eralingua, 6(2), 286. https://doi.org/10.26858/eralingua.v6i2.26177 6(2), 286–306.

Toba, R., Noor, W. N., & Sanu, L. O. (2019). The current issues of Indonesian EFL students’ writing skills: Ability, problem, and reason in writing comparison and contrast essay. Dinamika Ilmu, 19(1), 57–73. https://doi.org/10.21093/di.v19i1.1506

Tusino, Sukarni, S., & Rokhayati, T. (2021). Hybrid synchronous and asynchronous language learning in writing class: The learners’ psychosocial perspectives in Indonesia. New Educational Review, 65, 190–199. https://doi.org/10.15804/tner.2021.65.3.15

Waer, H. (2021). The effect of integrating automated writing evaluation on EFL writing apprehension and grammatical knowledge. Innovation in Language Learning and Teaching, 17(1), 47–71. https://doi.org/10.1080/17501229.2021.1914062

Wilson, V. (1997). Focus groups: A useful qualitative method for educational re-search? British Educational Research Journal, 23(2), 209–224. https://doi.org/10.1080/0141192970230207

Wirantaka, A. (2022). Effective written corrective feedback on EFL students’ academic writing. Jurnal Pendidikan Bahasa Asing Dan Sastra, 6(2), 387–399. https://ojs.unm.ac.id/eralingua

Xie, Q. (2020). Diagnosing linguistic problems in English academic writing of university students: An item bank approach. Language Assessment Quarterly, 17(2), 183–203. https://doi.org/10.1080/15434303.2019.1691214

Omar, Y. Z. (2019). Teaching pedagogical grammar in context to enrich English language learners’ academic writing. International Journal of Linguistics, Literature and Translation, 2(3), 290308. https://doi.org/10.32996/ijllt.2019.2.3.24

Zhai, N., & Ma, X. (2022). Automated Writing Evaluation (AWE) feedback: A systematic investigation of college students’ acceptance. Computer Assisted Language Learning, 35(9), 2817–2842. https://doi.org/10.1080/09588221.2021.1897019

Zi-chun, F. (2011). Study on Efficiency Management of One-stop Course Teaching Team in Open and Distance Education. Journal of Tianjin Radio and Television University

Downloads

Published

2023-12-30