This paper investigates the impact of Internet Self-Efficacy on the process writing performance of EFL learners in two online environment—wiki and email. Forty male and female sophomores and juniors who were sitting a course on process writing participated in this study. The participants were randomly assigned to the wiki and email modules. The teacher required the wiki participants to write and post about given topics on the wiki and as for the email module the participants had to send their writing samples through email. In both modules, the participants were given feedback by the teacher in the email module and by the teacher and peers in the wiki. Each session each writing sample was rated by a writing process rating scale (Maftoon & Akef, 2010). Meanwhile, an Internet Self-Efficacy Measure was also administered to both groups. Results indicated that there were positive and significant correlations between the stages of process writing and Internet self-efficacy. Discussions, suggestions, and implications for research and practice are proposed.
| Published in | Education Journal (Volume 4, Issue 3) |
| DOI | 10.11648/j.edu.20150403.16 |
| Page(s) | 132-138 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2015. Published by Science Publishing Group |
Internet Self-Efficacy, Wiki, Email, Writing
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| [54] | Dr Amin Shahini received his PhD in TEFL from Islamic Azad University, Science and Research Branch. He received his MA and BA from the University of Tehran. He is currently a faculty member at Imam Sadigh University. His area of interest is CALL and Discourse Analysis and has published some articles in this regard in national and international journals. |
| [55] | Dr Majid Nemati received his PhD in applied Linguistics. He is currently an Assistant Professor at the University of Tehran. His area of interest includes applied linguistics, writing, ESP and first language acquisition. He has published a number of articles both in national and international journals and has given lectures in a number of local and international conferences. |
APA Style
Amin Shahini, Majid Nemati. (2015). Internet Self-Efficacy in Writing Processes Task Performance. Education Journal, 4(3), 132-138. https://doi.org/10.11648/j.edu.20150403.16
ACS Style
Amin Shahini; Majid Nemati. Internet Self-Efficacy in Writing Processes Task Performance. Educ. J. 2015, 4(3), 132-138. doi: 10.11648/j.edu.20150403.16
AMA Style
Amin Shahini, Majid Nemati. Internet Self-Efficacy in Writing Processes Task Performance. Educ J. 2015;4(3):132-138. doi: 10.11648/j.edu.20150403.16
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Download@article{10.11648/j.edu.20150403.16,
author = {Amin Shahini and Majid Nemati},
title = {Internet Self-Efficacy in Writing Processes Task Performance},
journal = {Education Journal},
volume = {4},
number = {3},
pages = {132-138},
doi = {10.11648/j.edu.20150403.16},
url = {https://doi.org/10.11648/j.edu.20150403.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150403.16},
abstract = {This paper investigates the impact of Internet Self-Efficacy on the process writing performance of EFL learners in two online environment—wiki and email. Forty male and female sophomores and juniors who were sitting a course on process writing participated in this study. The participants were randomly assigned to the wiki and email modules. The teacher required the wiki participants to write and post about given topics on the wiki and as for the email module the participants had to send their writing samples through email. In both modules, the participants were given feedback by the teacher in the email module and by the teacher and peers in the wiki. Each session each writing sample was rated by a writing process rating scale (Maftoon & Akef, 2010). Meanwhile, an Internet Self-Efficacy Measure was also administered to both groups. Results indicated that there were positive and significant correlations between the stages of process writing and Internet self-efficacy. Discussions, suggestions, and implications for research and practice are proposed.},
year = {2015}
}
TY - JOUR T1 - Internet Self-Efficacy in Writing Processes Task Performance AU - Amin Shahini AU - Majid Nemati Y1 - 2015/06/08 PY - 2015 N1 - https://doi.org/10.11648/j.edu.20150403.16 DO - 10.11648/j.edu.20150403.16 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 132 EP - 138 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20150403.16 AB - This paper investigates the impact of Internet Self-Efficacy on the process writing performance of EFL learners in two online environment—wiki and email. Forty male and female sophomores and juniors who were sitting a course on process writing participated in this study. The participants were randomly assigned to the wiki and email modules. The teacher required the wiki participants to write and post about given topics on the wiki and as for the email module the participants had to send their writing samples through email. In both modules, the participants were given feedback by the teacher in the email module and by the teacher and peers in the wiki. Each session each writing sample was rated by a writing process rating scale (Maftoon & Akef, 2010). Meanwhile, an Internet Self-Efficacy Measure was also administered to both groups. Results indicated that there were positive and significant correlations between the stages of process writing and Internet self-efficacy. Discussions, suggestions, and implications for research and practice are proposed. VL - 4 IS - 3 ER -
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