Integrating Seamless Learning within a Peer-Assisted Learning Center to Develop Student English Academic Writing Skills
Article Sidebar
Published:
May 4, 2021
Keywords:
Seamless learning Peer-assisted learning Social constructivism Peer feedback Zone of proximal development Academic writing Writing efficiency
Main Article Content
Abstract
Although an emerging field, seamless learning (SL) can be a powerful tool, and in this study, it was integrated into a peer-assisted learning (PAL) center in such a way to concentrate on the development of undergraduate English writing skills in Thailand. This quasi-experimental quantitative and qualitative study was conducted at an international college, where the control and experimental groups consisted of 18 and 17 research participants, respectively. The objective of this study was to examine whether student involvement in a seamless learning-focused PAL center could help develop academic writing skills of undergraduate students in an international faculty at a private university in Thailand. In this study, the instrument utilized to elicit and collect information was in the form of a sample IELTS writing test, which mirrored Task 2 of the examination. Those providing peer feedback to the participants were their fellow classmates who had achieved a CEFR English level of B2 or higher. There was a total of 48 student peer-mentors (SPMs) in this study. Based on the findings of this study, it can be concluded that by integrating SL into a PAL center, it could significantly develop undergraduate student writing skills. With more and more university faculty budgets becoming smaller, higher educational institutions are being influenced to become more creative in adopting more fiscally responsible academic projects, and seamless learning-focused PAL centers could be implemented in such a way to develop undergraduate student writing skills at little or no cost to universities. The research implications for this study offer a framework on how to better develop academic writing skills for undergraduate students.
Article Details
How to Cite
Devere Bacon, E., Satienchayakorn, N., & Prakaiborisuth, P. (2021). Integrating Seamless Learning within a Peer-Assisted Learning Center to Develop Student English Academic Writing Skills. REFLections, 28(2), 147–167. https://doi.org/10.61508/refl.v28i2.251147
Section
Research articles
References
Abasi, A. R., Akbari, N., & Graves, B. (2006). Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing, 15(2), 102-117.
Anastopoulou, S., Sharples, M., Ainsworth, S., Crook, C., O’Malley, C., & Wright, M. (2012). Creating personal meaning through technology-supported science inquiry learning across formal and informal settings. International Journal of Science Education, 34(2), 251-273.
Boonyarattanasoontorn, P. (2017). An investigation of Thai students’ English language writing difficulties and their use of writing strategies. Journal of Advanced Research in Social Sciences and Humanities, 2(2), 111-118.
British Council (n.d.). IELTS TASK 2 Writing band descriptors (public version). Retrieved from https://takeielts.britishcouncil.org/sites/default/files/ielts_task_2_writing_band_descriptors.pdf
Caulk, N. (1994). Comparing teacher and student responses to written work. Tesol Quarterly, 28(1), 181-188.
Chan, T. -W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., . . . Norris, C. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(01), 3-29.
Chiravate, B. (2011). The role of narrative structure in the acquisition of English tense aspect morphology by Thai learners. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 27-43.
Chokwe, J. M. (2013). Factors impacting academic writing skills of English second language students. Mediterranean Journal of Social Sciences, 4(14), 377.
Clemson University. (2020). Peer-Assisted Learning – PAL. Retrieved from https://www.clemson.edu/asc/courses/pal-student.html
Cotterall, S., & Cohen, R. (2003). Scaffolding for second language writers: Producing an academic essay. ELT Journal, 57(2), 158-166.
Daniels, P. T., & Bright, W. (1996). The world’s writing systems. Oxford University Press.
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. SAGE Publications.
Dilger, B., Gommers, L., & Rapp, C. (2019). The learning problems behind the seams in seamless learning. In C. K. Looi, L. S. Wong, C. Glanh & S. Cai (Eds.), Seamless learning: Perspectives, challenges and opportunities (29-51). Springer Nature.
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s zone of proximal development (ZPD) in teacher education: ZPTD and self-scaffolding. Procedia - Social and Behavioral Sciences, 29, 1549-1554.
Fithriani, R. (2019). ZPD and the benefits of written feedback in L2 writing: Focusing on students’ perceptions. The Reading Matrix: An International Online Journal, 19(1), 63-73.
Fuchs, D., Fuchs, L. S., Thompson, A., Otaiba, S. A., Yen, L., Yang, N. J., . . . O’Connor, R. E. (2002). Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms. Exceptional Children, 68(3), 295-311.
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304-315.
Hwang, G. -J., Tsai, C. -C., & Yang, S. J. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Journal of Educational Technology & Society, 11(2), 81-91.
IELTS. (2015). Guide for Teachers Test Format, Scoring and Preparing Students for the Test
Jauregui, J., Bright, S., Strote, J., & Shandro, J. (2018). A novel approach to medical student peer-assisted learning
through case-based aimulations. The Western Journal of Emergency Medicine, 19(1), 193–197. https://doi.org/10.5811/westjem.2017.10.35319
Kohen-Vacs, D, Mildrad, M., & Jansen, M. (2019). Towards an architectural approach to supporting collaborative
seamless learning experiences in the formal and informal spaces. In C. K. Looi, L. S. Wong, C. Glanh & S.
Cai (Eds.), Seamless learning: perspectives, challenges and opportunities (29-51). Springer Nature.
Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of
College Student Development, 37(2), 135-148.
Lilliefors, H. W. (1967). On the Kolmogorov-Smirnov test for normality with mean and variance unknown. Journal
of the American Statistical Association, 62(318), 399–402. https://doi.org/10.2307/2283970
Loan, N. T. T. (2017). A case study of combined peer-teacher feedback on paragraph writing at a university in Thailand. Indonesian Journal of Applied Linguistics, 7(2), 253-262.
Maheady, L. (1998). Advantages and disadvantages of peer-assisted learning strategies. In K. Topping & S. Ehly (Eds.), Peer-assisted learning (45-65). Routledge.
Mangelsdorf, K., & Schlumberger, A. (1992). ESL student response stances in a peer-review task. Journal of Second Language Writing, 1(3), 235-254.
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.
Mendonca, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. Tesol Quarterly, 28(4), pp. 745-769.
Muhammad, A., Habibullah, P., & Syed, W. A. Sh. (2018). Problems affecting L2 learners’ English writing skills: A study of Public Sector Colleges Hyderabad City, Singh, Pakistan. Language in India, 18(5), 7-26.
Narciss, S., & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction, 16(4), 310-322.
Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375-401.
Niandari, A., & Syahrudin, J. (2012). Teaching writing a discussion text by applying peer - assisted learning strategy (Pals) at senior high school. Journal of English Language Teaching, 1(1), 236-245.
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional development needs. English Language Teaching, 6(11), 139-147.
Noopong, D. (2002). English teaching problems and the needs for professional development of teachers of English in education extended schools under the Jurisdiction of the Office of Primary Education, Nakhon Ratchasima.
Nakhon Ratchasima Rajabhat University. English Program.
Nurhidayat, E. (2016). The effectiveness of peer assisted writing to teach writing viewed from Students‘ creativity. The 5th ELTLT Conference Proceedings, pp. 195-199.
Nuruzzaman, M., Islam, A. S., & Shuchi, I. J. (2018). An analysis of errors committed by Saudi non-English major students in the English paragraph writing: A study of comparison. Australian International Academic Centre, 9(1), 31-39.
Oliverio, S. (2015). The need for “connectedness in growth”: Experience and education and the new technological culture. Education and Culture, 31(2), 55-68.
Otero, N., & Oakley, I. (2019). Toward a conceptual framework to analyze empirical evidence regarding learning benefits. In C. K. Looi, L. S. Wong, C. Glanh & S. Cai (Eds.) Seamless learning: Perspectives, challenges and opportunities (pp. 29-51). Springer Nature.
Puranik, C., Patchan, M., Lemons, C., & Otaiba, S. (2017). Using peer assisted strategies to teach early writing: results of a pilot study to exmine feasibility and promise. Reading and Writing, 30(1), 25-50.
Reiser, B., & Tabak, I. (2014). Scaffolding. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 44-62). Cambridge University Press.
Rensing, J., Vierbuchen, M. -C., Hillenbrand, C., & Grünke, M. (2016). Implementing Peer-Assisted Writing Support in German Secondary Schools. Insights into Learning Disabilities, 13(2), 151–164.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.
Sage Publications, Inc, & Lavrakas, P. J. (2008). Encyclopedia of Survey Research Methods. SAGE Publications, Inc.
Sollervall, H., Gil de la Iglesia, D., Milrad, M., Peng, A., Pettersson, O., Salavati, S., & Yau, J. (2011). Trade-offs between didactical and technological design requirements affecting the robustness of a mobile learning activity.
Paper presented at the Proceedings of the 19th International Conference on Computers in Education.
Specht, M., Borner, D., Tabuenca, B., Ternier, S., De Vries, F., Kalz, M., Drachsler, H., & Schmitz, B. (2012). RTST Trend Report: Lead theme Contextualisation. Deliverable 1.7 of STELLAR network of excellence. Heerlen, The Netherlands.
Stahl, G. (2002). Contributions to a theoretical framework for CSCL. Paper presented at the Proceedings of the conference on computer support for collaborative learning: Foundations for a CSCL community.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173.
Suthiwartnarueput, T., & Wasanasomsithi, P. (2012). Effects of theme-based grammar instruction on the enhancement of English writing ability of Thai EFL students. Journal of Institutional Research South East Asia, 10(2), 42-59.
Suwanarak, K., & Phothongsunan, S. (2009). Attributions of high achieving Thai university students perceiving themselves as failures in English usage. Retrieved December 15, 2020, from http://km.nida.ac.th/home/images/pdf/8-3.pdf
Topping, K. J., & Ehly, S. W. (2001). Peer assisted learning: A framework for consultation. Journal of Educational and Psychological Consultation, 12(2), 113-132.
Trochim, W. M., & Donnelly, J. P. (2001). Research methods knowledge base: CENGAGE Learning.
Usman, R., & Jamil, B. (2019). Perceptions of undergraduate medical students about peer assisted learning. The Professional Medical Journal, 26(08), 1283-1288.
Villamil, O. S., & De Guerrero, M. C. (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing, 5(1), 51-75.
Webb, N. M., & Mastergeorge, A. (2003). Promoting Effective Helping Behavior In Peer-Directed Groups. International Journal of Educational Research, 39(1-2), 73-97.
Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press.
Wong, L. -H., Chai, C. -S., Chin, C. -K., Hsieh, Y. -F., & Liu, M. (2012). Towards a seamless language learning framework mediated by the ubiquitous technology. International Journal of Mobile Learning and Organisation, 6(2), 156-171
Wong, L. -H., & Looi, C. -K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364-2381.
Wong, L. -H., & Sharples, M. (2013). Seamless learning: An international perspective on next generation technology enhanced learning.
Zamel, V. (1985). Responding to student writing. Tesol Quarterly, 19(1), 79-101.
Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4(3), 209-222.
Anastopoulou, S., Sharples, M., Ainsworth, S., Crook, C., O’Malley, C., & Wright, M. (2012). Creating personal meaning through technology-supported science inquiry learning across formal and informal settings. International Journal of Science Education, 34(2), 251-273.
Boonyarattanasoontorn, P. (2017). An investigation of Thai students’ English language writing difficulties and their use of writing strategies. Journal of Advanced Research in Social Sciences and Humanities, 2(2), 111-118.
British Council (n.d.). IELTS TASK 2 Writing band descriptors (public version). Retrieved from https://takeielts.britishcouncil.org/sites/default/files/ielts_task_2_writing_band_descriptors.pdf
Caulk, N. (1994). Comparing teacher and student responses to written work. Tesol Quarterly, 28(1), 181-188.
Chan, T. -W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., . . . Norris, C. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(01), 3-29.
Chiravate, B. (2011). The role of narrative structure in the acquisition of English tense aspect morphology by Thai learners. Journal of Pan-Pacific Association of Applied Linguistics, 15(2), 27-43.
Chokwe, J. M. (2013). Factors impacting academic writing skills of English second language students. Mediterranean Journal of Social Sciences, 4(14), 377.
Clemson University. (2020). Peer-Assisted Learning – PAL. Retrieved from https://www.clemson.edu/asc/courses/pal-student.html
Cotterall, S., & Cohen, R. (2003). Scaffolding for second language writers: Producing an academic essay. ELT Journal, 57(2), 158-166.
Daniels, P. T., & Bright, W. (1996). The world’s writing systems. Oxford University Press.
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. SAGE Publications.
Dilger, B., Gommers, L., & Rapp, C. (2019). The learning problems behind the seams in seamless learning. In C. K. Looi, L. S. Wong, C. Glanh & S. Cai (Eds.), Seamless learning: Perspectives, challenges and opportunities (29-51). Springer Nature.
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky’s zone of proximal development (ZPD) in teacher education: ZPTD and self-scaffolding. Procedia - Social and Behavioral Sciences, 29, 1549-1554.
Fithriani, R. (2019). ZPD and the benefits of written feedback in L2 writing: Focusing on students’ perceptions. The Reading Matrix: An International Online Journal, 19(1), 63-73.
Fuchs, D., Fuchs, L. S., Thompson, A., Otaiba, S. A., Yen, L., Yang, N. J., . . . O’Connor, R. E. (2002). Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms. Exceptional Children, 68(3), 295-311.
Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304-315.
Hwang, G. -J., Tsai, C. -C., & Yang, S. J. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Journal of Educational Technology & Society, 11(2), 81-91.
IELTS. (2015). Guide for Teachers Test Format, Scoring and Preparing Students for the Test
Jauregui, J., Bright, S., Strote, J., & Shandro, J. (2018). A novel approach to medical student peer-assisted learning
through case-based aimulations. The Western Journal of Emergency Medicine, 19(1), 193–197. https://doi.org/10.5811/westjem.2017.10.35319
Kohen-Vacs, D, Mildrad, M., & Jansen, M. (2019). Towards an architectural approach to supporting collaborative
seamless learning experiences in the formal and informal spaces. In C. K. Looi, L. S. Wong, C. Glanh & S.
Cai (Eds.), Seamless learning: perspectives, challenges and opportunities (29-51). Springer Nature.
Kuh, G. D. (1996). Guiding principles for creating seamless learning environments for undergraduates. Journal of
College Student Development, 37(2), 135-148.
Lilliefors, H. W. (1967). On the Kolmogorov-Smirnov test for normality with mean and variance unknown. Journal
of the American Statistical Association, 62(318), 399–402. https://doi.org/10.2307/2283970
Loan, N. T. T. (2017). A case study of combined peer-teacher feedback on paragraph writing at a university in Thailand. Indonesian Journal of Applied Linguistics, 7(2), 253-262.
Maheady, L. (1998). Advantages and disadvantages of peer-assisted learning strategies. In K. Topping & S. Ehly (Eds.), Peer-assisted learning (45-65). Routledge.
Mangelsdorf, K., & Schlumberger, A. (1992). ESL student response stances in a peer-review task. Journal of Second Language Writing, 1(3), 235-254.
McKinley, J. (2015). Critical argument and writer identity: Social constructivism as a theoretical framework for EFL academic writing. Critical Inquiry in Language Studies, 12(3), 184-207.
Mendonca, C. O., & Johnson, K. E. (1994). Peer review negotiations: Revision activities in ESL writing instruction. Tesol Quarterly, 28(4), pp. 745-769.
Muhammad, A., Habibullah, P., & Syed, W. A. Sh. (2018). Problems affecting L2 learners’ English writing skills: A study of Public Sector Colleges Hyderabad City, Singh, Pakistan. Language in India, 18(5), 7-26.
Narciss, S., & Huth, K. (2006). Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction, 16(4), 310-322.
Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375-401.
Niandari, A., & Syahrudin, J. (2012). Teaching writing a discussion text by applying peer - assisted learning strategy (Pals) at senior high school. Journal of English Language Teaching, 1(1), 236-245.
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional development needs. English Language Teaching, 6(11), 139-147.
Noopong, D. (2002). English teaching problems and the needs for professional development of teachers of English in education extended schools under the Jurisdiction of the Office of Primary Education, Nakhon Ratchasima.
Nakhon Ratchasima Rajabhat University. English Program.
Nurhidayat, E. (2016). The effectiveness of peer assisted writing to teach writing viewed from Students‘ creativity. The 5th ELTLT Conference Proceedings, pp. 195-199.
Nuruzzaman, M., Islam, A. S., & Shuchi, I. J. (2018). An analysis of errors committed by Saudi non-English major students in the English paragraph writing: A study of comparison. Australian International Academic Centre, 9(1), 31-39.
Oliverio, S. (2015). The need for “connectedness in growth”: Experience and education and the new technological culture. Education and Culture, 31(2), 55-68.
Otero, N., & Oakley, I. (2019). Toward a conceptual framework to analyze empirical evidence regarding learning benefits. In C. K. Looi, L. S. Wong, C. Glanh & S. Cai (Eds.) Seamless learning: Perspectives, challenges and opportunities (pp. 29-51). Springer Nature.
Puranik, C., Patchan, M., Lemons, C., & Otaiba, S. (2017). Using peer assisted strategies to teach early writing: results of a pilot study to exmine feasibility and promise. Reading and Writing, 30(1), 25-50.
Reiser, B., & Tabak, I. (2014). Scaffolding. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 44-62). Cambridge University Press.
Rensing, J., Vierbuchen, M. -C., Hillenbrand, C., & Grünke, M. (2016). Implementing Peer-Assisted Writing Support in German Secondary Schools. Insights into Learning Disabilities, 13(2), 151–164.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23-30.
Sage Publications, Inc, & Lavrakas, P. J. (2008). Encyclopedia of Survey Research Methods. SAGE Publications, Inc.
Sollervall, H., Gil de la Iglesia, D., Milrad, M., Peng, A., Pettersson, O., Salavati, S., & Yau, J. (2011). Trade-offs between didactical and technological design requirements affecting the robustness of a mobile learning activity.
Paper presented at the Proceedings of the 19th International Conference on Computers in Education.
Specht, M., Borner, D., Tabuenca, B., Ternier, S., De Vries, F., Kalz, M., Drachsler, H., & Schmitz, B. (2012). RTST Trend Report: Lead theme Contextualisation. Deliverable 1.7 of STELLAR network of excellence. Heerlen, The Netherlands.
Stahl, G. (2002). Contributions to a theoretical framework for CSCL. Paper presented at the Proceedings of the conference on computer support for collaborative learning: Foundations for a CSCL community.
Storch, N. (2005). Collaborative writing: Product, process, and students’ reflections. Journal of Second Language Writing, 14(3), 153-173.
Suthiwartnarueput, T., & Wasanasomsithi, P. (2012). Effects of theme-based grammar instruction on the enhancement of English writing ability of Thai EFL students. Journal of Institutional Research South East Asia, 10(2), 42-59.
Suwanarak, K., & Phothongsunan, S. (2009). Attributions of high achieving Thai university students perceiving themselves as failures in English usage. Retrieved December 15, 2020, from http://km.nida.ac.th/home/images/pdf/8-3.pdf
Topping, K. J., & Ehly, S. W. (2001). Peer assisted learning: A framework for consultation. Journal of Educational and Psychological Consultation, 12(2), 113-132.
Trochim, W. M., & Donnelly, J. P. (2001). Research methods knowledge base: CENGAGE Learning.
Usman, R., & Jamil, B. (2019). Perceptions of undergraduate medical students about peer assisted learning. The Professional Medical Journal, 26(08), 1283-1288.
Villamil, O. S., & De Guerrero, M. C. (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing, 5(1), 51-75.
Webb, N. M., & Mastergeorge, A. (2003). Promoting Effective Helping Behavior In Peer-Directed Groups. International Journal of Educational Research, 39(1-2), 73-97.
Weigle, S. C. (2002). Assessing Writing. Cambridge: Cambridge University Press.
Wong, L. -H., Chai, C. -S., Chin, C. -K., Hsieh, Y. -F., & Liu, M. (2012). Towards a seamless language learning framework mediated by the ubiquitous technology. International Journal of Mobile Learning and Organisation, 6(2), 156-171
Wong, L. -H., & Looi, C. -K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364-2381.
Wong, L. -H., & Sharples, M. (2013). Seamless learning: An international perspective on next generation technology enhanced learning.
Zamel, V. (1985). Responding to student writing. Tesol Quarterly, 19(1), 79-101.
Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4(3), 209-222.