Can Web 2.0 technology assist college students in learning English writing? Integrating 'Facebook' and peer assessment with blended learning

• Published in: Australasian Journal of Educational Technology Vol. 27; no. 5; pp. 829 - 845
• Main Author: Shih, Ru-Chu
• Format: Journal Article
• Language: English
• Published: Australasian Society for Computers in Learning in Tertiary Education 01.01.2011
• Subjects: Blended Learning; College English; College Students; Cooperative Learning; Educational Strategies; English (Second language); Facebook; First year students; Foreign Countries; Internet; Learner Engagement; Peer Evaluation; Postsecondary education; Program Effectiveness; Second Language Learning; Second language teaching; Social Networks; Taiwan; University students; Web 2.0; Web Sites; Writing Skills; Taiwan
• ISSN: 1449-5554; 1449-3098; 1449-5554
• DOI: 10.14742/ajet.934

The goal of this study was to investigate the effect of integrating 'Facebook' and peer assessment with college English writing class instruction through a blended teaching approach. This blended approach consisted of one-third of a semester of classroom instruction and two-thirds of a semester combining 'Facebook', peer assessment, and classroom instruction. The subjects were 23 first-year students majoring in English at a technological university in Taiwan participating in an 18 week English writing class. The students were divided into three groups with three 'Facebook' platforms. Both quantitative and qualitative approaches were employed in the study. Research instruments included pre-test and post-test of English writing skills, a self-developed survey questionnaire, and in-depth student interviews. The findings suggest that incorporating peer assessment using 'Facebook' in learning English writing can be interesting and effective for college-level English writing classes. Students can improve their English writing skills and knowledge not only from the in-class instruction but also from cooperative learning. In addition, this 'Facebook' integrated instruction can significantly enhance students' interest and motivation. Finally, the findings may provide useful instructional strategies for teachers of ESL English writing courses. [Author abstract]