Author, Subjects, Keywords

Cited Author

 

 
   » By Author or Editor
 » Browse Author by Alphabet
 » By Journal
 » By Subjects
 » By Affiliations
 » By Type
 » By Year
 » By Latest Additions
 
 
   » By Author
 » Top 20 Authors
 » Top 20 Article
 » Top 20 Journal Cited
 » Top 20 Cited
 » Top 20 Author Cited
 » Usage Since Sept 2007


 
 
 

Login | Create Account

What Goes On When Tertiary Students Are Engaged In An Online Academic Writing Course?

Chan, Swee Heng, and Han, Ai Leen, (2005) What Goes On When Tertiary Students Are Engaged In An Online Academic Writing Course? GEMA Online Journal of Language Studies, 5 (2). 14p.. ISSN 1675-8021

Full text not available from this repository.

Official URL: http://www.fpbahasa.ukm.my/linguistics/Gema/page1_14.pdf

Affiliations

Universiti Putra Malaysia
United Overseas Bank Malaysia

Abstract

In this study, the learning environment is web-based and the learning situation is related to a course in research writing put together from web-based resources for a group of ESL tertiary students. The challenge in this study is to address the question: How do students decode learning material (in an online writing course) and do they use the various cognitive, metacognitive and socio-affective strategies to learn, retain and recall the new information and integrate it with prior knowledge? Specifically, the study raised the following questions: 1. What are the metacognitive and socio-affective strategies used by Malaysian students in an online course on academic writing?
2. What are the perceptions among students about the online training course? The study adopts both quantitative and qualitative means to obtain the data. It is a mixed design. The quantitative data allows predetermined attributes to be evaluated and synthesized while an ethnographic design allows the investigation to be set in an authentic and naturalistic environment. The naturalistic setting entails an attitude of detachment that permits the researcher to observe the conduct of self and those under observation to understand the mechanisms of social processes, and to account for the related processes. The mix method design provides a holistic approach in which one method enhances the other in its contribution to salience of data.

Item Type:Journal
Subjects:P Language and Literature
L Education
ID Code:1907

McCombs, B.L. (1988). Motivational skills training: Combining metacognitive, cognitive, and affective learning strategies. In C.E. Weinstein, E T. Goetz, & P.A. Alexander(Eds.) Learning and study strategies: Issues in assessment, instruction, and evaluation.pp.141-169. San Diego: Academic Press.

Bialystok, E. (1978). Variables of classroom achievement in second language learning.Modern Language Journal, 62:327-336.

Chamot, A., & Kupper, L. (1989) Learning strategies in foreign language instruction. Foreign Language Annals, 22:13 – 24.

Ehrman, M. & Oxford, R. (1989). Effects of sex differences, career choice, and psychological type on adult language learning strategies. Modern Language Journal, 73 (1):1-13.

Ennals, R. (1993). Computers and exploratory learning in the classroom. In J. Beyton, & H. Mackay (Eds.) Computers into classrooms: More questions than answers. London:

The Falmer Press.

Green, J. & Oxford, R. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29( 2):261-297.

Iswander Kaur (2001). The language learning strategies of successful and unsuccessful learners in Malaysian Secondary School. Unpublished M.A. project paper. Universiti Putra Malaysia, Malaysia.

Jeung, H. (2003). E-learning at Kyongju Univerisity in Seoul, Korea: The present and the future. In S. Hongladarom (Ed.) Proceedings of the International Conference on Information Technology and Universities in Asia (ITUA

2002). pp.589-600. Thailand: Chulalongkorn University Press.

Lau, Bee Yian (2004). Incorporating learning how to learn in a Malaysian lower secondary SMART classroom. Unpublished Ph.D. thesis. Universiti Putra Malaysia, Malaysia.

Lessard-Clouston, M. (1997). Language learning strategies: An Overview for L2 Teachers. The Internet TESL, Journal, 3(2) [online].

Available:http://www.aitech.ac.jp/~itesljArticles/Lessard-Clouston-Strategy.html

Lim, Seng Leong (2003). The Language learning strategies of Chinese-educated and Malay -educated learners in Malaysian secondary schools. Unpublished M.A. project paper, Universiti Putra Malaysia, Malaysia.

Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1996). The good language learner. Clevedon, Avon: Multilingual Matters.

O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., & Russo, R.P. (1985). Learning strategies applications with students of English as a second language. TESOL Quarterly, 19(3): 557-584.

Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House/Harper & Row.

Pandian, A. (2003). Promoting IT: Whose responsibility? In S. Hongladarom (Ed.) Proceedings of the International Conference on Information Technology and Universities in Asia (ITUA 2002). pp. 443 – 456. Thailand: Chulalongkorn University Press.

Politzer, R. L. and McGroarty, M. (1985). An exploratory study of learning behaviours and their relationship to gains in linguistic and communicative competence. TESOL

Quarterly, 19(1):103-124.

Rashidah Begum (2005). A study of the learning strategies of low achievers of English as a Second Language in Selangor, Malaysia. Unpublished PhD thesis, Universiti Putra

Malaysia.

Rubin, J. (1975). What the ‘Good Language Learner’ can teach us. TESOL Quarterly, 9(1):41-51.

Sullivan, P. and Dautermann, J. (1996). Electronic literacies in the workplace: Technologies of writing. Illinois: NCTE.

Tornow, J. (1997). Link/Age: Composing in the online classroom. Logan, Utah: Utah State University Press.

Wenden, A. & Rubin, J. (1987). Learner strategies in language learning. London: Prentice-Hall International.

Wong-Fillmore, L. (1976). The second time around: Cognitive and social strategies in second language acquisition. Unpublished PhD. dissertation. Stanford University, U.S.

Repository Staff Only: item control page