EDMODO USE IN ESP WRITING: STUDENTS’ PERCEPTIONS

Huan Buu Nguyen, Bao Tran Phuong Nguyen

Abstract


A growing body of literature has examined the nature of blended learning and its effects on language teaching and learning, including the use of Edmodo to promote student writing. However, this type of integration of face-to-face instruction and online learning remains relatively new for EFL contexts. Also, teaching writing at the Vietnamese contexts, particularly in the ESP tertiary education, is still largely dependent on conventional way. This paper therefore reports students’ perceptions about Edmodo use in writing classes at a Vietnamese university. This paper draws on data collected as part of a larger mixed methods project including tests and interviews over a fifteen-week semester of an ESP writing class. In this paper, the focus is the data from interviews, which explored how students perceived the effects of Edmodo use in their writing learning process. The findings indicate students’ positive perceptions about this supportive learning delivery method in writing classes. Implications for teachers and school administrators with regard to practical applications of Edmodo as a potential tool are also discussed.

 

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blended learning, Edmodo, perceptions, writing

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References


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DOI: http://dx.doi.org/10.46827/ejel.v0i0.2464

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