A Strategy for SNS-based Writing Practice to Leverage Less Proficient Students’ Participation and Pedagogical Performance
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This study explores the influence of SNS (Kakao-Talk) writing practice on less proficient students’ (LPSs) participation in class and illustrates a new trial to promote pedagogical transformation from the traditional approach. In this study, 62 LPSs were participating in a teacher’s guided writing class by using specific grammar templates through Kakao-Talk, a tool of an SNS writing platform. While re-making template sentences, students were automatically reminded of the contents they had learned. They were also offered multimedia-based content including reading supplementary materials and YouTube videos uploaded on SNS, which was recompiled from students’ textbooks. The study employed a mixed method approach adopting qualitative and quantitative analyses (5-likert scale) by using SPSS 12.0. A post-survey was analyzed to calculate the students’ presence on SNS, and the efficacy through SNS–writing activity (Kakao-Talk). The correlation between scaffolded input and students’ writing strategy and the reliability coefficient of feedback factors were also reviewed. The results revealed that a number of teachers’ strategic scaffolding should be prepared to induce learners’ active engagement. While monitoring students’ writing activity through Kakao-Talk, teachers’ scaffolding ability to control the virtual-space was also considered to be as essential for LPSs as teachers’ meaningful pedagogical roles and responsibility.
Abstract
This study explores the influence of SNS (Kakao-Talk) writing practice on less proficient students’ (LPSs) participation in class and illustrates a new trial to promote pedagogical transformation from the traditional approach. In this study, 62 LPSs were participating in a teacher’s guided writing class by using specific grammar templates through Kakao-Talk, a tool of an SNS writing platform. While re-making template sentences, students were automatically reminded of the contents they had learned. They were also offered multimedia-based content including reading supplementary materials and YouTube videos uploaded on SNS, which was recompiled from students’ textbooks. The study employed a mixed method approach adopting qualitative and quantitative analyses (5-likert scale) by using SPSS 12.0. A post-survey was analyzed to calculate the students’ presence on SNS, and the efficacy through SNS–writing activity (Kakao-Talk). The correlation between scaffolded input and students’ writing strategy and the reliability coefficient of feedback factors were also reviewed. The results revealed that a number of teachers’ strategic scaffolding should be prepared to induce learners’ active engagement. While monitoring students’ writing activity through Kakao-Talk, teachers’ scaffolding ability to control the virtual-space was also considered to be as essential for LPSs as teachers’ meaningful pedagogical roles and responsibility.
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