Facebook Aided Lesson Study Design: Investigating Its Potentials on EFL Students' Literature Review Writing Skill

Autor/inn/en	Susanto; Arifani, Yudhi; Khaja, Farah Natchiar Mohd.; Paulina
Titel	Facebook Aided Lesson Study Design: Investigating Its Potentials on EFL Students' Literature Review Writing Skill
Quelle	In: International Journal of Instruction, 14 (2021) 1, S.47-64 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Lesson Plans; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); Literature Reviews; Social Media; Social Networks; Writing Skills; Correlation; Writing Instruction; Computer Mediated Communication; Instructional Effectiveness; Undergraduate Students; College Faculty; Majors (Students); Foreign Countries; Theses; Comparative Analysis; Language Teachers; Indonesia + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Soziale Medien; Social network; Soziales Netzwerk; Writing skill; Schreibfertigkeit; Korrelation; Schreibunterricht; Computerkonferenz; Unterrichtserfolg; Fakultät; Ausland; These; Language teacher; Sprachunterricht; Indonesien
Abstract	This study aimed to address three vital issues applying lesson study in EFL literature review writing course, namely to explain the effect of applying Facebook aided lesson study instruction model on the students' comprehension of literature review patterns/moves and literature review writing ability, to compare the effect of Facebook-aided lesson study and traditional teaching instruction model, and to elaborate the correlation between students' literature review patterns comprehension and their literature writing ability. Experimental research was employed to examine those three potentials. This research involved 30 EFL learners, with 15 studying in a Facebook-aided lesson study instruction and 15 in a traditional classroom. Results indicated that the implementation of Facebook-aided lesson study in an EFL setting could not improve students' literature review comprehension, but this teaching approach could enhance students' literature writing ability. Finally, the positive correlation between EFL students' literature review comprehension and their literature writing ability was found from the study. Implementing a lesson study activities plan, do, and see using a Facebook-aided media in EFL teaching and learning context is recommended. This study could not comprehensively explore online teacher interactions during the Facebook discussion as it was more emphasized on outcome-based learning. Consequently, research on process-based interaction among lesson study teams is worth pursuing. [Note: The attached content shows an incorrect citation. This article was published in v14 n1 Jan 2021.] (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01