Effectiveness of face-to-face and facebook collaborative writing in Malaysian ESL undergraduates' writing performance

This study investigated the effects of Facebook collaborative writing on a group of English as Second Language (ESL) undergraduates'a writing participants of the study were 33 second year ESL undergraduates at the Faculty of Educational Studies, Universiti Putra Malaysia. They were categorized...

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Main Author:	Shukor, Siti Shuhaida
Format:	Thesis
Language:	English
Published:	2014
Subjects:	Online social networks - Collaboration Undergraduates - Malaysia Written communication - English language - Malaysia
Online Access:	http://psasir.upm.edu.my/id/eprint/52073/1/FPP%202014%2020RR.pdf
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id	my-upm-ir.52073
record_format	uketd_dc
spelling	my-upm-ir.520732017-05-03T04:36:53Z Effectiveness of face-to-face and facebook collaborative writing in Malaysian ESL undergraduates' writing performance 2014-06 Shukor, Siti Shuhaida This study investigated the effects of Facebook collaborative writing on a group of English as Second Language (ESL) undergraduates'a writing participants of the study were 33 second year ESL undergraduates at the Faculty of Educational Studies, Universiti Putra Malaysia. They were categorized into two groups i.e. experimental and comparison groups using the matching-only design. The experimental group was assigned to Facebook collaborative writing tasks while the comparison group was assigned with face-to-face tasks. Face-to-face is considered as the conventional method in this study. This study employed a quasi experimental design with quantitative data. Instruments of the study were pre- and post- writing tests, as well as a set of questionnaire. The fieldwork was conducted in one semester. Data obtained were analyzed using descriptive statistics such as mean scores, standard deviations, frequency and percentages while inferential statistics such as independent sample t-test and paired sample t-test were utilized in finding the mean differences in the writing performance. The findings of the study indicate that there were no significant differences in the overall post-test writing performance between face-to-face and Facebook collaborative writing and similar findings were found in content, organization, vocabulary, language use and mechanics. However, when the mean scores were compared within each group, for face-to-face collaborative writing, it was found that there were significant differences for overall writing performance (t=-3.523, p=.003), content (t=-5.694 p=.000), organization (t=-2.743,p=.014) and vocabulary (t=-3.536, p=.003) except for language use and mechanics. Meanwhile for Facebook collaborative writing, there were significant differences for overall writing performance (t=-6.864, p=.000), content (t=-8.035, p=.000),organization (t=-5.730, p=.000), vocabulary (t=-3.083, p=.008), language use (t=-3.301, p=.005) and mechanics (t=-2.711, p=.016) as well. Besides, perceptions towards Facebook collaborative writing were also found to be fairly positive with the aggregated scores ranging from (M= 3.00 to M= 3.18). As a conclusion, Facebook collaborative writing was proven to be a good platform in ESL learning context. The role of Facebook collaborative writing in writing performance was statistically and practically significant. Online social networks - Collaboration Undergraduates - Malaysia Written communication - English language - Malaysia 2014-06 Thesis http://psasir.upm.edu.my/id/eprint/52073/ http://psasir.upm.edu.my/id/eprint/52073/1/FPP%202014%2020RR.pdf application/pdf en public masters Universiti Putra Malaysia Online social networks - Collaboration Undergraduates - Malaysia Written communication - English language - Malaysia
institution	Universiti Putra Malaysia
collection	PSAS Institutional Repository
language	English
topic	Online social networks - Collaboration Undergraduates - Malaysia Written communication - English language - Malaysia
spellingShingle	Online social networks - Collaboration Undergraduates - Malaysia Written communication - English language - Malaysia Shukor, Siti Shuhaida Effectiveness of face-to-face and facebook collaborative writing in Malaysian ESL undergraduates' writing performance
description	This study investigated the effects of Facebook collaborative writing on a group of English as Second Language (ESL) undergraduates'a writing participants of the study were 33 second year ESL undergraduates at the Faculty of Educational Studies, Universiti Putra Malaysia. They were categorized into two groups i.e. experimental and comparison groups using the matching-only design. The experimental group was assigned to Facebook collaborative writing tasks while the comparison group was assigned with face-to-face tasks. Face-to-face is considered as the conventional method in this study. This study employed a quasi experimental design with quantitative data. Instruments of the study were pre- and post- writing tests, as well as a set of questionnaire. The fieldwork was conducted in one semester. Data obtained were analyzed using descriptive statistics such as mean scores, standard deviations, frequency and percentages while inferential statistics such as independent sample t-test and paired sample t-test were utilized in finding the mean differences in the writing performance. The findings of the study indicate that there were no significant differences in the overall post-test writing performance between face-to-face and Facebook collaborative writing and similar findings were found in content, organization, vocabulary, language use and mechanics. However, when the mean scores were compared within each group, for face-to-face collaborative writing, it was found that there were significant differences for overall writing performance (t=-3.523, p=.003), content (t=-5.694 p=.000), organization (t=-2.743,p=.014) and vocabulary (t=-3.536, p=.003) except for language use and mechanics. Meanwhile for Facebook collaborative writing, there were significant differences for overall writing performance (t=-6.864, p=.000), content (t=-8.035, p=.000),organization (t=-5.730, p=.000), vocabulary (t=-3.083, p=.008), language use (t=-3.301, p=.005) and mechanics (t=-2.711, p=.016) as well. Besides, perceptions towards Facebook collaborative writing were also found to be fairly positive with the aggregated scores ranging from (M= 3.00 to M= 3.18). As a conclusion, Facebook collaborative writing was proven to be a good platform in ESL learning context. The role of Facebook collaborative writing in writing performance was statistically and practically significant.
format	Thesis
qualification_level	Master's degree
author	Shukor, Siti Shuhaida
author_facet	Shukor, Siti Shuhaida
author_sort	Shukor, Siti Shuhaida
title	Effectiveness of face-to-face and facebook collaborative writing in Malaysian ESL undergraduates' writing performance
title_short	Effectiveness of face-to-face and facebook collaborative writing in Malaysian ESL undergraduates' writing performance
title_full	Effectiveness of face-to-face and facebook collaborative writing in Malaysian ESL undergraduates' writing performance
title_fullStr	Effectiveness of face-to-face and facebook collaborative writing in Malaysian ESL undergraduates' writing performance
title_full_unstemmed	Effectiveness of face-to-face and facebook collaborative writing in Malaysian ESL undergraduates' writing performance
title_sort	effectiveness of face-to-face and facebook collaborative writing in malaysian esl undergraduates' writing performance
granting_institution	Universiti Putra Malaysia
publishDate	2014
url	http://psasir.upm.edu.my/id/eprint/52073/1/FPP%202014%2020RR.pdf
_version_	1747812087542841344

Effectiveness of face-to-face and facebook collaborative writing in Malaysian ESL undergraduates' writing performance

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