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Enhancing ESL learners’ writing through collaborative learning with canva

In response to the unrest caused by the intrusion of the COVID-19 pandemic, which has impacted educational and collaborative environments, this study investigates the role of Canva as a technological tool in enhancing collaborative writing among engineering students. The research employs a pre-test...

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Main Authors: Asiah, Kassim, Noraisah Nurul Fatwa, Mohd Razali
Format: Book Chapter
Language:English
English
Published: Penerbit UMPSA 2024
Subjects:
L Education (General)
LB2300 Higher Education
T Technology (General)
Online Access:http://umpir.ump.edu.my/id/eprint/43553/2/INTRO_TECHNOLOGY-INTEGRATION%20IN%20LANGUAGE%20STUDIES.pdf
http://umpir.ump.edu.my/id/eprint/43553/1/ENHANCING%20ESL%20LEARNERS%E2%80%99%20WRITING%20THROUGH%20COLLABORATIVE%20LEARNING%20WITH%20CANVA.pdf
http://umpir.ump.edu.my/id/eprint/43553/
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spelling my.ump.umpir.435532025-01-09T04:39:54Z http://umpir.ump.edu.my/id/eprint/43553/ Enhancing ESL learners’ writing through collaborative learning with canva Asiah, Kassim Noraisah Nurul Fatwa, Mohd Razali L Education (General) LB2300 Higher Education T Technology (General) In response to the unrest caused by the intrusion of the COVID-19 pandemic, which has impacted educational and collaborative environments, this study investigates the role of Canva as a technological tool in enhancing collaborative writing among engineering students. The research employs a pre-test and post-test design, with participants assigned to experimental and control groups to evaluate Canva’s impact on writing performance and user perceptions. Using paired samples t-tests and inferential statistics, the study finds a significant positive relationship between students' perceptions of Canva’s ease of use and their performance in collaborative writing tasks. The finding suggests that learners who utilise Canva in their collaborative writing tasks perform better than those who do not. Qualitative analysis indicates that Canva effectively promotes creativity, improves collaboration, and boosts engagement and writing quality in language learning activities. Despite its benefits, the study identifies challenges, including the initial learning curve and dependency on Internet connectivity, which must be addressed to maximise Canva's effectiveness in educational settings. The study concludes that Canva holds significant potential for enhancing collaborative writing and recommends further research to explore its long-term benefits and overcome existing limitations. Penerbit UMPSA 2024 Book Chapter PeerReviewed pdf en http://umpir.ump.edu.my/id/eprint/43553/2/INTRO_TECHNOLOGY-INTEGRATION%20IN%20LANGUAGE%20STUDIES.pdf pdf en http://umpir.ump.edu.my/id/eprint/43553/1/ENHANCING%20ESL%20LEARNERS%E2%80%99%20WRITING%20THROUGH%20COLLABORATIVE%20LEARNING%20WITH%20CANVA.pdf Asiah, Kassim and Noraisah Nurul Fatwa, Mohd Razali (2024) Enhancing ESL learners’ writing through collaborative learning with canva. In: Technology-integration in language studies: Cultivating future paradigms. Penerbit UMPSA, Pahang, pp. 181-221. ISBN 978-629-7641-00-0
institution Universiti Malaysia Pahang Al-Sultan Abdullah
building UMPSA Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Pahang Al-Sultan Abdullah
content_source UMPSA Institutional Repository
url_provider http://umpir.ump.edu.my/
language English
English
topic L Education (General)
LB2300 Higher Education
T Technology (General)
spellingShingle L Education (General)
LB2300 Higher Education
T Technology (General)
Asiah, Kassim
Noraisah Nurul Fatwa, Mohd Razali
Enhancing ESL learners’ writing through collaborative learning with canva
description In response to the unrest caused by the intrusion of the COVID-19 pandemic, which has impacted educational and collaborative environments, this study investigates the role of Canva as a technological tool in enhancing collaborative writing among engineering students. The research employs a pre-test and post-test design, with participants assigned to experimental and control groups to evaluate Canva’s impact on writing performance and user perceptions. Using paired samples t-tests and inferential statistics, the study finds a significant positive relationship between students' perceptions of Canva’s ease of use and their performance in collaborative writing tasks. The finding suggests that learners who utilise Canva in their collaborative writing tasks perform better than those who do not. Qualitative analysis indicates that Canva effectively promotes creativity, improves collaboration, and boosts engagement and writing quality in language learning activities. Despite its benefits, the study identifies challenges, including the initial learning curve and dependency on Internet connectivity, which must be addressed to maximise Canva's effectiveness in educational settings. The study concludes that Canva holds significant potential for enhancing collaborative writing and recommends further research to explore its long-term benefits and overcome existing limitations.
format Book Chapter
author Asiah, Kassim
Noraisah Nurul Fatwa, Mohd Razali
author_facet Asiah, Kassim
Noraisah Nurul Fatwa, Mohd Razali
author_sort Asiah, Kassim
title Enhancing ESL learners’ writing through collaborative learning with canva
title_short Enhancing ESL learners’ writing through collaborative learning with canva
title_full Enhancing ESL learners’ writing through collaborative learning with canva
title_fullStr Enhancing ESL learners’ writing through collaborative learning with canva
title_full_unstemmed Enhancing ESL learners’ writing through collaborative learning with canva
title_sort enhancing esl learners’ writing through collaborative learning with canva
publisher Penerbit UMPSA
publishDate 2024
url http://umpir.ump.edu.my/id/eprint/43553/2/INTRO_TECHNOLOGY-INTEGRATION%20IN%20LANGUAGE%20STUDIES.pdf
http://umpir.ump.edu.my/id/eprint/43553/1/ENHANCING%20ESL%20LEARNERS%E2%80%99%20WRITING%20THROUGH%20COLLABORATIVE%20LEARNING%20WITH%20CANVA.pdf
http://umpir.ump.edu.my/id/eprint/43553/
_version_ 1822924933162860544
score 13.239859

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