![]() For the current study, a cross-sectional survey of 256 university students was initiated to investigate the mediating effect L2 speaking strategies have on the relationship between L2 writing strategies and social presence. L2 writing strategies related to planning and reviewing contribute to composing tests that students want to upload, present, and discuss, and this sharing is expected to foster classroom social behaviors and consequent language gains. The issue addressed here concerns how second language (L2) speaking strategies mediate the relationship between L2 writing strategies and the social presence component of the community of inquiry (CoI) framework within the context of fully online courses that combined learning management system (LMS) for writing tasks and videoconferencing for live classroom discussion. The data analysis revealed that there is a positive significant relationship between digital collaborative tools, interactivity, and motivation towards student engagement, which in turn proved that there is a positive significant relationship that can be drawn between student engagement and enhanced student participation during COVID-19. ![]() The study utilizes Lev Vygotsky’s Collaborative Learning Theory alongside Albert Bandura’s Social Learning Theory. This quantitative study looks into the relationship between variables pertaining to digital collaboration (personal factors, environmental factors, social media support, digital collaborative tools, interactivity, motivation) and student engagement toward enhanced student participation during COVID-19. When students show an increased level of engagement, it shows that they are actively participating and are more involved during lessons. According to recent research, collaborative learning has been shown to be enjoyable and engaging for students, especially when it is conducted digitally using innovative learning technologies. Students have no issues when it comes to embracing technology, but their ability to stay engaged and participate during lessons was of concern to educators. Educational institutions were instructed to close during the lockdowns and this forced educators and students to communicate and engage using digital technologies. The coronavirus disease (COVID-19) pandemic, subsequent lockdowns, and movement control restrictions have contributed to the shift in education, especially in teaching and learning. As Malaysia’s educational landscape continues to evolve, there is a need to rethink the models and practices involved in the teaching and learning process.
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