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Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment

This study explored the narrative writing experience of 28 freshmen EFL Libyan university students in a learner blog modeled on online fanfiction writing environment. It examined the impact of blogging on narrative writing quality. It looked at blog functions stimulating writing, management of...

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Main Author: Harb, Fatma Elhadi B.
Format: Thesis
Language:English
Published: 2017
Subjects:
Narration (Rhetoric) - Study and teaching - Foreign speakers
Creative writing - Study and teaching
Second language acquisition - Case studies
Online Access:http://psasir.upm.edu.my/id/eprint/75578/1/FBMK%202018%2062%20IR.pdf
http://psasir.upm.edu.my/id/eprint/75578/
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spelling my.upm.eprints.755782019-11-27T01:47:42Z http://psasir.upm.edu.my/id/eprint/75578/ Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment Harb, Fatma Elhadi B. This study explored the narrative writing experience of 28 freshmen EFL Libyan university students in a learner blog modeled on online fanfiction writing environment. It examined the impact of blogging on narrative writing quality. It looked at blog functions stimulating writing, management of peer feedback and discussed how peer feedback may contribute to improving writing. The study reported participants’ and their class teacher’s perspectives on the online writing experience. This one-semester study adopted the mixed-method approach. Data were collected through writing test scores, questionnaire responses from students and transcripts of the interview session with the writing class teacher and the students’ posted peer feedback. Descriptive statistics and the Wilcoxon Signed-Ranks Test were used to analyze quantitative results while textual and thematic analyses were used to analyze qualitative data. The findings revealed that narrative writing performance did not significantly improve after the blog use. The findings also indicated that technological and social functions moderately stimulated writing. Task-Related Feedback was higher than Non-Task Related Feedback, but students’ writing activity on the blog lacked constructive feedback. Most participants preferred teacher feedback and developed subject-related and non-subject related skills due to of their participation on the blog. The study suggests that EFL writing teachers need to understand the environment, which stimulates students’ writing improvement. The study also reemphasizes the importance of a real audience, socialization and a balance of teacher feedback and peer feedback as proposed in constructivism and connectivism. 2017-12 Thesis NonPeerReviewed text en http://psasir.upm.edu.my/id/eprint/75578/1/FBMK%202018%2062%20IR.pdf Harb, Fatma Elhadi B. (2017) Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment. PhD thesis, Universiti Putra Malaysia. Narration (Rhetoric) - Study and teaching - Foreign speakers Creative writing - Study and teaching Second language acquisition - Case studies
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
topic Narration (Rhetoric) - Study and teaching - Foreign speakers
Creative writing - Study and teaching
Second language acquisition - Case studies
spellingShingle Narration (Rhetoric) - Study and teaching - Foreign speakers
Creative writing - Study and teaching
Second language acquisition - Case studies
Harb, Fatma Elhadi B.
Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment
description This study explored the narrative writing experience of 28 freshmen EFL Libyan university students in a learner blog modeled on online fanfiction writing environment. It examined the impact of blogging on narrative writing quality. It looked at blog functions stimulating writing, management of peer feedback and discussed how peer feedback may contribute to improving writing. The study reported participants’ and their class teacher’s perspectives on the online writing experience. This one-semester study adopted the mixed-method approach. Data were collected through writing test scores, questionnaire responses from students and transcripts of the interview session with the writing class teacher and the students’ posted peer feedback. Descriptive statistics and the Wilcoxon Signed-Ranks Test were used to analyze quantitative results while textual and thematic analyses were used to analyze qualitative data. The findings revealed that narrative writing performance did not significantly improve after the blog use. The findings also indicated that technological and social functions moderately stimulated writing. Task-Related Feedback was higher than Non-Task Related Feedback, but students’ writing activity on the blog lacked constructive feedback. Most participants preferred teacher feedback and developed subject-related and non-subject related skills due to of their participation on the blog. The study suggests that EFL writing teachers need to understand the environment, which stimulates students’ writing improvement. The study also reemphasizes the importance of a real audience, socialization and a balance of teacher feedback and peer feedback as proposed in constructivism and connectivism.
format Thesis
author Harb, Fatma Elhadi B.
author_facet Harb, Fatma Elhadi B.
author_sort Harb, Fatma Elhadi B.
title Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment
title_short Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment
title_full Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment
title_fullStr Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment
title_full_unstemmed Libyan EFL university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment
title_sort libyan efl university students’ narrative writing and management of peer feedback in a blog modeled on a fanfiction writing environment
publishDate 2017
url http://psasir.upm.edu.my/id/eprint/75578/1/FBMK%202018%2062%20IR.pdf
http://psasir.upm.edu.my/id/eprint/75578/
_version_ 1651869196990021632
score 13.211869

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