Content analysis of process based writing in web-supported environment at bits Pilani and its possible implications

Authors

  • Suman Luhach Birla Institute of Technology and Science

DOI:

https://doi.org/10.15448/2178-3640.2016.1.23209

Keywords:

Paragogical scaffolding framework, Learning management system, Writing skills, Higher order and Lower order concerns in writing and Higher order thinking skills.

Abstract

A digital environment for instructional purposes has been adopted in the form of a Learning Management System (LMS) by educational institutions. The present study facilitates incorporation of online writing tutorials over LMS ‘Nalanda’ BITS Pilani with the objective of understanding the nature of the writing process while students accomplish their writing tasks on online forums. A paragogical framework has also been devised by keeping scaffolding as the theoretical basis of learning. The methodological strategy adopted to realize the objective and analyze the impact of the educational intervention was content analysis. Results of the content analysis, under the parameters corresponding to different stages of the writing process, suggest that students’ emphasis had been more on content development and critical thinking.

Downloads

Download data is not yet available.

Author Biography

Suman Luhach, Birla Institute of Technology and Science

Suman Luhach is a Research Scholar in the Department of Humanities and Social Sciences, BITS Pilani, Pilani Campus. Her interest areas are ICT and ELT. Presently, she is doing her doctoral research on ‘writing skills of college students’. For this, web-supported learning environment has been utilised to facilitate writing tutorials.

References

Alfuqaha, Isam Najib. 2013. Pedagogy redefined: frameworks of learning approaches prevalent in the current digital information age. i-manager’s Journal of Educational Technology, 10 (1), p. 36-45.

Baleghizadeh, Sasan; Memar, Abbas Timcheh; & Memar, Hossien Timcheh. 2011. A sociocultural perspective on second language acquisition: the effect of high-structured scaffolding versus low-tructured scaffolding on the writing ability of EFL learners. Reflections on English Language Teaching, 10 (1), p. 43–54. Retrieved from http://www.nus.edu.sg/celc/research/books/relt/vol10/43to54-baleghizadeh.pdf.

Barnard, Roger & Campbell, Lucy. 2005. Sociocultural theory and the teaching of process writing: The scaffolding of learning in a university context. The TESOLANZ Journal, 13, p. 76-88. Retrieved from http://researchcommons.waikato,ac.nz/handle/10289/433.

Bruner, Jerom. 1983. Child Talk: Learning to Use Language. Oxford: Oxford University Press.

Chuikova, Elina. 2012. When Academic Writing and Oral Practice Come Together. Frontiers of Language and Teaching, 3, p. 219-227. Retrieved from https://www.academia.edu/2442248/When_Academic_Writing_and_Oral_Practice_Come_Together.

Corneli, Joseph & Danoff, Charles Jeffrey. 2011. Paragogy. In: Proceedings of the 6th Open Knowledge Conference. Berlin, Germany.

Donato, Richard. 1994. Collective scaffolding in second language learning. In: J. P. Lantolf & G. Appel (eds.). Vygotskian Approaches to second language research (p. 33-56). Norwood, NJ: Ablex Publishing Corporation.

Elbow, Peter 1985. The shifting relationships between speech and writing. College Composition and Communication, 36 (3), p. 283-303. Retrieved from http://www.jstor.org/discover/10.2307/357972?uid=3737496&uid=2129&uid=2&uid=70&uid=4&sid=21104721687733.

Guffey, Mary Ellen. 2004. Essentials of Business Communication. 6th ed. Ohio, USA: Melissa Acuna. p. 2-3.

Holton, Derek & Clark, David. 2006. Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37, p. 127-143.

Holton, Derek & Thomas, Gill. 2001. Mathematical interactions and their influence on learning. In: D. Clarke (ed.). Perspectives on practice and meaning in mathematics and science classrooms (p. 75-104). Dordrecht: Kluwer.

Jeong, Allan C. 2003. The sequential analysis of group interaction and critical thinking in online threaded discussions. The American Journal Of Distance Education, 17 (1), p. 25-43.

Kao, Michelle. 1996. Scaffolding in hypermedia assisted instruction: An example of integration. Paper presented at the convention of the Association for Educational Communications and Technology. (ERIC document reproduction service no. ED397 803, 302).

Krippendorff, Klaus. 1989. Content analysis. In: E. Barnouw; G. Gerbner; W. Schramm; T. L. Worth; & L. Gross (eds.). International encyclopedia of communication (Vol. 1, p. 403-407). New York: Oxford University Press. Retrieved from http://repository.upenn.edu/asc_papers/226.

Downloads

Published

2016-10-14

How to Cite

Luhach, S. (2016). Content analysis of process based writing in web-supported environment at bits Pilani and its possible implications. BELT - Brazilian English Language Teaching Journal, 7(1), 64–79. https://doi.org/10.15448/2178-3640.2016.1.23209

Issue

Section

Article