Collaborative Edmodo in writing: A conceivable course of fusion

Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

Collaborative writing is used as a therapeutic technique in poetry therapy groups. This article describes a study on the effect of collaborative writing on cohesion in poetry therapy groups with 33 graduate students. Participants were randomly assigned to poetry therapy control groups without collaborative writing or experimental groups with collaborative writing. After six sessions, posttest scores on the Group Environment Scale (Moos & Hanson, 1974) indicated a significant difference in cohesion for those groups using collaborative writing. Previous research on collaborative writing and suggestions for future studies are discussed.

This study investigates the impact of wiki-mediated collaborative writing (WMCW) on enhancing persuasive writing skills, 21st century skills, and writing self-efficacy of English for Specific Purposes (ESP) students, following the Vygotskian social-constructivist theory of learning. Two intact classes, comprising 79 ESP students, were randomly assigned to an experimental group ( n = 39) and a control group ( n = 40), respectively. Over a term of 12 two-hour sessions, the experimental group received wiki-mediated collaborative writing instruction, while the control group received non-wiki collaborative writing instruction. Data were collected through two timed persuasive writing tasks, a 21st century skills scale, a writing self-efficacy scale, and individual semi-structured interviews. The study employs a sequential exploratory mixed method, analyzing the quantitative data using paired samples and independent samples t- t ests, and applying language-related episodes and thematic analyses to analyze the qualitative data. The findings indicate that both wiki-mediated and individual writing groups (non-wiki collaborative writing) instructions improved ESP students’ performance in persuasive writing skills, 21st century skills, and writing self-efficacy. Furthermore, the ESP students in the wiki-mediated collaborative writing group outperformed those in the non-wiki collaborative writing group. The qualitative analysis reveals peer writing mediations in the wiki space that enhance the ESP students' writing content, organization, and language use. The pedagogical implications of the study are discussed.

Collaborative writing (CW) has been proven advantageous to enhance the second and foreign language skills of university students. However, little research to date has explored whether CW practices are fruitful for secondary school learners in foreign language (FL) contexts, a population characterized by low language proficiency levels, and few opportunities to engage with the FL. The present classroom-based study examines CW in this setting and aims to determine whether CW fosters language opportunities, operationalized as language-related episodes (LREs), which will allow learners in low-input scenarios to compose better texts. Two parallel intact classes were studied: a control group ( n = 16) which produced an argumentative essay individually, and an experimental group ( n = 16) which did so in pairs while recording their interactions. The findings revealed that the pairs produced shorter but more accurate and slightly more lexically and grammatically complex texts and obtained higher scores in content, structure and organization. Collaboration afforded students the opportunity to pool ideas, deliberate over language use, and provide each other with feedback (collective scaffolding). Most importantly, collaborating seemed to be beneficial for all intermediate secondary learners and, thus, a useful strategy for improving FL writing skills in the secondary school context.

Even if research on online collaborative writing is largely abundant, studies on the effects of varied digital collaborative tools applied to different stages of process writing are limited. This paper, therefore, presents the findings of a quasi-experimental study on the effects of three Web 2.0-based collaborative writing tools on university English language students’ writing performance and motivation. A one-group within-subjects quasi-experimental repeated-measures time series design was employed. Sixteen University students were comprehensively selected. Data were collected over four rounds using writing performance tests and a motivation questionnaire. The Friedman test was utilized to compare the mean scores of the related samples. Additionally, Kendall’s coefficient of concordance was calculated to determine the concordance in the rating. The results revealed that Web 2.0-based collaborative writing had a statistically significant effect on students’ writing performance and motivation when applied to the different stages of process writing. Therefore, it is essential for teachers, schools, and curriculum designers to make a concerted effort to integrate Web 2.0 writing tools for collaborative writing. 

The advantages of collaborative writing on students' writing correctness have received much attention from researchers, but the benefits of this method on students' writing fluency have not been shown. Not only that, but no research up until now has looked at how students might work together to write argumentative essays. This essay aims to address such knowledge gaps. A total of 62 college sophomores with an English major participated in the research. One area where the two groups were treated differently was during the writing phase. While the 25 students in the control group worked together on an outline and developed ideas for an essay, the thirty-five students in the experimental group wrote their papers as a group. The pre-tests, post-tests of both individually and jointly produced papers, and the semi-structured interviews administered to the students provided the data for this study. The research finds that students' writing fluency improved significantly in group and individual writing tasks after engaging in collaborative writing. In addition, the research developed a helpful framework for collaborative writing tasks that may be used in writing schools.

English language teaching methods have been transforming to improve learners’ English language proficiency. Currently, effective teaching methods are essential for enhancing learners’ academic achievement. Despite the recognition of collaborative learning as a beneficial approach, research specifically investigating its effects on writing performance remains limited. Therefore, this study aimed to investigate the effects of collaborative writing on Ethiopian English as a Foreign Language students’ writing accuracy, fluency, and complexity performance; it is a crucial area in language pedagogy that has not been extensively examined. Employing a quasi-experimental design, the study selected a total of 86 students, with 43 participants from each of two grade 10 classes. One class was assigned to the experimental group, where students participated in collaborative writing activities. The other class served as the control group, receiving conventional writing instruction. The intervention was implemented over a 12-week period. Data were collected through pre- and post-writing tests, and the results of the pre and post writing performance tests were analyzed using descriptive statistics, an independent-samples t test, and ANCOVA. The results revealed a statistically significant difference between the experimental and control groups in writing accuracy and fluency. However, there was no statistically significant difference between the two groups in terms of writing complexity performance. The findings indicate some theoretical and pedagogical implications to enhance advancements in writing proficiency, and overall, the study concludes by offering suggestions for future research.

In Education 4.0 a vision of learning will form which will focus on how the sources of learning will be, then where and how students learn, so learning will become more meaningful while the teacher only acts as a facilitator in learning. However, achieving this vision is not easy, because there are still some problems found, related to the lack of use of technology in learning, and the lack of student knowledge in using technology as a support for the success of one learning. Based on the problems, the solution offered is Training of Utilizing Edmodo E-Learning Application Media to Improve Students' English Writing Ability. This research aims to investigate how the students of MA Masyhudiyah perceive the use of Edmodo as a media in English writing skills and how Edmodo helps the students in developing their writing ability. The participants were taken for the analysis as they fall under the Edmodo users. This research study used a quantitative method and a survey design was administered to gather a questionnaire with answers associated with a 5-point Likert scale ranging from strongly agree to strongly disagree. The survey was created using Google Form and was shared among the students through email and other sources. The result of the study shows that incorporating Edmodo enhances both student interest and motivation in English writing ability when particular Edmodo features are employed. The result through the analysis supports that the students have a positive perception using Edmodo is mainly towards for the resources, support and communication such as forum, discussions and also online activities. Students find Edmodo a wonderful and user-friendly social learning platform that enables them to enjoy working on an online class especially in English writing skills.

The present study intends to investigate the effect of using a gamified platform called Classcraft on the individual L2 writing performance of Iranian university students of TEFL. For this purpose, a group of 120 male and female intermediate university students was assigned to three treatment groups as well as a control group, each containing 30 participants, in a quasi-experimental pretest/post-test design. The first experimental group benefited from both gamification and collaboration while interacting via the Classcraft platform to do the tasks. The second experimental group did the writing tasks individually via the same platform, while the third group practiced collaborative writing without gamification. Finally, the control group did the writing assignments without either gamification or collaboration. The results of the two-way ANCOVA revealed that the gamification factor significantly improved the writing performance of the students who utilized the gamified platform (i.e., the first and second experimental groups). However, the collaboration factor failed to exert a statistically significant impact on the scores of the participants who did the tasks jointly (i.e., the first and third experimental groups). The findings of this study can provide practical implications for language teachers, materials designers, and policy-makers in education.

The present study examines the effect of group work and collaborative writing on EFL learners' writing ability at elementary level.Convenience sampling is used in this research.64 learners in two groups (treatment & control) participated in the study.The Learners in treatment group wrote their writings collaboratively while the other group wrote them individually.The writing samples were rated based on the TOEFL iBT task 2 writing scoring rubric (ETS, 2006).The results showed that both the treatment group and the control group improved significantly from the beginning to the end of the instruction as assessed through the use of two paired samples t tests (Treatment Group t(30) = -26.42,p = .000;Control Group t(32) = -15.70,p = .000).However, the two groups showed a significant difference in their posttest (t (62) = 2.64, p = .01).

The low competence of students' science knowledge is caused by the lack of optimal use of innovative learning models and the lack of using learning media. The purpose of this study was to examine the effect of the Teams Games Tournament learning model assisted by the Media Question Card on the scientific competence of science students in fourth grade elementary. This type of research was a quasi-experimental research design with a nonequivalent control group design. The population of this study was the fourth-grade students with a total of 392 students. The sample was determined by a random sampling technique. The sample in this study was class IV with a total sample of class 34 students as the experimental group and class IV with a class sample of 33 students as the control group. The science competency data collection was done by the test method and the instrument used was an ordinary multiple-choice objective test. The data obtained were analyzed using a t-test. The results of the analysis showed that there were significant differences in the learning models of team’s games tournament assisted by the media question card to the scientific competence of science with conventional learning of fourth-grade students. Based on the results of data analysis obtained tcount = 3.245 at a significance level of 5% and dk = 65 obtained ttable = 1.997 so tcount = 3.25> ttable = 1.997. Based on the testing criteria, it is rejected and accepted. Thus, it can be concluded, the Teams Games Tournament learning model assisted by the Question Card media influences the science knowledge competence of fourth-grade.

a basic understanding of acid-base physiology is critical for the correct assessment of arterial blood gases in the clinical setting ([1][1]). In this context, collaborative teaching strategies in the undergraduate classroom setting may be useful, since it has been reported to enhance both transfer

This study aims to assess students' collaborative writing activities using Wiki as a tool, building upon the research conducted by Hadjerrouit. An optimized experimental plan was designed to enhance the research approach. The enhancements involved expanding the experimental sample size, implementing a control group, incorporating self-assessment links, and utilizing binary response formats. Prior to commencing the experiment, all participants underwent rigorous training and testing to mitigate potential confounding factors. Subsequently, the acquired experimental data was analyzed using the same methodology as Hadjerrouit to derive conclusive findings. Nevertheless, it is crucial to acknowledge that the outcomes may be influenced by participants' learning abilities and the duration of the experiment, despite the ideal nature of the experimental plan.

This study investigated the impact of using a discussion strategy with learning analytics on the level of student cognitive presence and interaction. The study used a quasi-experimental design with control and experimental groups. The experimental group applied open-ended discussion and elaborated feedback with learning analytics while the control group applied open-ended discussion and elaborated feedback without learning analytics. A mixed-method approach was used in this study. Data were collected through content analysis, social network analysis (SNA), and interviews. The results showed that the level of cognitive presence in the experimental group increased more than the control group. SNA revealed that students in the experimental group developed more cognitive learning ties with their peers during the process of developing cognitive presence. Interview data showed that students found that the discussion strategy with learning analytics made them aware of their level and quality of interaction and their role in building knowledge in an online learning community. In addition, they felt that the discussion strategy with learning analytics increased their motivation to participate in the discussion. This study provides recommendations on how students can enhance their cognitive presence and learning experience in an online learning community.

Abstract:Teaching methods that actively engage the student and entrust him with learning tasks are among the important and successful methods of delivering the educational material to the student, and on this basis the researcher set out to test programmed education that allows the student to be effective and able to make decisions and advance learning according to his capabilities, and through the researcher's modest experience in Teaching the field and field subject I noticed the weakness of the skill performance of the third stage students in the javelin event because of the difficulty of learning that is characterized by this event, and to solve this problem the researcher used linear programmed education through designing an educational CD that displays the educational material and exercises that the student follows to learn performance The skills to see them and progress in their studies and apply exercises according to the speed of his learning and his possibilities to reach learning, under the supervision of the subject teacher. Where the researcher believes that the use of programmed learning may increase students' ability to achieve better learning through reading, follow-up, and performing exercises in the educational CD. The aim of the research is to identify the effect of using the programmed teaching method on learning the skill performance of the effectiveness of javelin throwing among students of the third stage / Department of Physical Education / College of Basic Education / University of Diyala. As for the research hypotheses, they were represented by the existence of statistically significant significant differences between each of the following: 1. The proficiency test before and after and for the control and experimental groups, in favor of the post test. 2. The post-skill test for the control and experimental groups, for the benefit of the experimental group. The researcher used the experimental method by designing the control and experimental groups for its suitability and the nature of the problem, as she selected the research community by the intentional method, which is the third stage in the Department of Physical Education, College of Basic Education. The research sample was represented by (15) students representing the experimental group and (15) students representing the control group. The control group studied using the traditional method, while the experimental group studied using programmed education. As for the most important findings of the research, they were thus represented 1- Programmed education has an effect on learning skill performance better than the used method. 2- The interaction of students in the experimental group in viewing and following up on the prepared tablet according to the programmed teaching. As for the most important recommendations, they were: - 1- Preparing educational tablets according to the programmed education for each of the square and field activities. 2- Using programmed education in games and other skills other than the field and the field