Students’
Perception and Learning Outcomes of Online Writing Using Discussion Boards
The JALT CALL
Journal 2013: Regular Papers, Vol. 9, No. 2, Pages 131 – 147
Brian
Nielsen, Hokkai Gakuen University in Hokkaido, Japan.
This research studies on
online discussion as a learning approach for Japanese EFL students. Online
discussion is a powerful instrument for extending learners’ current knowledge
as it encourages students to actively engage in discourse with other students.
By using a case-study research methodology, this study uses mixed method data
collection. Firstly through questionnaire and the second method is by analysing
the students’ posts and replies. Numerical data was analysed quantitatively
while open-ended questions were coded using labels and classified into larger
themes later. As for analyses of online writing, the text analysis web tool
“Advanced Text Analyser” at UsingEnglish.com was used. The data collected were
further divided into seven measures. Data were collected from 23 third-year
students enrolled in an EFL reading course at an urban university in Hokkaido,
Japan. Participants were of middle to high intermediate level of English
competence. They were obliged to engage in four online discussions on intercultural
topics. The results were split into seven categories. In measures for language
quantity in posts, the study found out that there was a marked decline in the
quantity of language posts submitted in the latter half of the course. As for
measures for language quantity in replies, there were marked drop in the
quantity of language in replies to posts submitted in the latter half of the
course. There was also a decrease in some measurements of language complexity,
and increase in other measurements like average number of complex words per
sentence. Apart from that, there was a drop in the complexity of language in
learner replies from initial to latter posts. The study also showed that there
was a marked decrease in spelling accuracy within posts and slightly greater
capitalization errors in subject headings. Nonetheless, there was a slight
increase in lexical and grammatical accuracy within posts. On top of that,
there was a marked decrease in the accuracy of learner replies to initial and
latter posts. Lastly, in association to the first two posts, the percentage of
students posting to latter discussions declined.
This research sparks the
interest in me as currently UiTM is encouraging the usage of blended learning
among students. We need to actively engage in online discussion for certain courses.
Hence, I can associate with this research better in regards to my current
learning method. For me, this research had been conducted thoroughly in detail
as it touches on the different measures such as measures of language accuracy
in posts, measures of language complexity in posts and the like. A deep study
on the students’ perception has definitely shed some light on online
discussion. However, the number of topic that the study covered is quite small.
The researcher should make it compulsory on a weekly basis with various topics
to discuss on. If the discussion is being held at the same time or a number of
people sign in at the same time, the discussion will be more engaging and
responsive. Hence, the number of replies can be increased. A more heated debate
can also be anticipated. In general, this research is quite enlightening and
beneficial for educators and students as well. Educators around the world can
use this research as a platform to encourage online discussion among students This
method has been used widely in today’s world and some part of the world depends
solely on this method as their learning method. It reduces anxiety and promotes
confidence among students as they can prepare and check their answers
beforehand. As in Malaysia, this method is still new to us. Our students are
still hesitant to engross in any discussion be it online or face to face as
they are so used to being spoon fed. It is high time that we include blended
learning in our learning process especially in language learning as early as in
school since we are moving towards using ICT in education. Acquiring language
especially in ESL needs immediate and constant feedback and encouragement. Through
online discussion, teacher and peers can correct others’ mistakes now and then.
In normal classroom, students receive feedback after quite some time. This method
hinders the students from correcting their mistakes at instant as they might
have forgotten about it and simply move on to the next topic. To incite online
learning, Malaysia has recently introduced VLE Frog which is a virtual learning
environment where students can learn and discourse online. This encourages
learning outside of the school compound and continuous discussion on related
topic anytime, anywhere. Language can be acquired easily as students receive
more attention and feedback as well as explanation from peers and teachers.
Online discussion is more student-centred and encourages meaningful learning.
So, teachers act as facilitator and help the students in needed. In conclusion,
online discussion is beneficial to the students and it is good that Malaysia is
going towards it whether in secondary education or tertiary education. This is definitely
a good platform for students to shine and improve themselves in language
learning.
