Collaborative Writing Assisted with Edmodo Learning Management System in Indonesian EFL Classes: Learners’ Attitudes and Learning Engagement

Miftah, M. Z. and Cahyono, B. Y. (2022) Collaborative Writing Assisted with Edmodo Learning Management System in Indonesian EFL Classes: Learners’ Attitudes and Learning Engagement. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 23 (2). pp. 108-131.

Text 37. [2022] Article_Journal_CALL-EJ, 23(2), 108-131_Miftah & Cahyono.pdf Download (724kB)

Abstract

Many studies on the use of Edmodo learning management system (ELMS) in writing classes have been documented. However, little is known about learners' attitudes toward collaborative writing assisted with ELMS and their learning engagement in online learning. The present study aims to examine learners’ attitudes toward ELMS-assisted collaborative writing and their attitudes toward learning engagement in ELMS-assisted collaborative writing. The study involved the second-year undergraduate learners enrolled in an Essay Writing course offered in the third semester of the English education department at a university in Central Borneo, Indonesia. A sample (n=85) was selected from a population sample of all learners of the three classes. A writing attitude survey questionnaire was distributed to the participants to examine learners’ attitudes toward ELMS-assisted collaborative writing. Out of the total number of participants, twelve learners were selected for in-depth interviews to explore their attitudes toward learning engagement in ELMS-assisted collaborative writing. They were selected according to their English proficiency and contribution level to collaborative writing practices. The study used a quantitative method using a survey questionnaire and a qualitative method using in-depth interviews. The data obtained from the questionnaire were analyzed statistically while the data obtained from the interviews were analyzed using thematic analysis. The results show that the learners demonstrated positive attitudes toward ELMS assisted collaborative writing. They were actively engaged in learning to write by sharing ideas for writing, providing feedback for revision, having a productive discussion through peer-to-peer learning, and developing creativity in writing. This study has pedagogical implications for how learners’ positive attitudes and learning engagement contribute to the successful ELMS-assisted collaborative writing practices in online learning for the enhancement of their writing skills in EFL classes.

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