Effect of Using Collaborative Learning and Scaffolding Strategies via the Learning Management System on Improving EFL Students’ Writing Skill

Abdurakhimovna, R. S. (2024). Approaches to teaching writing in a foreign language at non-linguistic universities. European Journal of Pedagogical Initiatives and Educational Practices, 2(4), 8-14. https://doi.org/10.1016/j.sbspro.2014.01.1149

Abu-Shanab, E., Momani, A., & Ababneh, N. (2012, April). Teachers’ adoption of E-learning systems: the case of EduWave in Jordan. In The 2012 International Arab Conference of E-Technology (IACe-T’2012), Zarqa, Jordan (pp. 51-56). file:///C:/Users/Novin%20Pendar/Downloads/Abu-Shanabetal2012zarqa2012.pdf

Akbari, F., & Erfani, S. S. (2018). The effect of Wiki and e-portfolio on writing skill of Iranian intermediate EFL learners. International Journal of Applied Linguistics and English Literature, 7(3), 170-180. https://doi.org/10.7575/aiac.ijalel.v.7n.3p.170

Akhmedova, Z., & Rahmatova, N. (2024). LMS (Learning Management System) Learning Management System Features. Science and innovation in the education system, 3(1), 85-94. https://doi.org/10.55248/gengpi.5.0624.1460

Aljarrah, A. (2011). University of Jordan students' attitudes towards the use of the blackboard as a learning tool. Dirasat: Educational Sciences, 38.

Apple, K. J., Reis-Bergan, M., Adams, A. H., & Saunders, G. (2011). Online tools to promote student collaboration. Getting connected: Best practices for technology enhanced teaching and learning in high education, 239-252.

Armstrong, D. (2011, October). Students’ perceptions of online learning and instructional tools: A qualitative study of undergraduate students’ use of online tools. In E-learn: world conference on E-learning in corporate, government, healthcare, and higher education (pp. 1034-1039). Association for the Advancement of Computing in Education (AACE).

Arnaudet, M, L., Barrett, M, A. (1990). Paragraph Development: A Guide for Students of English (Ed. 2). New Jersey: Prentice Hall Regents.

Baines, E., Blatchford, P., & Kutnick, P. (2016). Promoting effective group work in the primary classroom: A handbook for teachers and practitioners. Routledge.

Barrot, J. S. (2021). Using automated written corrective feedback in the writing classrooms: Effects on L2 writing accuracy. Computer Assisted Language Learning, 36(4), 584–607. https://doi.org/10.1080/09588221.2021.1936071

Belland, B. R. (2017). Instructional scaffolding in STEM education: Strategies and efficacy evidence (p. 144). Springer Nature.

Brown, A. L. (1994). The advancement of learning. Educational researcher, 23(8), 4-12.

Carvalho, A., Areal, N., & Silva, J. (2011). Students' perceptions of Blackboard and Moodle in a Portuguese university. British journal of educational technology, 42(5), 824-841. https://doi.org/10.1111/j.1467-8535.2010.01097.x

Chairinkam, J., & Yawiloeng, R. (2024). The use of scaffolding strategies to enhance the writing development of EFL students. Theory and Practice in Language Studies, 14(9), 2996-3007. https://doi.org/10.17507/tpls.1409.35

Chapelle, C., & Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge university press.

Coates, H. (2015). Assessment of learning outcomes. The European higher education area: Between critical reflections and future policies, 399-413.

Creswell, J. W., & Creswell, J. D. (2018). Mixed methods procedures. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches.

Djoub, Z. (2017). Enhancing students' critical thinking through portfolios: Portfolio content and process of use. In Handbook of research on creative problem-solving skill development in higher education (pp. 235-259). IGI Global.

Dooley, K., & Sexton-Finck, L. (2017). A focus on collaboration: Fostering Australian screen production students' teamwork skills. Journal of Teaching and Learning for Graduate Employability, 8(1), 74-105. https://doi.org/10.21153/jtlge2017vol8no1art642

Durga, S. S., & Rao, C. S. (2018). Developing students' writing skills in English-A process approach. Journal for Research Scholars and Professionals of English Language Teaching, 6(2), 1-5.

Ellis, R. (2003). Designing a task-based syllabus. RELC journal, 34(1), 64-81.

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–246. https://doi.org/10.1111/j.1473-4192.2009.00231.x

Entezari, J., & Taki, S. (2018). Investigating collaborative learning through social networking on Iranian EFL learners’ writing. Journal of Applied Linguistics and Language Research, 5(2), 261-274.

Eskalieva, S. A., & Jaksulikova, D. (2021). Importance of teaching writing as a language skill. Polish science journal, 5(38), 120-121.

Ferris, D. R. (2004). The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of Second Language Writing, 13(1), 49-62.

Furqon, M., Sinaga, P., Liliasari, L., & Riza, L. S. (2023). The impact of learning management system (LMS) usage on students. TEM Journal, 12(2).

Gerlach, J. M. (1994). Is this collaboration? New directions for teaching and learning, 59, 5-14.

Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content‐based classroom. TESOL quarterly, 37(2), 247-273.

Golub, J. (1988). Focus on collaborative learning. classroom practices in teaching English, 1988. National Council of Teachers of English (NCTE), 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 17538-015, $7.50-member, $9.95 nonmember).

Govender, D. W. (2010). Attitudes of students towards the use of a Learning Management System (LMS) in a face-to-face learning mode of instruction. Africa Education Review, 7(2), 244-262.

Hanko, G. (2016). Increasing competence through collaborative problem-solving: Using insight into social and emotional factors in children's learning. David Fulton Publishers.

Hatch, E. M., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. New York, NY: Newbury House Publishers.

Khaliliaqdam, S. (2014). ZPD, scaffolding and basic speech development in EFL context. Procedia-Social and Behavioral Sciences, 98, 891-897.

Kloepper, L. (2017). Collaboration, not oration: Tips for engaging students and promoting active learning in large classrooms. The Journal of the Acoustical Society of America, 141(5_Supplement), 4018-4019.

Kusumawati, R., & Nayazik, A. (2018). Developing mathematics learning strategy module based on journal review. Al-Jabar: Jurnal Pendidikan Matematika, 9(2), 111-120.

Laal, M., & Laal, M. (2012). Collaborative learning: what is it? Procedia-Social and Behavioral Sciences, 31, 491-495.

Lantolf, J. P. (2000). Second language learning as a mediated process. Language teaching, 33(2), 79-96.

Lam, E. T. C., Wang, L. C., & Zhao, S. (2023). The Impact of Group Collaboration on Students’ Chinese Vocabulary Learning. In ICERI2023 Proceedings (pp. 42-45). IATED.

Lantolf, J. P. (2006). Sociocultural theory and L2: State of the art. Studies in second language acquisition, 28(1), 67-109.

Lantolf, J. P., & Pavlenko, A. (1995). Sociocultural theory and second language acquisition. Annual review of applied linguistics, 15, 108-124.

Lazareva, A. (2017, September). Factors affecting student engagement in online collaborative learning courses. In Teaching and Learning in a Digital World: Proceedings of the 20th International Conference on Interactive Collaborative Learning–Volume 2 (pp. 349-359). Springer International Publishing.

Lee, M. C. (2010). Explaining and predicting users’ continuance intention toward e-learning: An extension of the expectation–-confirmation model. Computers & Education, 54(2), 506-516.

Liou, H. C., & Lee, S. L. (2013). How wiki-based writing influences college students’ collaborative and individual composing products, processes, and learners’ perceptions. In Explorations of Language Teaching and Learning with Computational Assistance (pp. 167-183). IGI Global.

Liseno, L., & Kelly, C. N. (2020). Cultivating creativity: A conversation on online tools for critical thinking.

Macaro, E. (1997). Target language, collaborative learning and autonomy (Vol. 5). Multilingual Matters.

Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11(1), 9.

Maguate, G. (2024). Cultural responsiveness and educational equity: Exploring the MATATAG curriculum in the light of sociocultural theory. Available at SSRN 4873098.

Marks, M. B., & O’Connor, A. H. (2013). Understanding students’ attitudes about group work: What does this suggest for instructors of business? Journal of Education for Business, 88(3), 147-158.

Moreillon, J. (2015). Increasing interactivity in the online learning environment: Using digital tools to support students in socially constructed meaning-making. TechTrends, 59, 41-47.

Pallant, J. (2013). SPSS Survival Manual, 5thedn NSW. Australia: Allen & Unwin.

Papastergiou, M. (2006, October). Course management systems as tools for the creation of online learning environments: Evaluation from a social constructivist perspective and implications for their design. In International Journal on E-learning (Vol. 5, No. 4, pp. 593-622). Association for the Advancement of Computing in Education (AACE).

Park, D. Y., & Lodgson, C. (2015). Effects of Modeling instruction on descriptive writing and observational skills in middle school. International Journal of Science and Mathematics Education, 13(1), 71-94.

Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344. https://doi.org/10.1016/0361-476X(83)90019-X

Qaddumi, H. A., & Smith, M. (2024). Implementation of learning management systems (Moodle): effects on students’ language acquisition and attitudes towards learning English as a Foreign Language. Trends in Higher Education, 3(2), 260-272. https://doi.org/10.3390/higheredu3020016

Reigeluth, C. M., Watson, W. R., Watson, S. S. L., Dutta, P., Chen, Z., & Powell, N. D. (2008). Roles for technology in the information-age paradigm of education: Learning management systems. Educational Technology, 32-39.

Riazi, A. M. (2000). How to write research proposals. Rahnama Publications.

Roschelle, J. (2003). Keynote paper: Unlocking the learning value of wireless mobile devices. Journal of computer assisted learning, 19(3), 260-272.

Rubin, H. J. & Rubin, I. S. (1995). Qualitative interviewing: the art of hearing data / Herbert J. Rubin and Irene S. Rubin. 2nd ed. London: SAGE.

Rymes, B. R., & Wortham, S. (2011). Concepts and methods for using narrative in teacher education. Narrative discourse analysis for teacher educators: Managing cultural difference in classrooms, 37-54.

Schoor, C., Narciss, S., & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist, 50(2), 97-119. https://doi.org/10.1080/00461520.2015.1038540

Spake, D., Borboa, D., Joseph, M., & Yazdanparast, A. (2017). Perceptions and use of learning management system tools and other technologies in higher education: A preliminary analysis. Journal of Learning in Higher Education, 10(2), 17-23.

Sundari, H., & Febriyanti, R. H. (2023). Collective scaffolding in virtual collaborative writing: A study during emergency remote teaching in Indonesia. Studies in English Language and Education, 10(1), 16-40. https://doi.org/10.24815/siele.v10i1.25039

Tabatabaei, O. (2012). The effect of computer-assisted language learning (CALL) on learning idiomatic expressions: A case of Iranian EFL students. Journal of Language, Culture, and Translation, 1(1), 119-137.

Taheri, M., & Mashhadi Heidar, D. (2019). Portfolio assessment and EFL learners' writing ability: Does self-regulation have a role to play? Issues in Language Teaching, 8(2), 83-107. https://doi.org/10.1186/s40862-024-00257-1

Tuan, L. T. (2010). Enhancing EFL Learners' Writing Skill via Journal Writing. English Language Teaching, 3(3), 81-88.

Vygotsky, L. S. (1978). In M. Cole, V. John-Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. & Cole, M. (1978). Mind in society: Development of higher psychological processes, Harvard university press.

Warren, C. A. (2002). Qualitative interviewing. Handbook of interview research: Context and method, 839101, 103-116.

Weir, C. J., Hughes, A., & Porter, D. (1990). Reading skills: Hierarchies, Implicational Relationships and Identifiability.

World Bank (2020). Remote learning during COVID-19: Lessons from today, principles for tomorrow. https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.

Xiaoxiao, L., & Yan, L. (2010). A Case Study of Dynamic Assessment in EFL Process Writing.

Zackariasson, M. (2020). Encouraging student independence: Perspectives on scaffolding in higher education supervision. Journal of Applied Research in Higher Education, 12(3), 495-505.

Zanjani, N. (2017). The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector. Australasian Journal of Educational Technology, 33(1). https://doi.org/10.14742/ajet.2938

Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and teacher education, 17(5), 613-621. https://doi.org/10.1016/S0742-051X(01)00017-8

Zheng, R., Qu, L., Chen, T., Cui, L., Shi, Y., & Yin, H. (2024, May). Decentralized collaborative learning with adaptive reference data for on-device POI recommendation. In Proceedings of the ACM on Web Conference 2024 (pp. 3930-3939).